Questions and Replies
07 March 2024 - NW413
King, Ms C to ask the Minister of Higher Education, Science and Innovation
On what grounds has he decided not to take a leave of absence while the investigation related to the National Student Financial Aid Scheme and other matters is conducted?
Reply:
The act of taking leave of absence in the face of malicious allegations is usually exercised as an ethical step to allow a formal disciplinary process to proceed without any prejudice or hindrance, by an implicated party. As it relates to NSFAS, I have never been subjected to any disciplinary process or investigation and as such, the requirement of leave of absence doesn’t arise.
07 March 2024 - NW412
King, Ms C to ask the Minister of Higher Education, Science and Innovation
(1)What total number of beds for student accommodation have been approved by the National Student Financial Aid Scheme accrediting agents to date for the 2024 academic year; (2) whether the specified accrediting agents have been paid in full yet; if not, what is the position in this regard; if so, what are the relevant details
Reply:
(1) The total number of beds that have been accredited by NSFAS is 83 750.
(2) NSFAS has paid accreditation agents for whom invoices have been validated and approved. The total paid to date for 2023 accreditation amounts to R1, 575,740.
07 March 2024 - NW403
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
(a) On what date will the contracts of the four direct payment service providers for the National Student Financial Aid Scheme (NSFAS) be terminated, as recommended by the Werkmans Attorneys in October 2023 and (b) what total amount in Rand of NSFAS funds are still held by the direct payment service providers?
Reply:
a) The NSFAS Board is currently undergoing legal processes related to the cancellation of these contracts. Contracts will be cancelled upon completion of this process.
b) In terms of the agreed upon process, the partners do not hold on to NSFAS funds in the partners bank accounts; funds are paid into students individual NSFAS bank accounts and these funds are immediately available to students upon them completing the know your client (KYC) bank processes.
07 March 2024 - NW415
Khakhau, Ms KL to ask the Minister of Higher Education, Science and Innovation
What steps has his department taken to ensure that Coinvest and other service providers roll out National Student Financial Aid Scheme funds on time?
Reply:
The Department does not oversee the operations of service providers appointed by NSFAS, this is the role of senior management. NSFAS has advised that as per their agreements with service providers, they provide on boarding files to all partners in anticipation of the agreed upon monthly payment dates. A NSFAS payment file follows, after all partners have confirmed that students have been on boarded. Within 24 hours of NSFAS paying funds over to the partners, they release funds into students’ individual NSFAS bank accounts.
07 March 2024 - NW414
Khakhau, Ms KL to ask the Minister of Higher Education, Science and Innovation
What total number of students have to date been allocated money in accordance with his department’s missing-middle funding model?
Reply:
NSFAS is currently still processing applications based on financial eligibility of a combined family income in the range of R351 000 to R600 000. Academic institutions will assist in establishing academic eligibility (e.g. STEM vs Humanities programmes and the 70:30 split respectively).
Once both requirements of financial and academic eligibility are satisfied, NSFAS will share the loan agreement forms and associated documents for each eligible student with the students. Disbursement will follow thereafter.
28 February 2024 - NW30
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(1)What (a) is the status of students who were rejected by the National Student Financial Aid Scheme (NSFAS) and (b) were the reasons for rejection; (2) what is the total number of (a) appeals that have been lodged by students that were rejected by NSFAS for the 2024 academic year, (b) the specified lodged appeals that were resolved and (c) the resolved appeals that resulted in NSFAS agreeing to pay for the specified academic year?
Reply:
1. (a) 131 528 applications have been rejected for the 2024 academic year. Their status remains at rejected.
(b) The applications were rejected due to not meeting either the financial or academic eligibility criteria.
2. (a) NSFAS has received 1495 appeals to date.
(b) NSFAS has not started working on the appeals yet. NSFAS applications closed on 15 February 2024. The team has been working on expediting the processing of applications.
(c) No appeals have been resolved yet.
28 February 2024 - NW175
King, Ms C to ask the Minister of Higher Education, Science and Innovation
What is the total number of students according to demographics of (a) race, (b) gender and (c) disability that each university has enrolled in each faculty in the 2024 academic year?
Reply:
The Department is not in a position to share current (2024) enrolment data as the data has not been validated and audited at the university level. Ordinarily university audits are completed around July, Audited Disability enrolment stats have been disaggregated by race and gender in the table below. Unfortunately, DHET does not categorise student data in terms of the faculty they are located in.
Year |
2022 |
|||||||||||
Institution |
Female |
Female Total |
Male |
Male Total |
||||||||
African |
Coloured |
Indian |
No Info |
White |
African |
Coloured |
Indian |
No Info |
White |
|||
Cape Peninsula University of Technology |
42 |
31 |
1 |
1 |
12 |
87 |
61 |
27 |
4 |
1 |
16 |
109 |
Central University of Technology |
94 |
2 |
|
|
3 |
99 |
87 |
5 |
|
|
4 |
96 |
Durban University of Technology |
207 |
5 |
10 |
|
|
222 |
167 |
2 |
10 |
|
2 |
181 |
Mangosuthu University of Technology |
36 |
|
|
|
|
36 |
23 |
|
|
|
|
23 |
Nelson Mandela Metropolitan University |
195 |
29 |
3 |
|
36 |
263 |
168 |
25 |
4 |
|
36 |
233 |
North West University |
337 |
9 |
9 |
1 |
196 |
552 |
197 |
8 |
4 |
1 |
141 |
351 |
Rhodes University |
50 |
6 |
4 |
|
24 |
84 |
33 |
10 |
5 |
|
21 |
69 |
Sefako Makgatho University |
8 |
|
|
|
|
8 |
17 |
|
|
|
|
17 |
Sol Plaatje University, Northern Cape |
26 |
3 |
|
|
1 |
30 |
24 |
4 |
2 |
|
1 |
31 |
Tshwane University of Technology |
88 |
1 |
|
|
3 |
92 |
107 |
|
|
|
5 |
112 |
University of Fort Hare |
4 |
|
|
|
1 |
5 |
6 |
1 |
|
|
2 |
9 |
University of Cape Town |
80 |
49 |
18 |
106 |
100 |
353 |
104 |
31 |
18 |
99 |
71 |
323 |
University of Free State |
124 |
8 |
1 |
|
51 |
184 |
114 |
7 |
2 |
1 |
41 |
165 |
University of Johannesburg |
88 |
8 |
2 |
1 |
28 |
127 |
72 |
3 |
5 |
|
19 |
99 |
University of KwaZulu-Natal |
271 |
5 |
43 |
|
12 |
331 |
195 |
7 |
23 |
|
3 |
228 |
University of Limpopo |
107 |
1 |
|
|
|
108 |
84 |
|
|
|
|
84 |
University of Mpumalanga |
1252 |
2 |
2 |
|
4 |
1260 |
798 |
3 |
2 |
|
2 |
805 |
University of Pretoria |
115 |
16 |
22 |
1 |
140 |
294 |
114 |
7 |
23 |
1 |
156 |
301 |
University of South Africa |
1201 |
133 |
115 |
34 |
361 |
1844 |
789 |
81 |
83 |
9 |
232 |
1194 |
University of Stellenbosch |
54 |
52 |
14 |
9 |
191 |
320 |
31 |
39 |
11 |
14 |
160 |
255 |
University of Venda |
28 |
|
|
|
|
28 |
41 |
|
|
|
|
41 |
University of Western Cape |
150 |
112 |
8 |
2 |
17 |
289 |
104 |
87 |
8 |
2 |
13 |
214 |
University of Witwatersrand |
379 |
52 |
91 |
|
188 |
710 |
299 |
23 |
72 |
|
141 |
535 |
University of Zululand |
163 |
|
|
|
|
163 |
126 |
1 |
|
1 |
|
128 |
Vaal University of Technology |
248 |
|
|
|
|
248 |
227 |
2 |
|
|
3 |
232 |
Walter Sisulu University |
10 |
|
|
|
|
10 |
12 |
|
|
|
|
12 |
28 February 2024 - NW31
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
Following the allegations of corruption against a certain person (name and details furnished) and his subsequent leave or suspension, (a) what actions has he taken in the wake of the allegations, (b) what are the precise allegations against the specified person, (c) how have the allegations affected the daily running of the National Student Financial Aid Scheme (NSFAS), (d) how does his department plan to solve the operational challenges and (e) who is the current acting chairperson of NSFAS?
Reply:
(a) what actions has he taken in the wake of the allegations,
On 10 January 2024 the NSFAS Board Chairperson, Mr Ernest Khosa informed the Board of his decision to take a leave of absence, and the Board, at the same meeting on 10 January 2024, decided to appoint an independent legal service provider to advise on the appropriate course of action. The firm Tshisevhe Gwina Ratshimbilani Inc. (TGR Attorneys) has been appointed and we now await their report.
(b) what are the precise allegations against the specified person,
The OUTA report contains recordings and transcripts of recordings of two meetings held allegedly between the Chairperson of the NSFAS Board, Mr Ernest Khosa and service providers to NSFAS. The report raised several allegations, including:
- The Chairperson privately met with service providers under investigation by the board for irregular appointments.
- The Chairperson allegedly received monetary benefits from service providers in exchange for facilitating appointments.
- The Chairperson purportedly made decisions with service providers that were contrary to the ongoing board investigation.
(c) how have the allegations affected the daily running of the National Student Financial Aid Scheme (NSFAS),
The leave of absence of the Chairperson has resulted in vacancies within both the Board itself and some of its sub-committees. Nevertheless, the Board has taken proactive measures to address this situation by reallocating existing members to fill these vacancies, thereby ensuring the continuity of leadership and preventing any void in governance.
(d) how does his department plan to solve the operational challenges and
The Department’s role is to exercise oversite. In the process of fulfilling this role it has approved funding for NSFAS’ ICT needs and capacity challenges. Whilst these are being addressed the Board has identified experts who will assist with implementing the turnaround strategy of the entity. Through reports the Department is monitoring the implementation of the audit plan and mitigation strategies it has advised NSFAS to implement. Further it engages with stakeholders, such as TVET Colleges and Universities, on whom NSFAS depends for timeous provision of accurate data to address bottlenecks. In addition, the Department will be instituting a board evaluation programme to assess the board’s performance against key KPI’s including amongst others institutional governance, policies to support critical standard operating procedures and performance management.
(e) who is the current acting chairperson of NSFAS?
The current Acting Chairperson is Prof Lourens van Staden.
22 February 2024 - NW32
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(a) How will the R3,8 billion funding for the missing middle be facilitated for the 2024 academic year and (b) what number of students will benefit from the funding?
Reply:
(a) The R3.8 billion funding will be sourced from the National Skills Fund (NSF) and the Sector Education and Training Authority (SETA), with the NSF contributing R1.5 billion and the SETA offering R2.5 billion in 2024. The transfers will be subject to NSFAS meeting certain conditions, including improved controls and processes.
(b) 31 884 students will be funded over a period of 4 years.
20 December 2023 - NW3426
Makamba-Botya, Ms N to ask the Minister of Higher Education, Science and Innovation
Noting the various reported incidences of racial tension arising at the University of Pretoria and the alleged unfair dismissal from Student Representative Council elections of certain candidates (details furnished), (a) what are the details of the intervention measures that his department has made in the institution, noting the historical context of the institution itself with regard to racial discrimination and (b) how does the department ensure that students and workers have an outlet outside of the investigation processes of institutions for reporting issues pertaining to racial prejudice?
Reply:
a) The Department approached the university for a response which was then provided on 14 December 2023. In the report the university confirms that it developed a transformation strategy in 2022 as required, and the strategy creates safe spaces for engagement and discussion on institutional culture, and subsequently established UP Institutional Transformation Committee and UP Transformation Office, all which are tasked with developing and implementing various transformation initiatives.
b) All incidences on racial prejudice and other forms of discrimination which are reported to the Department are immediately investigated by senior officials, sometimes with the assistance of Higher Health and South African Police Services.
19 December 2023 - NW3743
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
(a) On what date will the report which was compiled by Professor Yunus Ballim on allegations of corruption at the National Student Financial Aid Scheme be released, (b) what are the findings of the specified report and (c) what recommendations have already been implemented thus far?
Reply:
a) The report compiled by Prof Ballim constitutes an investigation into the causes and failures of the NSFAS, and it investigates business, processes, systems, and capacity challenges of the NSFAS. The Department has engaged the government printers for a quotation, and the report will be published as soon as it is processed internally.
b) The 271-page report concludes with 21 recommendations. Some of the findings and actions processed thus far are captured in the table below:
FINDINGS |
ACTION |
Migration from a decentralized to a student centred model (SCM) occurred without properly configured operational model / enterprise architecture plan that articulates its processes and organizational capabilities |
NSFAS has assigned an Executive to oversee the feasibility study into regionalization. NSFAS |
Full integration of the IT systems with all PSET institutions to ensure integrity of data and efficiency of the flow of information on registration, academic progression and funding details is required. Upgrade IT system and protect systems against fraud. |
NSFAS has developed a multi-year ICT implementation strategy. Thus far it has received R119 million to improve its ICT systems. |
Develop an organogram and a staffing plan with requisite competencies |
An organogram was developed in 2022. NSFAS turn-around plan aims to add communication, ICT and finance skills as the organogram is aligned to new challenges |
Accelerate regulations that will frame the bursary scheme in consultation with the sector. |
The Department is commencing with the development of a fee regulatory framework in 2024 which will advance regulations as opposed to guidelines. The regulations will incorporate the bursary scheme. |
Protect systems against fraud. |
NSFAS is cooperating with law enforcement agencies. |
Desist from radical policy shifts which have no regard for implementation complexities |
Evidence based decisions are being affected, such as, extensive research which guided the student funding model. |
18 December 2023 - NW4029
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has the relevant details of the total amount spent by each institution of higher learning for contracting security companies in the 2022-23 financial year; if not, why not; if so, what are the relevant details?
Reply:
The Reporting Regulations of June 2014 does not require the Universities in the Annual Reporting to the Department to specifically disclose Total Security Costs as part of the audited financial Statements of Comprehensive Income. However, the Outsourced Security costs are stipulated as part of the Supplementary Data which is verified by the external auditors of the University.
As per the audited supplementary data received and the universities’ audited financial statements, the total amount spent by each institution of higher learning for outsourced security services in the 2022 financial year is shown in the table below. The University of Cape Town, University of Fort Hare and University of South Africa have not as yet submitted their Annual Reports and Financial Statements, we are consequently unable to gauge how much they have allocated towards outsourced security services thus far.
Further, University of Limpopo has not as yet submitted their Supplementary Data and a follow up has been made. The Supplementary Data supplied by Sefako Makgatho University and Sol Plaatje University suggest that the universities have not incurred costs for outsourced security services. University of Pretoria was billed R11 000 for an outsourced security services.
NAME OF INSTITUTION |
SECURITY EXPENSES |
Traditional Universities |
R'000 |
North West University |
65 082 |
Rhodes University |
8 036 |
Stellenbosch University |
50 092 |
University of Cape Town (no data provided) |
|
University of Fort Hare (no data provided) |
|
University of KwaZulu Natal |
32 831 |
University of Limpopo (no data provided |
|
University of Pretoria |
11 |
University of the Free State |
44 779 |
University of the Western Cape |
78 971 |
University of Witwatersrand |
13 862 |
|
|
Universities of Technology |
|
Cape Peninsula University of Technology |
971 |
Central University of Technology |
17 826 |
Durban University of Technology |
54 155 |
Mangosuthu University of Technology |
26 671 |
Tshwane University of Technology |
25 210 |
Vaal University of Technology |
57 271 |
|
|
Comprehensive Universities |
|
Nelson Mandela University |
1 832 |
University of Johannesburg |
38 990 |
University of South Africa (no data provided) |
|
University of Venda |
45 530 |
University of Zululand |
30 737 |
Sol Plaatje University (no data provided) |
|
University of Mpumalanga |
22 137 |
Sefako Makgatho University (no data provided) |
|
Walter Sisulu University |
108 265 |
Where no data is provided, DHET will follow-up with the university concerned.
18 December 2023 - NW3278
Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation
What are the reasons that he has not published the report to date, which was concluded in 2021 by the Ministerial Committee of Inquiry on the National Student Financial Aid Scheme, chaired by Professor Yunus Ballim?
Reply:
It is not mandatory for Minister to publish all reports, particularly after they have been tabled in parliament. Nonetheless the report is available on request. Furthermore, work is underway to ensure the report is published in the government gazette.
13 December 2023 - NW4145
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has recently adopted any step-by-step measures and/or policies to combat high incidences of sexually transmitted infections in institutions of higher learning; if not, why not; if so, what are the relevant details?
Reply:
Background and Context
- HIGHER HEALTH Delivery against the HIGHER HEALTH Model
HIGHER HEALTH has a three-tier model that has emerged from our hands-on experience over many years. We continue to conceptualise and deliver our programme in terms of three broad processes:
- Level 1: Knowledge transfer –designed to reach the entire student population.
- Level 2: Practical learning – a more focused intervention that requires active student participation.
- Level 3: Linkage to services – to cater to individual students based on their needs.
The implementation of the HIGHER HEALTH Model has reinforced the significance of a holistic approach to health education. By employing different tiers, the model ensured comprehensive coverage of health topics while catering to individual student needs. The diverse programs within the model enabled knowledge transfer, practical learning experiences, and linkage to essential health services, fostering a conducive environment for students' overall well-being.
First Things First Health Days are the vehicle for much of the Health Promotion, testing, and screening that has become a hallmark of the HIGHER HEALTH approach. The World Health Organization (WHO) has highlighted the importance of health promotion for health service providers to ensure sustainable working life for individuals involved in providing health services. Such sustainability begins when students preparing to manage their own future health and welfare in working life. HIGHER HEALTH model has been instrumental in supporting students to manage their health and determining their level of risk. The increased demand for education as prevention increased health-seeking behaviours amongst students in the reporting period.
Step-by-step measures and/or policies to combat high incidences of sexually transmitted infections in institutions of higher learning; if not, why not; if so, what are the relevant details
1. Background Context and Policy
- (WHO) Global Health Sector 2022-2030 details the vision, goals, and actions to ending the STI epidemic. Strengthening STIs case management is one of the key priorities of the strategy Effective people-centred
- HIV, TB, and STIs: National Strategic Plan (NSP) 2023 – 2028 for HIV, TB and Sexually Transmitted Infections (STI’s) has been developed, and aims to reduce barriers to accessing health and social services. It builds on lessons from the previous NSP and promotes a new and urgent focus to reducing inequalities for all people living with HIV, TB and STIs who are not benefiting from treatment and care services.
- The inclusion of mental health services and social support is based on the strong association between HIV, TB and STIs, sexual and gender – based violenece (SGBV), human rights violations, inequalities and mental health and Viral hepatatis has also been included and the prevalce linked to linked to HIV and STIs. HIGHER HEALTH is scaling up interventions that includes health awareness campaigns, distribution of IEC materials, dialogues on HIV/STI/TB, risk screening for ADAP/LGBTQI/Disability, HIV testing, TB screening, cancer screenings, referrals, contraceptives distribution, and female condoms provision. Each intervention aimed to improve the health and well-being of students.
2. Training and Capacity Building for HIGHER HEALTH Clinicians
- Training on the latest National Department of Health (NdoH), Adult Primary Care (APC) guideline 2019/2020 which is a comprehensive approach to the Primary Care of Adults 18 years and above.
- APC 2019/2020 aligns with all NDOH policies and Clinical protocols for Primary Health Care and includes the latest reviewed version for STI treatment which is the Comprehensive STI Clinical Management Guideline 2017.
3. Service Delivery
- Provision of Information
- Counselling and education, including HIV testing
- Circumcision promotion (counselling to continue condom use)
- Cervical cancer screening
- STI Campaigns Condom promotion, provision and demonstration to reduce the risk of STIs.
- Risk Screening – Screen all Beneficiaries accessing HH Mobile Clinic.
- Linkage to Care for all Beneficiaries screened positive, and their Contacts are referred for treatment and further management to the Clinic.
- Review the compliance/ adherence with treatment and Follow-up care for all Referrals and Contacts to ensure successive referrals.
- Monitoring and evaluation
13 December 2023 - NW4132
Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation
Recognising the importance of Science, Technology, Engineering and Mathematics (STEM) education for national development, what (a) strategies are being implemented by his department to address disparities in access to STEM education, particularly among underrepresented groups and (b) steps has his department taken to promote inclusivity and/or diversity in STEM fields to ensure a skilled and diverse workforce for the future?
Reply:
Question (a): Strategies being implemented to address disparities in access to STEM education, particularly among underrepresented groups.
The Minister recognises and supports the transformation in education, which includes addressing historical inequities to allow underrepresented groups in society to have access to STEM education. In this regard, though, the Department of Basic Education (DBE) is the leader, and the Departments of Science and Innovation and Higher Education and Training are limited to providing support to the DBE for this effort.
Based on a collaboration agreement with the DBE, the Department of Science and Innovation facilitates learners' access to extracurricular activities that pique their interest in STEM and help them understand why studying STEM subjects is important. These activities include participating in STEM Olympiads and fairs, as well as having access to supplemental learning and teaching resources that offer real-world examples of the STEM concepts covered in the curriculum. Learners in public ordinary schools, especially those in quintiles 1-3 three, are given priority when these activities are implemented.
Question (b): Steps taken to promote inclusivity and/or diversity in STEM fields to ensure a skilled and diverse workforce for the future.
The Department commissioned and completed several studies as the evidentiary basis for policies and interventions aimed at promoting inclusivity and/or diversity in STEM. These studies with a focus on promoting inclusivity and/or diversity include the:
- Retention, Conversion and Progression of Postgraduate students (2015) – a study that looked at the rate of progression from lower postgraduates (Hons) to upper postgraduate (PhDs);
- Postgraduate Research Training in Engineering (2018) – which investigated low PhD graduation rates in Engineering, particularly women PhD engineers and PhD engineering graduates who are South African nationals vs. those from outside the country. This study also found that most PhDs in Engineering get employed in the financial, insurance and fintech sectors in the private sector;
- Building the Cadre of Emerging Researchers in South Africa (2018) – also called the “Silent Majority” study. This study looked at who holds PhDs, who actively publishes and who actively seeks research funding among different emerging researcher groups (by gender and race) in our university system; and
- Recruitment, Retention and Progression of Black South African academics in SA universities (2019) looked at just that, namely blacks and particularly black women recruitment, retention, and progression in the university rungs.
Based on these studies, the Department formulated, implemented, and even recapitalised targeted interventions at the National Research Foundation such as the Thuthuka Programme, and the Black Academics Advancement Programmme. The policy prescripts in the DSI-NRF Postgraduate Funding Policy were also informed by the findings of these studies.
A different set of studies aimed at ensuring the support of a pipeline of a diverse and future-proof, skilled workforce was conducted and completed, including:
- The South African Council for Natural Scientific Professions (SACNASP) study on Pathways into the Labour Market and Self Employment for Natural Science Graduates (2021);
- The Water Research Commission (WRC:2020) – Tracer study of water PhDs in South Africa. The study focused on the employability of PhD graduates in the water sector; and
- The National PhD Tracer Study (2022) which looked at the relevance and demand for PhDs by different sectors (government, universities, science councils, private sector etc), among others.
The DSI is working with the DHET to finalise a robust one skills plan for the country, that is, a Master Skills Plan for the country.
13 December 2023 - NW4131
Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation
(a) What has he found has been the three cutting-edge scientific advances and innovations that underscores the prowess of the Republic in light of global advancements in science and technology and (b) how does his department intend to encourage collaboration between (i) academic institutions, (ii) industries and (iii) international partners to promote cutting-edge research and technological innovation in key sectors?
Reply:
The Department of Science and Innovation (DSI) supports several cutting-edge scientific advances and innovations which enhance the country’s global competitiveness. Some of these scientific advances and innovations are in the areas of Precision Agriculture, Precision medicine, Nanotechnology, Hydrogen and fuel cell, as well as carbon capture and use, and are central to the modernisation approach of the key economic sectors (such as health agriculture, manufacturing and energy) outlined in the Science, Technology and Innovation (STI) Decadal Plan.
PRECISION AGRICULTURE
The Decadal Plan prioritises modernising agriculture and the development of precision and digital agriculture tools that are key to increasing efficiencies in the sector as well as unlocking the bottlenecks with access to science-based decision information and thus inclusion for all farmers. The National Biosecurity Hub launched by the Minister together with his counterpart in agriculture, is a strategic platform prioritising cutting-edge research development and innovation as well as access to molecular and digital tools for diagnosis, detection, surveillance and management of major pests and diseases as well as food safety. The goal of the National Biosecurity Hub is to strengthen national biosecurity, using international standards in the development of national sanitary and phytosanitary systems (SPS), build technical and information management services and meet the SPS requirements of international trade. The hub will serve as a platform to:
- prevent, respond to and manage pests and diseases that threaten plant health, animal health, and food safety;
- conduct research on reported and emerging threats (e.g., biology/detection/diagnosis);
- develop a Biosecurity Information Hub to store and manage SPS and related information (monitoring and surveillance);
- promote engagements on SPS matters by establishing appropriate communication structures; and
- leverage human resources, financial resources, and infrastructure from public and private sectors to support the national biosecurity system.
- The National Biosecurity Hub, coordinated by Innovation African@UP and co-funded by DSI and the Department of Agriculture, Land Reform and Rural Development (DALRRD) is unlike any other globally as it is designed for a resource-constrained environment, and its hub and spokes model is designed to aggregate the benefits from individual commodity/government-industry co-funded multistakeholder and multi-institutional research programmes with a national biosecurity Information Hub that houses the consolidated digital surveillance information. The heat maps and long-term data monitoring is then accessible to DALRRD, which has the mandate for biosecurity and the system would also enable the prioritising of new research needed and building early warning systems.
- The Hub includes linkages with major partners; for example in plant health with the Agricultural Research Council (ARC) and all relevant universities in South Africa as well as industry partners such as GrainSA and Cropwatch Africa and allows for Integration of data that makes digital systems useful, for example the Biosecurity Africa app used to capture, store & visualise data and partnerships enable the flow of information (i.e. from Biosecurity Africa app to Information Hub.
b) The DSI encourages collaboration with:
(i) Academic institutions
The DSI has played a pivotal role in supporting the collaborative development of a Precision Agriculture Information System by the Council for Scientific and Industrial Research (CSIR) in collaboration with the ARC. This system is instrumental in de-risking the agricultural sector by furnishing farmers of all scales with data-driven insights that improve decision-making, optimise resource (water, fertilisers) utilisation, and address risks and threats associated with climate change, pests, and diseases.
Leveraging Artificial Intelligence (AI), the Precision Agriculture Information System provides weekly information on soil and crop health conditions by integrating ground data collected nationwide and satellite data from the European Space Agency.
(ii) Industries
Based on the development of the Precision Agriculture Information System the DSI provides training for farmers and extension services affiliated with both DALRRD and the private sector to proficiently use the system for optimising crop production.
(iii) International partners
In terms of international partnerships, to foster the digitalisation of the agricultural sector in the SADC region, especially through the utilisation of the Precision Agriculture System, the CSIR has concluded a Memorandum of Understanding (MOU) with the Namibian Agronomic Board (NAD), promoting the exchange of knowledge and expertise.
2(a) PRECISION MEDICINE
This is an emerging field that utilises advanced technologies and data analysis to tailor medical treatment and prevention strategies to individual patients based on their unique genetic, environmental, and lifestyle factors. The DSI, together with the South African Medical Research Council (SAMRC) has been driving the precision medicine initiative in South Africa since 2016. The Programme is aimed at addressing the significant healthcare challenges faced by South Africa, with a rising prevalence of non-communicable diseases like cardiovascular diseases, diabetes, and cancer as well as host genomic influences on susceptibility to infectious diseases (HIV/ TB).
b) The DSI encourages collaboration with:
(i) Academic institutions
Precision medicine-funded projects are spread across universities and universities of technology in all the major provinces of Gauteng, Western Cape and KwaZulu-Natal.
(ii) Industries
Since 2016, the SAMRC/DSI has invested €14 million (Euro) in Precision Medicine projects. This small investment has resulted in spin-out companies and the development of products:
- Breast cancer screening, and other cancer-personalised approaches using organoid and omics technology.
- Infrastructure investments have led to fully capacitated labs that are now able to develop scaled genomics studies.
- Pharmacogenomics projects allow understanding of treatment failure with known drugs from the country’s essential drug list.
(iii) International partners
In terms of partnerships, the Precision Medicine Programme is actively seeking programme partners to drive this agenda to develop population-specific genomic studies to move Africa forward and offer an opportunity for the healthcare sector on the continent to incorporate the latest technologies to provide quality care and precision medicine options to African patients. The DSI/SAMRC has established and leveraged international partnerships to support emerging priority areas, namely precision medicine, and antimicrobial resistance.
The DSI/SAMRC play a significant role within the European Union- Africa Personalised Medicine (EU-Africa PerMed) Consortium, which has the final objective of integrating African countries into the International Consortium for Personalised Medicine (ICPerMed) programmes to contribute to the implementation of Personalised Medicine (PM) in the global context. This includes fostering joint precision medicine projects and programmes between Europe and Africa and strengthening bilateral EU-AU science, technology and innovation (STI) in health. In the long run, incorporating African countries in the global precision medicine research agenda can contribute to reducing existing health disparities between developed and developing countries, as well as facilitating access of African countries to new tools and technologies that have the potential to make healthcare more efficient and equitable.
3. NANOTECHNOLOGY
The ability to manipulate matter at the nanometre length scale has given birth to nanostructured materials with exceptional properties that were never observed for similar micro-structured and bulk counter-part materials. Such properties include high chemical and biological reactivities, high surface area-to-volume ratio, high mechanical strength, high electrical conductivity, high thermal conductivity as well as unique light scattering and absorption properties.
This cutting-edge technology offers several opportunities for development of the manufacturing sector with applications in water treatment, health and consumers materials such as cosmetics. Domination of markets is largely determined by speed to commercialisation of the nanotechnologies. South Africa and most African countries are lagging compared to other countries in Asia, Europe and America. The Nanotechnology market in the U.S. is estimated at US$16 Billion in the year 2020, and clearly this cannot be ignored. In response to this development the Department has initiated to drive the development of Nanotechnology in the country including the establishment of the Nanotechnology Innovation Centres, one at Mintek and the other at CSIR these focus on research that drives the development of commercial products. Some of the Industrial products developed at Mintek include the water filter systems for mine-water treatment, development of point of care diagnostic kits for detection of HIV, TB and lately Covid-19. The CSIR has developed commercial products which include plastics used in food packaging, cosmetics, and paint additives.
3(b) The DSI encourages collaboration with:
(i) Academic institutions
Nanotechnology research and education is spread across the country. The DSI supports postgraduate training through a master’s programme which is offered across four universities, the University of the Western Cape, University of the Free State, Nelson Mandela University and the University of Johannesburg. Research is funded across different institutions nationally, including the North-West University for research into health and safety assessment of nanomaterials, the Nanomedicine Platform at Nelson Mandela University and the Green Nanotechnology at the University of the Western Cape.
(ii) Industry
The Nanotechnology Innovation Centres collaborate extensively with industry with Mintek focusing on the mining sector and the CSIR broadly on the manufacturing sector. Several agreements are in place for the joint development of technology and provision of services to industry. The Nanomaterials Industry Development Facility (NIDF) was set up at the CSIR to assist the industry and SMME sector with scale-up and pilot facilities as well as characterisation for product development.
(iii) International partners
On international collaboration, the DSI has several active programmes in place such as the participation in the International Organization for Standardization (ISO) for the development of standards, and the Organisation for Economic Co-operation and Development (OECD) for safety aspects. There are also several agreements to stimulate collaboration between scientists in joint projects with several countries including the BRICS countries, as well as Egypt and Ethiopia in the current year.
4(a) HYDROGEN AND FUEL CELL, CARBON CAPTURE AND USE TECHNOLOGIES
The Decadal Plan identifies energy innovation as a priority area to support a diversified and sustainable energy mix that is secure, accessible and affordable. A stable and reliable energy mix is key to supporting economic recovery. The DSI has invested in the development of emerging energy technologies focused on local value addition and reducing the carbon intensity and greenhouse gas emissions of the country's energy mix, to mitigate the negative impact of climate change.
Investments have been made in the development of hydrogen and fuel cell technologies that leverage the country’s resource endowment in platinum group metals (PGMs), wind, solar and land availability to drive the transition to a low carbon and sustainable energy system. However, the transition to a low carbon economy needs to be just and equitable and have minimal negative impact on existing sectors.
In this regard, the DSI has invested in the demonstration of carbon capture and use technology to support the continued use of coal in power generation while reducing the emissions from the coal fired power plants. The carbon capture and use (CoalCO2-X) technology captures the flue gas pollutants (carbon dioxide (CO2), sulphur oxides (SOx), nitrogen oxide (NOx)) and converts them into value added products such as fertiliser, sulphuric acid and nitric acid, using low emissions hydrogen and ammonia produced from renewable energy sources such as solar and wind. The conversion of the flue gas pollutants into the value-added products used in agriculture and industry provides an opportunity to create new industries and jobs adjacent to the coal fired power stations, while preserving existing jobs in the coal sector.
The reduction of the carbon intensity in the energy mix will support the global competitiveness of South African made products, given the move by some trading partners such as the European Union to impose punitive taxes on imported goods based on their carbon content.
4(b( The DSI encourages collaboration with:
(i) Academic institutions
The DSI has supported the development of technologies along the hydrogen and fuel cell value chain under the Hydrogen South Africa (HySA) Programme through the Centres of Competence (CoCs) located at Universities and Science Councils. The leading Universities include North-West, University of Cape Town and University of the Western Cape, while the Science Councils include Mintek and the CSIR.
To date, the HySA Programme has been able to train MSc and PhD graduates in engineering and related fields, publish in ISI journals, generate a healthy portfolio of Intellectual Property Rights, as well as develop prototypes and demonstrate them in real world environment. Furthermore, commercial products have been sold and trade secrets declared through Spin-off companies. PGM based catalysts and other components for fuel cells and electrolysers, as well as metal hydride-based hydrogen storage technologies have been locally developed that will position South Africa to be a significant player in the global hydrogen economy. A summary of the outputs from the HySA Programme include:
- 192 (MSc and PhD) graduates in engineering and related fields.
- 352 publications in ISI journals.
- 30 intellectual property rights filed.
- 15 intellectual property rights granted.
- 27 technology demonstrations in real world environment.
- 18 commercial products.
- 7 trade secrets declared.
- 3 spin-off companies.
On the carbon capture and use technology, the North-West University and University of Cape Town are working on the production of low emissions (green) hydrogen and ammonia, as well as the development of catalysts for the conversion of the captured carbon dioxide to low emissions diesel respectively.
(ii) Industries
The HySA CoCs have worked with industry partners such as Anglo-American Platinum, Sasol, Impala Platinum and Bambili Energy (small medium and micro enterprise (SMME)) in the development and deployment of hydrogen and fuel cell technologies. The carbon capture and use technology has been successfully demonstrated at a Cement plant in partnership with PPC Cement and EPCM global (SMME).
(iii)International partners
In the Hydrogen Economy, South Africa is an active member of the International Partnership for Hydrogen and Fuel Cells in the Economy (IPHE) and is the current Chair of the IPHE. The IPHE is a governmental platform with 23 member countries, including the European Commission, and is dedicated to the development and sharing of information on the Hydrogen Economy, as well as to assist in the development of safety, codes and standards to promote the global trade in low emissions hydrogen. In addition, South Africa collaborates at bilateral level with several countries like Japan, Germany, United Kingdom and Germany.
13 December 2023 - NW4130
Tetyana, Mr Y to ask the Minister of Higher Education, Science and Innovation
Given the increasing demand for accessible and quality higher education, (a) what plans have been put in place to address the expected avalanche of matriculants with bachelor passes, coupled with those who repeat courses at universities, given the limited space at universities and (b) how does his department intend to ensure financial sustainability and/or support for students in the coming 2024 academic year?
Reply:
- The limited spaces at universities arise because each institution must align with its enrolment plans. Students are therefore encouraged to diversify their options and consider TVET Colleges. In this regard, TVET colleges have planned to enrol a total of 482 244 students in all programmes for the academic year of 2024.
- Financial sustainability will be addressed through the provision of loans for the missing middle students, that is students whose household income is between R350 000 and R600 000, thus ensuring that as students repay the loans, they enable more students to access the PSET sector.
13 December 2023 - NW3742
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
What (a) are the full relevant details regarding the revelations of a massive corruption and procurement heist which led to the expulsion of a certain person (details furnished) and (b) processes were followed in appointing companies that were supposed to disburse allowances to students?
Reply:
Below we outline the sequence of events, related timelines and information on each stage of the procurement process (for the Direct Payments of Allowances to NSFAS Students) that was followed in accordance with the Public Finance Management Act (Act No. 1 of 1999) (PFMA), the National Treasury Instruction Notes and Practice Notes, and the NSFAS supply chain management policy.
An Open Bidding (Competitive) process was followed by NSFAS in sourcing suitable bid proposals from prospective service provider(s) in the financial services and fintech sector to assist NSFAS, for a period of five (5) years (renewable), in the direct disbursement of allowances into the bank accounts of NSFAS funded students/ beneficiaries enrolled for a course of study at public universities and TVET colleges across South Africa.
A summary of the procurement process followed is outlined below:
1. Following the support and approval of the bid specifications by the NSFAS bid specification committee (BSC) the tender was advertised on 25 January 2022 in the National Treasury E-tender portal and the NSFAS website with the closing date of 25 February 2022 on the 90/10 Price and BBB-EE principle.
2. A total of 18 bids were received at the closing date of the tender, all of which were evaluated by the NSFAS bid evaluation committee (BEC) against the tender requirements. The BEC convened on seven (7) occasions. An independent expert was appointed to assist and guide during the evaluation process, however noting that this independent expert did not have any voting rights, and accordingly did not evaluate and score any of the 18 proposals received.
3. Of the 18 bid proposals received, a total of nine (9) bids were disqualified for not achieving the mandatory requirements of the tender.
4. The remaining nine (9) bids were subjected to the technical and functional evaluation criteria, of which the outcome was that all nine (9) achieving the minimum score of 70% out of 100%.
5. The nine (9) bids were all invited to present their proposed solution to the BEC on 11 May 2022 and 13 May 2022.
6. A total of four (4) bidders achieved the minimum score for the presentation criteria and passed all the tender requirements, and thus progressed to be evaluated for Price and BBB-EE.
7. On 08 June 2022, the BAC adjudicated on BEC recommendation report and recommended that the CEO support (for onward approval by the NSFAS Board) the tender for the Direct payments of allowances to NSFAS students (SCMN022-2021) for a period of five (5) years, renewable, award to the following four (4) bidders:
- Coinvest Africa (Pty) Ltd
- Tenet Technology (Pty) Ltd
- Ezaga Holdings (Pty) Ltd
- Norraco Corporation (Pty) Ltd
8. On 13 June 2022, the NSFAS Board approved the tender for the Direct payments of allowances to NSFAS students (SCMN022-2021) for a period of five (5) years, renewable be awarded to the following four (4) bidders:
- Coinvest Africa (Pty) Ltd
- Tenet Technology (Pty) Ltd
- Ezaga Holdings (Pty) Ltd
- Narraco Corporations (Pty) Ltd
9. On 15 June 2022, all four (4) bidders were issued with letters of award and negotiations on price standardization, etc and signing of Service Level Agreements followed thereafter.
13 December 2023 - NW3424
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
What are the reasons his department failed to develop internal capacity to enable the National Student Financial Aid Scheme (NSFAS) to disburse allowances to students, instead of outsourcing the service to external service providers, as his department is expected to provide such service for the duration of its existence and (b) by what date is it envisaged that his department will have mastered the ability to internally capacitate the NSFAS to be able to do its disbursement of allowances duties?
Reply:
(a) The Department plays no role in developing internal capacity of NSFAS. Section 9 of the NSFAS Act (No.56 of 1999) refers to the appointment of employee. It states that the board is responsible for the appointment of the Executive Officer who will manage and administer the affairs of the NSFAS under the authority of the board, and perform the functions determined by the board.
(b) The Minister has requested NSFAS to furnish him with a turn-around plan, which includes, amongst others, improving capacity of the entity. Thus far, NSFAS reported that it has appointed a COO who will advise the board on the long-term strategy of disbursement of allowances.
11 December 2023 - NW3694
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
What are the reasons for his refusal to release the report of Prof Yunus Ballin into the administration of the National Student Financial Aid Scheme?
Reply:
There is no motive or desire to withhold the report. I have tasked my team to process the report further to the Portfolio Committee on Higher Education, Science and Innovation.
11 December 2023 - NW3425
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
What (a) progress has his department made in relation to the matters that were raised by the students of Tshwane University of Technology, who engaged in protest action demanding (i) accountability for disappearance of funds from student accounts and (ii) that evictions of students from residences cease with immediate effect and (b) are the reasons (i) that monies disappeared and (ii) behind evictions of the National Student Financial Aid Scheme beneficiaries from residences?
Reply:
The NSFAS has received various complaints relating to alleged theft of student allowances via the direct payment service platforms. These complaints are being investigated and we are working with the direct payment service providers and law enforcement on resolving the complaints.
The investigation process will reveal what transpired and as such will confirm who should be held accountable for the alleged loss suffered by the students.
11 December 2023 - NW3513
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department intends to implement mandatory experiential learning for undergraduate students in fields such as Bachelor of Arts in Criminal Justice to be stationed in correctional facilities in order to (a) gain experience while pursuing their studies and (b) provide much-needed support in the facilities; if not, why not; if so, what are the relevant details?
Reply:
Universities are responsible for developing qualifications that are aligned to their different missions, visions and strategic directions. Further, the choice of the appropriate form of work integrated learning (WIL) or experiential learning depends on the nature, purpose, outcomes and the NQF level of the qualification. Institutions have the responsibility to ensure that they have sufficient capacity to provide quality assured opportunities for WIL for students and structures and systems in place within professional settings and sites of practice to support student learning. Universities are also responsible for placing students at appropriate work places and to ensure that WIL is structured, properly supervised, recorded and assessed.
The Department of Higher Education and Training (the Department) on the other hand, utilises national policies to steer higher education; examples are the Higher Education Act of 1997, as amended, the National Plan on Higher Education, the Higher Education Qualifications Sub-Framework and the NQF Act. The Department does not have the mandate to regulate the content of universities’ qualifications, it can and does however offer incentives for universities to ensure their curriculum is relevant.
11 December 2023 - NW3540
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
Following the notice to dissolve the Unisa Council, and taking into consideration that Unisa took the matter to court and interdicted his department, what is the current status of the Unisa Council?
Reply:
The Minister has in compliance with the High Court Order retracted the Government Gazette number 49582 Vol 700 dated 27 October 2023, which published the decision to dissolve the UNISA Council and appoint an Administrator, consequent to the UNISA Council remains in office.
11 December 2023 - NW3541
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
Following the suspension of the Chief Executive Officer of the National Student Financial Aid Scheme over allegations of being involved in irregular appointments of the service providers, what action has been taken against the companies that were wrongfully appointed?
Reply:
The NSFAS Board has sought legal advice on steps to take to cancel the impugned tender process. Of the advice received, approaching the High Court on self-review is the most legally astute and will afford all parties to state their cases before the court. NSFAS will abide by the just and equitable order once granted by the court.
11 December 2023 - NW3542
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
What (a) is the status of the establishment of a new campus of the Tshwane University of Technology Giyani campus and (b) specific time frames has his department set in this regard?
Reply:
a) The Tshwane University of Technology (TUT) Giyani Campus is being established at the former Giyani College of Education which is currently owned by the Limpopo Department of Education (LDE). In May 2023, my department commenced with a feasibility study for the establishment of the campus, but it then experienced a delay of more than 5 months from the side of LDE. An agreement on the way forward was reached on 16 October and the Department is now finalizing the feasibility study. Notwithstanding the delay mentioned above, in September 2023 I allocated R31.916 million to TUT for the University to carry out refurbishments and deferred maintenance on existing facilities upon the completion of the feasibility study.
b) The feasibility study will be completed in December 2023 and TUT will commence with the refurbishment and deferred maintenance in February 2024 which will enable the first intake of students during the 2025 academic year. Subject to the current budget cuts process, more funding will be allocated from 2024/25 onwards and over an anticipated 6-year period. The funding to be allocated during 2024/25 will enable TUT to start with the planning of the major projects during the 2024 calendar year.
11 December 2023 - NW3423
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(a) How does Higher Health ensure that adequate mental health support is provided to students who need it beyond the incidental and event-based hotline that caters for emergency situations, (b) how does his department ensure the provision of sustainable solutions and ongoing intervention through Higher Health to students who require it and (c) which institutions are currently catered for regarding direct access to Higher Health?
Reply:
(a) How does Higher Health ensure that adequate mental health support is provided to students who need it beyond the incidental and event-based hotline that caters for emergency situations, (b) how does his department ensure the provision of sustainable solutions and ongoing intervention through Higher Health to students who require it and
HIGHER HEALTH Mental Health Program is structured on three levels of interventions:
Level 1: focuses on combating stigma associated with mental health disorders, creating awareness of mental health, providing psycho-education, building resilience and self-help capacity, and modifying aspects of the campus environment that might affect mental health and wellbeing. We achieve these objectives through peer-peer dialogues, Our Co-Curriculum on mental health, use of mental health self-assessment tool by students, and guidelines and protocols to address risk factors on campus. This all forms part of the student toolkit.
Level 2: provides access to short term crisis counselling and support. The vehicle for this is the toll-free 24-hour helpline which HIGHER HEALTH offers in partnership with the South African Depression and Anxiety Group (SADG).
Level 3: is concerned with offering professional care and making referrals where necessary for further care and specialised facilities. HIGHER HEALTH has clinical and counselling psychologists attached to our provincial offices and recently added the Registered Counsellors that are based in some Campuses. Universities and some TVET Colleges have psychologists and counsellors on their staff. Referrals are made to private practitioners (where students have medical aid and referral to department of health as well).
The need for mental health support far exceeds the prevention and treatment of mental health, and the number of psychologists currently available. We have introduced task shifting and employed Registered Counsellors who are able to undertake some of the work of the psychologist. HIGHER HEALTH offers a time limit of six sessions per student. Those requiring prolonged support are referred to external service providers, and Department of Health (in districts where they are available).
(c) which institutions are currently catered for regarding direct access to Higher Health?
HIGHER HEALTH has clinical and counselling psychologists attached to our Provincial Offices and recently added the Registered Counsellors that are based in some Campuses. Universities and some TVET Colleges have psychologists and counsellors on their staff. For those that do not, Higher Health covers those students with their staff based at the provincial offices, or refers students to private practitioners (where students have medical aid) or to the Department of Health for assistance.
11 December 2023 - NW3560
Mogale, Mr T to ask the Minister of Higher Education, Science and Innovation
Whether his department has plans in place to build a further education and training college in Villiers, Free State; if not, why not; if so, what are the (a) relevant details of the plan and (b) time frames?
Reply:
The Department is currently finalizing the infrastructure plan for 2024/25 financial year. However, the plan consists of the completion of campuses that are under construction.
The process of planning for new campuses is dependent on the budget which has not been finalized. The projects that are in the plan are summarized below:
NAME OF FACILITY |
CAMPUS NAME |
Province |
Status |
Ikhala TVET College |
New Sterkspruit Campus |
Eastern Cape |
Practical Completion |
Ingwe TVET College |
Ntabankulu Campus |
Eastern Cape |
Feasibility |
Gert Sibande TVET College |
New Balfour Campus |
Mpumalanga |
95% Construction |
Umgungundlovu TVET College |
Greytown (Completion) |
KwaZulu-Natal |
Planning |
uMfolozi TVET College |
Bhambanana (Completion) |
KwaZulu-Natal |
Planning |
uMfolozi TVET College |
Nkandla B Campus |
KwaZulu-Natal |
Planning |
Mnambithi TVET College |
Berville/Escourt Campus |
KwaZulu-Natal |
Planning |
Letaba TVET College |
Giyani Campus |
Limpopo |
10% Construction |
False Bay TVET College |
Mitchels Plain Campus |
Western Cape |
Planning |
Mthashana TVET College |
Vryheid Campus |
KwaZulu-Natal |
30% Construction |
The request for the Villiers campus has been presented to the Department. The request will be processed.
11 December 2023 - NW3693
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
(1)Whether he has been informed of the recording of the Chairperson of the National Student Financial Aid Scheme (NSFAS) with two other people who suggested the appointment of a certain law firm (name furnished) because they have someone inside who can guide the investigation to stay away from issues of awarding funding to students which can get too many persons into trouble, with the possibility of arrest; if not, what is the position in this regard; if so, what steps does he intend to take in this regard;
Reply:
- No, I have not been informed of any recording of the Chairperson of the National Student Financial Aid Scheme (NSFAS) and others. The honourable member can share further information.
- NSFAS has appointed a panel of Legal Service Providers. All Legal Service Providers are appointed from this panel as and when legal services are required.
11 December 2023 - NW3816
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has conducted any audits into (a) further education and training colleges and (b) public universities from 1 January 2017 to 31 December 2022; if not, why not; if so, what are the relevant details of each audit of each institution in the specified period?
Reply:
a) The Auditor-General of South Africa (AGSA) has elected to audit all 50 TVET Colleges as part of its mandate as provided through the Public Audit Act. The AGSA implemented a phased-in approach over a 4-year period, in which all 50 TVET were audited from the 2017 financial year. The audit outcomes of the TVET Colleges for the period 2017 to 2022 is listed in the table below:
TVET College |
2017 |
2018 |
2019 |
2020 |
2021 |
2022 |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
Unqualified |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Qualified |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Disclaimer |
Disclaimer with other matters |
Disclaimer |
Outstanding |
|
Qualified with emphasis of matter and other matters |
Adverse |
Disclaimer |
Disclaimer with emphasis of matter |
Disclaimer |
Outstanding |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Disclaimer with emphasis of matter |
Disclaimer |
Disclaimer |
Adverse |
Disclaimer with emphasis of matter |
Adverse |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Outstanding |
|
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with other matters |
Qualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
|
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
|
Disclaimer |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified |
Unqualified with emphasis of matter and other matters |
|
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified |
|
Qualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
|
Qualified |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified with emphasis of matter |
|
Qualified |
Qualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
|
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
|
Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
|
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Unqualified with emphasis of matter and other matters |
Qualified |
Qualified with emphasis of matter |
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Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
Unqualified |
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Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
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Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
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Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
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Qualified with emphasis of matter |
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
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Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
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Disclaimer with emphasis of matter |
Disclaimer |
Disclaimer |
Disclaimer with emphasis of matter |
Qualified |
Unqualified with emphasis of matter |
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Disclaimer |
Disclaimer |
Disclaimer |
Disclaimer with emphasis of matter |
Qualified |
Outstanding |
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Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
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Disclaimer |
Disclaimer |
Disclaimer with emphasis of matter |
Disclaimer |
Qualified |
Qualified |
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Qualified with emphasis of matter |
Qualified with emphasis of matter and other matters |
Qualified |
Qualified with emphasis of matter |
Qualified |
Qualified with emphasis of matter |
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Qualified with emphasis of matter |
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Qualified with emphasis of matter |
Qualified |
Qualified |
Qualified with emphasis of matter |
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Qualified |
Qualified with emphasis of matter and other matters |
Qualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified |
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Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter and other matters |
Qualified with emphasis of matter |
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Disclaimer with emphasis of matter |
Qualified with emphasis of matter |
Disclaimer |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
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Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified with emphasis of matter |
Qualified |
Unqualified with emphasis of matter and other matters |
Unqualified with emphasis of matter |
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Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with other matters |
Unqualified with emphasis of matter |
Unqualified |
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Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
Unqualified with emphasis of matter |
b) The Department does not conduct audits on public universities. In terms of the Higher Education Act, 101 of 1997, the council of a public higher education institution must in the manner prescribed by the Minister ensure the implementation of the recommendations of an external auditor in accordance with accepted audit principles and standards on an annual basis. The Minister has prescribed through the Regulations for Reporting by Public Higher Education Institutions (2014) that the Councils must include in their annual reports the statement of the Audit Committee on how it fulfilled its responsibilities and the report of the independent auditor on the annual report. Independent (external) auditors of universities are appointed by the councils, with the concurrence of the Auditor General South Africa.
The Council on Higher Education through the Higher Education Quality Committee (HEQC) also conducts institutional audits as part of its responsibilities for quality assurance. The audits focus on an institution’s policies, systems, procedures, strategies and use of resources. More specifically, the institutional audits also seek to assess an institution’s capacity for quality management of its academic activities in a manner that meets its specified mission, goals, and objectives, and engages appropriately with the expectations and needs of various internal and external constituencies.
11 December 2023 - NW3941
Malatsi, Mr MS to ask the Minister of Higher Education, Science and Innovation
Whether (a) he, (b) the Deputy Minister and (c) any other official in his department attended the Rugby World Cup final in France in October 2023; if not; what is the position in this regard; if so, what (i) are the relevant details of each person in his department who attended the Rugby World Cup, (ii) is the total number of such persons and (iii) were the total costs of (aa) travel, (bb) accommodation and (cc) any other related costs that were incurred by his department as a result of the trip(s)?
Reply:
I, the Deputy Minister, and any department staff did not attend the Rugby World Cup in France in 2023 in an official capacity. The Honourable Member should note that nothing prevented officials from attending the Rugby World Cup final in France at their own expense.
- (a) to (c) not applicable;
- (i) to (iii) not applicable; and
- (aa) to (cc) not applicable.
Once again, we are proud of the Springboks' triumph and especially the exciting matches against France, England, and New Zealand.
11 December 2023 - NW4025
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department conducted any financial audit on the University of Venda in the 2022-23 financial year; if not, why not; if so, (a) what were the findings of the audit, (b) on what date will the audit report be released into the public domain and (c) what are the further relevant details?
Reply:
The Department did not conduct any financial audit on the University of Venda in the 2022-23 financial year. In terms of the Department’s annual reporting regulations for universities, an annual audit of the financial statements of a university is conducted by external auditors appointed by the University. All universities submit their annual report with the audited financial statements to the Department at the end of June each year.
11 December 2023 - NW4028
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether he intends making the (a) budget and (b) total spending of all institutions of higher education (i) public knowledge and (ii) released in each quarter into the public domain; if not, why not; if so, what are the relevant details?
Reply:
a) (i) The budgets for Higher Education Institutions are published in the Appropriation Bill annually.
(ii) The budgets for Higher Education Institutions are made public quarterly
b) (i) The amount transferred to Higher Education Institutions are published in the Annual Report of the Department.
(ii) The total amount transferred to Higher Education Institutions are made public quarterly.
11 December 2023 - NW4109
Thembekwayo, Dr S to ask the Minister of Higher Education, Science and Innovation
In light of the student accommodation shortages predicted at the Cape Peninsula University of Technology for the 2024 intake, what assistance will he provide learners of the specified institution?
Reply:
On the 21 November 2023, the occasion of the opening applications for 2024, Universities were discouraged from embarking on lengthy contracts since NSFAS is finalising its concept note on piloting student accommodation in universities at the start of the academic year 2024. Should CPUT be selected or asked to be part of the pilot project, NSFAS will advise on its decision to accredit or not accredit all properties within a radius of 1 (one) to 16km from all CPUT campuses, namely Paarl/Wellington, Bellville, and Cape Town.
24 November 2023 - NW3255
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(a) Which glitches was he referring to when addressing systemic issues at the National Student Financial Aid Scheme (NSFAS), (b) how will the systemic issues be resolved, (c) what effect has the systemic issues at NSFAS had on the students funded by NSFAS and (d) by what date does he envisage the systemic issues will be resolved?
Reply:
a) Minister was referring to system glitches that were experienced during disbursement processes, there were registration data changes that was requested to be amended. (b) As per these changes that were requested the issue was resolved. (c) Payments to students was delayed by 2 days. (d) The issue was resolved. The system changes were made as requested by stakeholders and actioned. R119 million was allocated by DHET to support procurement of new systems. NSFAS reported that a new application system has been developed.
24 November 2023 - NW3256
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
What (a) are the demographics of the 45Â 000 students who were dismissed by the National Student Financial Aid Scheme (NSFAS) following application discrepancies, (b) are the reasons that NSFAS was unable to assist applicants in correcting discrepancies during the course of the year and/or in the very beginning of the year, (b) primary issues constitute the majority of the discrepancies in the applications and (d) steps does NSFAS intend to take to resolve the specified issues in future?
Reply:
- The demographics of the 45 000 students is not immediately available, the Department will ask NSFAS to retrieve the data from its systems.
- The discrepancies were only picked up after data remediation which takes place on the 28th March 2023 up to 29th June 2023 and these were only communicated to affected applicants, NSFAS communicated to students on the 10th of July 2023 via a media statement after they were picked up.
- The discrepancies were caused by the outdated data received from SARS and NSFAS verification processes and financial eligibility assessments. After identifying the problem, NSFAS re-instated 14703 of the continuing students to be funded again and the remaining 31225 students remained unfunded and were given the opportunity to appeal.
- We have implemented system enhancements to mitigate the problem moving forward, we have also moved away from the manual processes that were being utilized. Moving forward, the system will communicate with external parties directly via APIS to ensure that the data is not manipulated in any form.
22 November 2023 - NW3713
Yabo, Mr BS to ask the Minister of Higher Education, Science and Innovation
What is the adoption rate of his department’s digital application that monitors and reports potholes on roads, which is also part of the research and development and innovation interventions of his department to accelerate road maintenance projects of the Government?
Reply:
The PotholeFix application (app) was developed as part of a contractual agreement between the CSIR and the Gauteng Provincial Government. This initiative is a component of a broader strategy to restore road network asset management system in the province, with a focus on optimising maintenance scheduling. Specifically, the app aims to streamline the reporting of incidents and their subsequent status updates. Collaboration between the provincial government and municipalities is crucial for addressing reported potholes promptly.
What makes the app unique is its alignment with the national road maintenance guidelines, providing first respondents with clear insights into the nature and severity of reported pothole. The app’s location-tracking feature ensures that reports are directed to the appropriate road authority. While the potential for nationwide implementation in partnership with other provinces exists, the app is currently operational exclusively in Gauteng. Its reception has been positive, with varying levels of adoption across municipalities. To date, the app has garnered over 12 000 downloads on Android and iOS platforms, contributing to the reporting of more than 9 000 potholes through this platform.
22 November 2023 - NW3711
Mkhatshwa, Ms NT to ask the Minister of Higher Education, Science and Innovation
What are the relevant details of the challenges impacting the University of South Africa?
Reply:
The challenges are explained in detail in two reports that have assessed the affairs of the University, namely the Report of the Ministerial Task Team (MTT) on the Strategic Review of the University of South Africa (2021) and the Report of the Independent Assessor (2022). Some of the key challenges are as follows:
- Failure by the University to make adequate provision for dramatic change in the profile of the student body, implementing enrolment targets which were unrealistic and, in some cases, even irresponsible, considering the lack of the institution’s teaching capacity.
- Failure to provide appropriate strategic guidance and direction to a modern Open Distance e-Learning (OdeL) institution in the 21st Century.
- Failure to address the weaknesses that have frustrated the implementation of its strategic priorities. The weaknesses include dysfunctional and outdated ICT infrastructure which compromised the health of the academic enterprise; collapsed basic assurance services and functions necessary to ensure effective governance; ineffective risk management and control processes; retention of a deeply-embedded culture of non-compliance and impunity; chronic management failures in many of the key support systems such as supply chain management, human resource management, compliance and finance and a gross neglect of consequence management.
- Failure to establish an enabling and ethical culture, and has allowed an all-pervasive culture of corruption, conflict, fear and intimidation to prevail.
- Dysfunctionality of the Office of the Registrar, particularly as it relates to student administration, leaving students frustrated. This is compounded exploitation of students by fraudulent tutors because of poor protection of student’s personal information.
- Lack of appreciation of good governance, as demonstrated by outdated statute, policies and adherence to governance instruments. For instance, the Management knowingly took irregular financial decisions that have had far-reaching consequences for the University, namely the selective salary adjustments to academic staff and some portion of the support staff, the laptop scheme, etc. These were condoned by the Council.
- For a long time, Council had reduced the delegation of authority (DoA) of management, and in doing so interfered in matters that ordinarily fell within the purview of Management.
22 November 2023 - NW3679
Ngcobo, Mr S to ask the Minister of Higher Education, Science and Innovation
What measures has his department taken to address the lack of adequate infrastructure for teaching and learning in community education and training colleges?
Reply:
The Department has started a process of building Community Education and Training (CET) Colleges infrastructure to address the challenges of infrastructure in the sector. One billion rand has been allocated to the Community Colleges for infrastructure over the 2023 MTEF period. The initial plan seeks to build Community Colleges and Community Learning Centres in nine (9) provinces: one in each province. The construction is currently in planning phase with consultants having started with the concept designs. The actual construction is targeted to commence in March 2024.
The Department is also working with Provincial Departments for Basic Education to identify properties that are underutilised so that they can be repurposed for Community Learning Centres.
Furthermore, the Department has developed Intergovernmental Protocols on the use of public school facilities of Provincial Education Departments by Community Learning Centres of the Community Colleges under the Department of Higher Education and Training. The Protocols are meant to manage the current relationship between schools and Centres.
22 November 2023 - NW3678
Ngcobo, Mr S to ask the Minister of Higher Education, Science and Innovation
What are the reasons that his department has been failing to meet the target for student enrollment at community education and training colleges since the 2019-20 financial year?
Reply:
The main reasons for low student enrollment at Community Education and Training (CET) Colleges are associated with lack of physical infrastructure including Information and Communication Technology, and inadequate funding. 95% of Community Learning Centres of the Community Colleges operate in Basic Education infrastructure which leaves a very low number of those that operate on their own site.
To resolve this challenge of inadequate infrastructure, the Department has started with the process of acquiring physical infrastructure for colleges. In addition to funding set aside for new buildings, discussions are underway with the Department of Public Works and Infrastructure to identify underutilised public buildings for the sole use of CET colleges.
The current funding for CET colleges is R2.8 billion, for which R2.6 billion caters for compensation of employees and R211.6 million for operations of colleges (subsidy). The CET sector is allocated 2% of the total PSET budget. The current allocation is thus unable to cater for the proposed needs of the CET sector.
22 November 2023 - NW3666
King, Ms C to ask the Minister of Higher Education, Science and Innovation
Whether he has instituted an investigation and/or project management audit during the tenure of a certain person (details furnished) of the Services Sector Education and Training Authority; if not, why not, in each case; if so, what are the relevant details in each case?
Reply:
The Minister of Higher Education, Science and Innovation is empowered by the Skills Development Act (Act No.97 of 1998) (Act) to perform certain functions, such as Section 14(A) to issue a written instruction if :
(a) the SETA is not performing any of its functions or not complying with its service level agreement;
(b) the SETA is not managing its finances in accordance with this Act;
(c) the SETA’s membership is not representative of the constituencies contemplated in section 11; or
(d) the SETA has not prepared and implemented an employment equity plan as contemplated in section 20 of the Employment Equity Act, 1998 (Act No. 55 of 1998).
Another empowering provision is section 15 of the Act, to take over the administration of SETA after consultation with the National Skills Authority and the SETA in question, direct the Director-General to appoint an administrator to take over the administration of a SETA or to perform the functions of a SETA if :
(a) the SETA fails to perform its functions;
(b) there is mismanagement of its finances;
(c) its membership no longer substantially represents the composition contemplated in section 11;
(d) the SETA has failed to comply with its service level agreement, or (e) the SETA has failed to comply with an instruction issued by the Minister in terms of section 14A.
Since the appointment of the Accounting Authority in 2020, the Minister of Higher Education, Science, and Innovation has not invoked these provisions in respect of the Services Sector Education and Training Authority.
22 November 2023 - NW3800
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has any records of audit outcomes of private institutions of higher learning in the Republic to assess their efficiency and/or compliance with the relevant legislations; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
The reporting by private higher education institutions (PHEIs) and the assessment thereof forms part of the monitoring of the higher education system by the Department of Higher Education and Training (“the Department”). Every year, the Directorate: Registration of Private Higher Education Institutions (“the Directorate”) requests PHEIs to submit annual reports to enable the Department to assess and monitor the level of compliance by PHEIs with respect to their obligations and responsibilities as defined in Chapter 6 of the Regulations for the Registration of Private Higher Education Institutions, 2016 (the Regulations) and Section 57 of the Higher Education Act, 1997 (Act No. 101 of 1997, as amended) (the Act). PHEIS are required to submit their annual reporting information by 30 April each year.
The annual report also includes student data and a ‘snapshot’ of programmes offered as well as student enrolments in the PHE sector. After assessing the annual reports, the Directorate complies a consolidated report titled “Annual Report on the Compliance of Private Higher Education Institutions with the Regulations” and presents this report to the sector and stakeholders in the Post School Education and Training (PSET) sector.
In cases where institutions are non-compliant, the Directorate enters the next stage of supporting the institution to become fully compliant by providing additional guidance and time. If, after exhausting all possibilities for rehabilitation, the institution fails to be complaint, then its registration is cancelled after due legal process is followed. The period and duration for rehabilitation can take anything from 3 to 6 years.
22 November 2023 - NW3801
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
Whether his department has the relevant details of the total number of students who (a) registered and (b) graduated in (i) Criminal Justice and/or Law and (ii) Forensic Investigations in the (aa) 2016 and (bb) 2023 academic years; if not, what is the position in this regard; if so, (aaa) what total number of such graduates in each case have been hired by the Government in each province and (bbb) in what positions were they hired?
Reply:
The head count enrolment of students in academic years 2016–2022 is displayed in Table 1 below, while graduates for the same period are shown in Table 2. The data relates to students who are enrolled in or have graduated from programmes in criminal justice and related programmes.
The numbers for academic year 2022 in both tables are regarded as preliminary.
We are unable to provide information about the work status of the graduates at this moment, but may be able to do so once further tracer studies are conducted.
Table 1:
Field of Specialisation |
Criminal Justice and Corrections |
Year |
Total |
2016 |
13778 |
2017 |
15251 |
2018 |
15564 |
2019 |
17790 |
2020 |
23964 |
2021 |
23511 |
2022 |
29429 |
Table 2:
Field of Specialisation |
Criminal Justice and Corrections |
Year |
Total |
2016 |
2752 |
2017 |
2809 |
2018 |
2994 |
2019 |
2773 |
2020 |
4486 |
2021 |
4406 |
2022 |
4799 |
22 November 2023 - NW3879
Thembekwayo, Dr S to ask the Minister of Higher Education, Science and Innovation
In the wake of the stabbing of a female student from the Cape Peninsula University of Technology by a male student from the University of Cape Town, what (a) urgent steps have been taken to bring the perpetrator to account and (b) measures have been put in place to solve the issue of the lack of security in tertiary institutions?
Reply:
a) The perpetrator was apprehended until campus security took him away and he was arrested, meanwhile, the victim was rushed to hospital and had emergency surgery and is currently recovering. The accused appeared in court on attempted murder charges and remains behind bars as he awaits a bail application date.
b) University security heads were invited to workshops, wherein gaps in their security protocols were discussed and further insights shared with researchers, USAF, SAPS and CAMPROSA. It was agreed that a security blueprint will be developed for the universities. In addition, it was agreed that security policies to support staff, students and management must be developed and approved by the Councils of all the universities by the end of the financial year.
22 November 2023 - NW3712
Sibiya, Ms DP to ask the Minister of Higher Education, Science and Innovation
Considering that funding requirements that align with community education and training colleges (CETs) have been one of the progressive factors concerning the higher education sector, what are the relevant details of the sustainable funding model that has been developed for CETs?
Reply:
In the 2022/23 financial year, the Department developed the sustainable funding model for Community Education and Training (CET) Colleges. The model was implemented with effect from the 2023/24 financial year. The intended outcome of the model is to equitably distribute available funding to Community Colleges taking into account a number of variables including a minimum allocation for basic college operations, enrolment numbers, programmes and qualifications mix, duration of programmes, etc. The model does not provide for any additional funding, it distributes the available budget equitably.
The model estimates that the CET college sector requires R876 million for annual operational activities (subsidy), and this amount excludes employee salary costs. This translates into a 76% funding gap when compared to the allocated subsidy of R211.641 million for the 2023/24 financial year.
10 November 2023 - NW3254
Chirwa, Ms NN to ask the Minister of Higher Education, Science and Innovation
(a) What is the proposed funding alternative which he mentioned in a press release about the National Student Financial Aid Scheme on 19 September 2023, (b) by what date does he envisage the specified alternative funding will come to fruition, (c) who will be the main source of funding behind the initiative and (d) what total number of students will the initiative cater for?
Reply:
- Comprehensive Student Funding Model
- As soon as it is approved by cabinet in November.
- The seed funding behind the initiative will be sourced from the National Skills Fund (NSF), SETA’s, BBBEE Code 300 skills fund as prescribed in legislation, and banks.
- It is estimated that about 11% of university students constitute the missing middle who are not eligible for state funding, although some non-funded NSFAS students can also be defined as the missing middle.
10 November 2023 - NW3242
King, Ms C to ask the Minister of Higher Education, Science and Innovation
(1)(a) What is the total amount of his department’s budget for the 2023-24 financial year that has already been spent as at 30 September 2023 and (b) which are the main expenditure programmes; (2) (a) which universities have outstanding infrastructure projects, (b) what is the breakdown of costs associated with each of the projects and (c) what are the (i) start and (ii) envisaged completion dates for each project?
Reply:
1. (a) The total amount expended against the Departmental budget for the 2023/24 financial year as at 30 September 2023, is
R91 864.945 million which includes R10 947.497 million in relation to Direct Charges.
(b) The main expenditure programmes are:
- Programme 1: Administration at R234.802 million or 45.4%
- Programme 6: Community Education and Training at R1 406.590 or 52.7%
- Programme 5: Skills Development at R142.148 million or 32.9%
- Programme 4: Technical and Vocational Education and Training at R6 144.052 million or 48.2%
- Programme 3: University Education at R72 071.195 million or 77.8%
- Programme 2: Planning, Policy and Strategy at R918.661 million or 52.1%
2. To date, our 26 public universities have outstanding infrastructure projects from previous cycles amounting to R9.416 billion. A summary of outstanding infrastructure projects with breakdown of costs and envisaged implementation dates is shown in Table 1 below
Table 1: Summary of universities’ outstanding infrastructure projects
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
CPUT |
Extension and Alteration of Old Education Building in Bellville Campus (Phase 1) |
75 000 |
162 530 |
May-23 |
Aug-23 |
Dec-24 |
Conversion of Freedom Square Residence from Catering to Self-Catering |
17 530 |
Aug-22 |
Dec-22 |
Mar-24 |
||
Construction of an Applied Science Building in Bellville Campus |
70 000 |
Jun-22 |
Jul-23 |
Feb-25 |
||
CUT |
New Management Building: Bloemfontein Campus |
67 924 |
376 398 |
DEFERRED |
DEFERRED |
DEFERRED |
New Jewellery School Building: Bloemfontein Campus |
24 231 |
TBC |
TBC |
TBC |
||
New Teachers Education Building: Welkom Campus |
78 215 |
Apr-23 |
TBC |
Oct-25 |
||
New Multi-Purpose Hall: Welkom Campus |
28 203 |
Apr-23 |
TBC |
Mar-25 |
||
Construction of 400-beds student residence: Welkom Campus |
111 072 |
28-Feb-23 |
Sep-23 |
01-Aug-25 |
||
Construction of 260-beds student residence: Bloemfontein Campus |
66 754 |
Mar-23 |
TBC |
Oct-25 |
||
DUT |
Replacement of steel windows, built cupboards and painting on Indumiso |
8 000 |
394 162 |
08-Oct-22 |
07-Feb-23 |
06-Dec-23 |
Midland Campuses - Disability Access: Toilets and access ramps |
1 650 |
01-Nov-20 |
02-Feb-23 |
01-Feb-24 |
||
Indumiso urban campus: Replacement of netball, tennis and volleyball courts |
3 300 |
Jun-23 |
TBC |
Jun-24 |
||
New Student Centre and Centre for Entrepreneurship |
149 572 |
Sep-19 |
Sep-19 |
Dec-23 |
||
New Engineering Building -PHASE 2 |
231 640 |
Sep-19 |
Sep-19 |
Dec-23 |
||
MUT |
Construction New Block E TV Room & Study Area at MUT Residences |
7 660 |
354 785 |
Feb-20 |
Oct-22 |
Oct-23 |
Repairs and Renovations to the Existing Block E Student residences |
18 246 |
Apr-23 |
May-23 |
Mar-24 |
||
Construction of the New 57 Bed Residence Block |
31 906 |
Oct-23 |
Oct-23 |
Apr-25 |
||
Refurbishment of Existing C45, C46 & C47 Computer Labs at MUT Main Campus |
3 300 |
May-23 |
Jun-23 |
Aug-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
MUT Soccer field Upgrades Including Athletic Tracks |
23 248 |
Mar-23 |
May-23 |
Jan-24 |
||
Main Library Lift Upgrade |
9 397 |
Mar-23 |
May-23 |
Feb-24 |
||
Refurbishment to Faculty of Natural Sciences Ablution |
6 605 |
Jun-22 |
Jul-22 |
Sep-22 |
||
Upgrade to MUT Seme Road |
12 888 |
Jun-23 |
Jun-23 |
Feb-24 |
||
Supply and installation of new water storage tanks |
23 192 |
May-23 |
May-23 |
Feb-24 |
||
Refurbishment of electrical infrastructure |
4 272 |
May-23 |
May-23 |
Mar-24 |
||
ICT business continuity and security upgrade |
3 675 |
May-23 |
May-23 |
Feb-24 |
||
Upgrade of the existing CCTV surveillance system |
3 146 |
Sep-22 |
Sep-22 |
Apr-23 |
||
E-learning and purchasing of Ithala Building |
65 260 |
TBC |
TBC |
TBC |
||
Refurbishment of Biomedical Technology Lab |
10 000 |
Jan-23 |
Jan-23 |
Jul-23 |
||
Construction of a Tunnel Link |
41 220 |
Jan-24 |
Jan-24 |
Oct-25 |
||
Replacement of Roof |
31 210 |
May-23 |
Jun-23 |
Feb-24 |
||
Completion of a 135-bed student residence |
29 070 |
Jan-19 |
Feb-20 |
Mar-23 |
||
New 100-bed student residence |
30 492 |
Oct-23 |
Oct-23 |
Jan-25 |
||
NMU |
Ocean Sciences (Science Centre & Block E Extension) |
85 459 |
344 059 |
15-Jan-21 |
15-Jan-21 |
20-Dec-23 |
Construction of 2000-beds SHIP student residences: Completion of the last 2 Blocks (approximately 280 Beds) on the Summerstrand Campus |
258 600 |
01-Nov-23 |
01-Nov-23 |
TBC |
||
NWU |
New laboratory spaces for Education - PC |
47 844 |
187 680 |
11-Jan-23 |
11-Jan-23 |
30-Apr-24 |
New building for Psychosocial Health - VC |
47 770 |
18-Oct-22 |
18-Oct-22 |
02-Feb-24 |
||
Refurbish Building 24 for multipurpose hall - VC |
29 504 |
05-Jul-22 |
05-Jul-22 |
29-Mar-24 |
||
Refurbishment of spaces for the Schools of Biological and Geospatial Sciences - PC |
62 562 |
14-Sep-22 |
14-Sep-22 |
14-Apr-24 |
||
RU |
Institute for Nanotechnology Innovation (INI) |
86 700 |
502 105 |
04-Jul-22 |
04-Jul-22 |
20-Nov-23 |
Refurbishment of the Chemistry/Pharmacy building Phase 1 |
129 958 |
21-Nov-22 |
21-Nov-22 |
29-Feb-24 |
||
Refurbishment of the Chemistry/Pharmacy building Phase 2 |
90 000 |
01-Dec-23 |
01-Dec-23 |
28-Feb-25 |
||
Electrical MV modernization project |
30 000 |
15-Jan-24 |
15-Jan-24 |
20-Dec-25 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
Fire safety compliance project (remainder of campus) |
39 000 |
|||||
Main Admin building complex |
126 447 |
|||||
SMU |
Water Reticulation |
77 000 |
1 173 992 |
31-Aug-21 |
31-Aug-21 |
20-Nov-24 |
New University Boundary Wall |
23 346 |
30-Oct-20 |
30-Oct-20 |
20-Jul-24 |
||
ICT Network Refresher Project - Network upgrades, data centre upgrade and hardware |
420 151 |
07-Feb-21 |
07-Feb-21 |
31-Dec-23 |
||
Main Library Building |
28 691 |
16-Jan-21 |
16-Jan-21 |
31-Jan-24 |
||
Construction of 2000-beds SHIP student residence |
295 398 |
12-Jul-21 |
12-Jul-21 |
31-Dec-24 |
||
Construction of an 800-bed student residence |
290 598 |
13-Jan-22 |
TBC |
TBC |
||
Deferred Maintenance: Residences 1C & 2B |
38 809 |
14-Jun-22 |
14-Jun-22 |
30-Nov-23 |
||
SPU |
C009 - Academic - Education |
60 989 |
554 173 |
07-Jul-21 |
07-Jul-21 |
30-Jun-24 |
Project 3: Defects (Letter dated 19/07/2017) |
5 000 |
01-Dec-23 |
TBC |
31-Mar-25 |
||
Project 4: Contingency (Letter dated 19/07/2017) |
5 000 |
01-Dec-23 |
TBC |
31-Mar-25 |
||
Furniture, Fittings & Equipment (various buildings) |
91 276 |
01-Dec-23 |
TBC |
31-Mar-25 |
||
BX00, SX00 & NX01 - Bulk Infrastructure |
86 983 |
08-Sep-21 |
09-Sep-21 |
31-Mar-25 |
||
N001 - Erf 1 Construction (Oppenheimer Garden) |
23 000 |
11-Oct-21 |
11-Oct-21 |
31-Aug-24 |
||
Erf 1 Design Development and Approval |
2 000 |
21-Oct-21 |
21-Oct-21 |
31-Aug-24 |
||
P008 - Infrastructure Capacity Building |
7 500 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
P009 - Forward Planning and Design |
3 000 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
P001 - P007 (PMT & Planning) |
27 309 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
D001 - 6: ICT Core Platform |
53 924 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
Project Insurance |
1 505 |
21-Nov-22 |
21-Nov-22 |
31-Mar-25 |
||
N002 - Academic/Residential/Shared (Great Hall, Info Centre and Student Admissions) |
38 767 |
18-Oct-21 |
18-Oct-21 |
31-Aug-24 |
||
C010 - Heritage Studies and Humanities Building |
65 893 |
14-Jun-21 |
14-Jun-21 |
03-Oct-23 |
||
S008 - Residential |
40 571 |
21-Aug-22 |
21-Aug-22 |
31-Aug-24 |
||
S009 - Residential |
41 456 |
21-Aug-22 |
21-Aug-22 |
31-Aug-24 |
||
SUN |
Upgrading of electrical infrastructure |
60 350 |
60 350 |
14-May-21 |
14-May-21 |
30-Nov-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
TUT |
New Multipurpose Teacher Education Building |
57 705 |
767 144 |
10-Feb-20 |
10-Feb-20 |
Mar-23 |
New Auditorium Building |
71 461 |
24-Jan-20 |
24-Jan-20 |
TBC |
||
New Classrooms Building |
74 871 |
27-Jul-21 |
27-Jul-21 |
TBC |
||
Multipurpose Examination Halls & Lecturing Venues |
170 044 |
Sep-23 |
TBC |
Dec-24 |
||
New Multipurpose ICT & ERC Centre (Phase 1 And 2) |
14 390 |
Sep-23 |
TBC |
Dec-24 |
||
New Film School: Arts Campus (Phase 1) |
31 425 |
Jul-23 |
TBC |
Jan-25 |
||
Extension of the Library (Phase 1) |
5 057 |
Aug-23 |
TBC |
TBC |
||
Structural Refurbishment of Building 4 |
1 965 |
Oct-23 |
Oct-23 |
Feb-24 |
||
Refurbishment of Roof Structure of Building 25 |
3 104 |
Oct-23 |
Oct-23 |
Feb-24 |
||
Refurbishment of Gencor Hall |
7 014 |
Jul-23 |
Aug-23 |
TBC |
||
Refurbishment of Building 15 and Rehabilitation of Unstable Asbestos Panels |
5 131 |
Oct-23 |
Oct-23 |
Feb-24 |
||
Construction of new student residences: 250-beds at Soshanguve Campus and 250-beds at Garankuwa Campus |
134 164 |
24-May-18 |
24-May-18 |
TBC |
||
Construction of new student residences: 500-beds at eMalahleni Campus and 600-beds at Soshanguve Campus |
110 000 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Construction of a 500-bed residence: eMalahleni Campus |
65 000 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Shortfall: New eMalahleni Campus student residence (PA-50) |
5 694 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Shortfall: New Soshanguve Campus student residence (PA-51) |
3 382 |
16-Aug-21 |
16-Aug-21 |
TBC |
||
Shortfall: New Ga-Rankuwa Campus student residence (GM-14) |
2 500 |
24-May-18 |
24-May-18 |
TBC |
||
Shortfall: Ga-Rankuwa Campus student residence (PK24) |
4 238 |
24-May-18 |
24-May-18 |
TBC |
||
UCT |
Water Sustainability Projects |
70 000 |
70 000 |
13-Jun-19 |
13-Jun-19 |
31-Dec-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
UFH |
Deferred Maintenance Projects |
76 625 |
13-Jun-19 |
13-Jun-19 |
31-May-24 |
|
HDI Infrastructure Backlog FC10: Chemistry lab, network and telephone systems |
30 200 |
14-Jun-23 |
14-Jun-23 |
14-Dec-23 |
||
Eskom Connection |
19 073 |
15-Aug-23 |
15-Aug-23 |
30-Nov-23 |
||
Replacing the Obsolete Substation |
12 903 |
16-Aug-23 |
TBC |
TBC |
||
Early Childhood Development Centre: East London Campus |
53 699 |
534 194 |
30-Mar-23 |
TBC |
31-Jul-24 |
|
Student Centre & Parkade: East London Campus |
63 059 |
16-Aug-23 |
TBC |
01-Jul-25 |
||
Electricity Infrastructure Upgrades - Alice Campus |
56 240 |
16-Aug-23 |
TBC |
20-Dec-24 |
||
Occupational Health & Safety Compliance: All Campuses |
55 850 |
16-Jul-23 |
TBC |
01-Jul-25 |
||
Disability Access: All Campuses |
36 546 |
16-Aug-23 |
TBC |
01-Jul-25 |
||
Alice Water and Sanitation Project |
130 000 |
13-Mar-23 |
TBC |
30-Jun-24 |
||
Backlog Maintenance (5th Cycle) |
20 000 |
13-Jul-23 |
13-Jul-23 |
15-Dec-25 |
||
UJ |
Disability Access Projects |
5 000 |
30 000 |
15-Jun-23 |
15-Jun-23 |
31-Dec-24 |
Upgrade of Lecture Venues |
5 000 |
15-Apr-23 |
15-Apr-23 |
31-Dec-23 |
||
Additional offices and lab space at Blocks E & F |
15 000 |
15-Apr-22 |
15-Apr-22 |
31-Oct-23 |
||
Construction of New Tutorial Building |
70 000 |
16-Nov-23 |
TBC |
31-Dec-25 |
||
Refurbishment of Oval Residence: Westville Campus (4th IEG cycle) |
15 200 |
DEFERRED |
DEFERRED |
DEFERRED |
||
UKZN |
Construction of a new 194-bed residence: Medical Campus |
60 000 |
299 200 |
TBC |
TBC |
30-Nov-25 |
Acquisition and/or development of 400 beds off- campus: UKZN wide |
120 000 |
TBC |
TBC |
31-Dec-24 |
||
Refurbishment of wet works Oval Residence: Westville Campus (5th IEG cycle) |
9 000 |
DEFERRED |
DEFERRED |
DEFERRED |
||
Conversion of Charles Smith Hall to 54-bed student residence: Howard College |
10 000 |
15-Sep-22 |
15-Sep-22 |
19-Dec-23 |
||
UL |
Deferred Maintenance |
135 539 |
791 633 |
15-Aug-17 |
15-Aug-17 |
31-Dec-25 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
New Earth Sciences Building |
183 022 |
09-Feb-23 |
09-Feb-23 |
31-Oct-24 |
||
Extension to Library including ICT space, Phase 1 |
108 882 |
09-Feb-23 |
09-Feb-23 |
30-Apr-24 |
||
3500-beds SHIP student residence |
364 190 |
TBC |
TBC |
31-Dec-25 |
||
UMP |
NBP0015 - Lower Campus D725 Northern Entrances |
87 950 |
87 950 |
01-Aug-22 |
15-Oct-22 |
31-Oct-23 |
UNISA |
FC1: Disability Centre of excellence |
20 585 |
334 657 |
Apr-23 |
Sep-23 |
Jun-24 |
Statutory Compliance Projects |
20 000 |
09-Mar-23 |
09-Mar-23 |
31-Dec-23 |
||
Universal Access Projects |
24 000 |
May-23 |
May-23 |
May-24 |
||
Sustainability Projects |
6 000 |
Apr-23 |
Mar-23 |
Jan-24 |
||
Sunnyside Perimeter Wall |
9 600 |
Mar-23 |
Mar-23 |
Jul-24 |
||
Sunnyside Development: Phase 1 |
60 178 |
Apr-23 |
Aug-23 |
Apr-25 |
||
Sunnyside Development: Phase 2 |
12 042 |
Apr-23 |
Sep-23 |
May-25 |
||
Sunnyside Development: Phase 5 |
40 752 |
Aug-23 |
Oct-23 |
Nov-25 |
||
Florida Gas OHS Renovation |
134 300 |
Feb-23 |
Apr-23 |
Jun-25 |
||
HVAC Chillers Replacement |
7 200 |
Dec-22 |
Feb-23 |
May-23 |
||
UNIVEN |
Disable Student Unit Centre: fire regulations compliance, servicing of electrical installations, and improvement of universal access |
630 |
325 931 |
12-Aug-22 |
31-Mar-23 |
31-Oct-23 |
School of Environmental Sciences: Upgrades |
2 600 |
29-Nov-22 |
30-Mar-23 |
29-Jul-23 |
||
Construction of a simulation laboratory |
11 630 |
15-Oct-22 |
15-Aug-23 |
30-Oct-24 |
||
Perimenter fencing |
22 155 |
07 March 2021 |
29-Aug-22 |
31-Oct-23 |
||
Punda Maria Road |
27 297 |
24-Nov-22 |
13-Feb-23 |
13-Oct-24 |
||
Completion of the School of Health Sciences Building |
62 117 |
29-Jun-21 |
17-Apr-22 |
17-Aug-23 |
||
Completion of the 1800-beds DBSA funded student residences |
190 000 |
14-Sep-22 |
14-Sep-22 |
15-Dec-23 |
||
Replacement of asbestos roofing: Riverside Student Residence |
5 475 |
15-Oct-22 |
29-Nov-22 |
29-Aug-23 |
||
Replacement of asbestos roofing: B Ncube Student Residence |
1 847 |
15-Oct-22 |
29-Nov-22 |
29-Aug-23 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
Replacement of asbestos roofing: Mangogroove Residence |
2 180 |
15-Oct-22 |
29-Nov-22 |
29-Aug-23 |
||
UNIZULU |
New Student Centre |
55 000 |
1 008 521 |
01-Aug-22 |
26-Oct-22 |
31-Mar-24 |
New multi-purpose centre with media centre, language labs, seminar rooms & staff offices |
80 448 |
28-Mar-24 |
TBC |
28-Oct-25 |
||
Perimeter Fence |
27 846 |
|||||
New Student Administration block |
106 132 |
28-Apr-24 |
TBC |
28-Nov-25 |
||
Rehabilitation of Internal Roads |
5 355 |
Awaiting Virement approval |
||||
New Agricultural Building |
21 420 |
Awaiting Virement approval |
||||
Phase 1 and 2 Sports Facility |
9 638 |
15-Nov-21 |
28-Oct-22 |
28-Apr-24 |
||
Manufacture and install 12 x LV panels for substations |
4 080 |
15-Oct-22 |
28-Feb-23 |
28-Apr-24 |
||
Electrical infrastructure upgrade (replacing high tension cables) |
3 000 |
15-Nov-22 |
28-Mar-23 |
28-Jul-24 |
||
Installation new lift: Natural Sciences building |
700 |
15-Oct-23 |
TBC |
28-Mar-24 |
||
Upgrade of Wastewater reticulation |
8 000 |
Awaiting Virement approval |
||||
Storm water management system |
6 500 |
28-Mar-24 |
TBC |
28-Oct-25 |
||
Development of Engineering Building: Richards bay Campus |
90 000 |
08-Apr-22 |
08-Apr-22 |
22-Aug-24 |
||
Development of new Multi-Purpose lecture theatres |
45 000 |
28-Mar-24 |
TBC |
28-Oct-25 |
||
New Academic building: Depts of Social Work, Law and Music |
40 500 |
Awaiting Virement approval |
||||
Refurbishment of East Residence Plant Room: Kwa- Dlangezwa Campus |
6 600 |
28-Mar-24 |
TBC |
22-Aug-24 |
||
Installation of East Residence heat pumps: Kwa- Dlangezwa Campus |
7 000 |
28-Mar-24 |
TBC |
22-Aug-24 |
||
Installation of East Residence water tanks: Kwa- Dlangezwa Campus |
9 000 |
Awaiting Virement approval |
||||
Installation of West Residence heat pumps: Kwa- Dlangezwa Campus |
8 800 |
28-Mar-24 |
TBC |
22-Aug-24 |
Project Name/Description |
Funding (R' 000) |
|||||
Institution |
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
|
Installation of West Residence water tanks: Kwa- Dlangezwa Campus |
13 502 |
Awaiting Virement approval |
||||
Major Refurbishment of Existing Student Residences (Mtshali, Nikiza, New York, Richard Bay) |
225 000 |
09-Jun-22 |
30-Jun-22 |
14-Aug-24 |
||
3500-beds SHIP student residences: Kwa-Dlangezwa and Richards Bay Campuses |
235 000 |
09-May-22 |
09-May-22 |
28-Mar-24 |
||
UP |
Capacity Infrastructure Upgrade |
84 350 |
126 350 |
15-Aug-21 |
15-Oct-21 |
28-Oct-25 |
Deferred Maintenance |
42 000 |
15-Jun-22 |
15-May-23 |
28-Aug-24 |
||
South Campus renewal and repurposing for Education |
86 744 |
Mar-23 |
TBC |
Nov-25 |
||
UWC |
Renewal & repurposing: Senate Building space vacated by CHS |
73 063 |
217 542 |
Jan-24 |
TBC |
Jul-25 |
Renewal & repurposing: Education Building |
57 735 |
Mar-23 |
TBC |
Nov-25 |
||
Renovation of Laboratories |
12 700 |
Mar-24 |
TBC |
Apr-25 |
||
Renovation of Lecture Halls |
20 356 |
31-Jan-23 |
31-Jan-23 |
30-Nov-23 |
||
Renovation of Ablutions |
9 949 |
20-Jan-23 |
20-Jan-23 |
16-Dec-23 |
||
Disability External |
5 800 |
01-May-23 |
01-May-23 |
28-Feb-24 |
||
Disability Internal |
6 600 |
01-May-23 |
01-May-23 |
28-Feb-24 |
||
Engineering Teaching Equipment |
45 275 |
15-Sep-24 |
15-Sep-24 |
15-Dec-24 |
||
Engineering Extension Building |
15 063 |
24-Aug-17 |
24-Aug-17 |
31-Oct-24 |
||
Engineering Teaching Furnishing |
3 000 |
15-Sep-24 |
15-Sep-24 |
15-Dec-24 |
||
VUT |
Life & Physical Science Equipment |
14 232 |
460 248 |
24-Jul-24 |
24-Jul-24 |
01-Nov-24 |
Life & Physical Science Renewal Lab |
3 050 |
24-Jul-24 |
24-Jul-24 |
01-Nov-24 |
||
Life & Physical Science Building |
124 910 |
24-Jul-16 |
24-Jul-16 |
01-Aug-24 |
||
Life & Physical Science Furnishings |
514 |
24-Jul-24 |
24-Jul-24 |
01-Nov-24 |
||
Teacher Education Building |
33 735 |
24-May-17 |
24-May-17 |
30-Nov-24 |
||
Teacher Education Furnishings |
677 |
10-Oct-24 |
10-Oct-24 |
31-Dec-24 |
||
Teacher Education Equipment |
2 455 |
10-Oct-24 |
10-Oct-24 |
31-Dec-24 |
||
Sciences and research laboratories |
78 017 |
15-Feb-24 |
15-Feb-24 |
6-Dec-25 |
||
Renovation of various student residences |
37 680 |
15-Mar-23 |
15-Mar-23 |
6-Mar-24 |
Institution |
Project Name/Description |
Funding (R' 000) |
||||
Total/Project |
Total/Institution |
Estimated Construction Start Date |
Construction Start Date |
Estimated Project Completion Date |
||
Refurbishment of various student residences |
46 235 |
15-May-23 |
15-May-23 |
6-Jun-24 |
||
WITS |
Campus Sustainability: Energy Efficiency Programme |
5 000 |
10-May-22 |
10-May-22 |
20-Feb-24 |
|
Wits School of the Arts: Fine Arts Studio Development |
23 985 |
15-Jan-21 |
15-Jan-21 |
30-Jun-24 |
||
Built Environment Precinct Expansion and Redevelopment |
45 769 |
16-Jul-21 |
16-Jul-21 |
31-Dec-23 |
||
Wits Test & Examination Centre: Part 2 - Solomon Mahlangu House West Wing Drawing Hall |
7 346 |
90 576 |
20-Apr-23 |
20-Apr-23 |
30-Jun-24 |
|
Thembalethu Large Teaching Venues |
4 649 |
1-May-23 |
1-May-23 |
30-Jun-24 |
||
Lecture and Teaching Venue Audio Visual Equipment Upgrade |
3 828 |
18-Apr-23 |
18-Apr-23 |
28-Feb-24 |
||
WSU |
Faculty Consolidation Furniture and equipment |
4 320 |
Still struggling to find a site |
|||
Faculty Consolidation Institutional Office |
14 346 |
Still struggling to find a site |
||||
Faculty Consolidation Provisional sums |
5 167 |
Still struggling to find a site |
||||
Faculty Consolidation Escalations and professional fees |
14 016 |
Still struggling to find a site |
||||
Renewable energy initiatives |
9 000 |
162 149 |
24 May 23 |
24 May 23 |
28-Jul-24 |
|
Upgrade & Expansion to Dwesa Research Station |
9 000 |
23 Apr 23 |
23 Apr 23 |
05 Dec 23 |
||
Small Enterprise development centre for Agricultural businesses |
6 300 |
20-Jan-23 |
TBC |
13-Oct-24 |
||
Refurbishment of Zamukulungisa Student Residence: Mthatha Campus |
100 000 |
17 Mar 22 |
17 Mar 22 |
17 Nov 23 |
||
Total/Source |
9 416 331 |
9 416 331 |
||||
Grand-Total |
10 November 2023 - NW3162
Zondo, Mr S S to ask the Minister of Higher Education, Science and Innovation
In which academic year(s) does he envisage the two new higher education institutions in (a) Ekurhuleni and (b) Hammanskraal to open their doors?
Reply:
a) The Ekurhuleni based institution is anticipated to open its doors in 2026; and
b) The Hammanskraal based institution is also anticipated to open its doors in 2026.
01 November 2023 - NW3263
Makamba-Botya, Ms N to ask the Minister of Higher Education, Science and Innovation
Following his visit to Japan, what (a) actual tangible plans are in place to build a hydrogen economy in the Republic and (b) steps will he take to ensure that a hydrogen economy is built in the Republic?
Reply:
The Minister participated in hydrogen economy-related ministerial engagements from 25 to 27 September 2023 that were held in Tokyo, Japan, to profile the work of the Department of Science and Innovation (DSI) as well as promote collaboration, investment, and innovation in support of the deployment of hydrogen at scale, which is essential for the successful implementation of the National Hydrogen Society Roadmap (HSRM).
(a) Subsequent to the Ministerial Visit to Japan, the following plans are in place to build a hydrogen economy in the Republic:
1. Energy Sector Support Programmes
In support of the energy sector, the DSI will continue to support the following energy research, development and innovation (RDI) programmes with academic institutions and corporate partners:
- Hydrogen South Africa (University of Cape Town, Mintek, North-West University, Council for Industrial Research, University of the Western Cape, Anglo American, Impala Platinum, Bambili (SMME), etc.);
- Platinum Valley Project (Anglo American Platinum, Engie and Bambili);
- Green Ammonia project (Sasol); and
- Carbon Capture and Use (PPC Cement, EPCM (SMME)).
2. Design of Appropriate Operating Models
The DSI has initiated engagements with private sector and international partners to design appropriate operating models that will ensure better coordination and partnerships for the effective implementation of the Hydrogen Society Roadmap.
(b) The following steps will be taken to ensure that a hydrogen economy is built in the Republic:
1. Strengthen Current Existing Strategic Partnerships
The DSI will continue to explore ways to strengthen the following current existing strategic partnerships through active participation in related platforms:
- International Partnership for Hydrogen and Fuel Cells in the Economy (IPHE). South Africa is the current Chair of the IPHE and aims to use its tenure to encourage more African countries to join IPHE;
- International Energy Agency;
- United Nations Industrial Development Organization;
- Hydrogen Council (private sector-led); and
- African Hydrogen Alliance (Egypt, Kenya, Mauritania, Morocco, Namibia and South Africa).
2. Opportunities for Partnerships
The DSI will continue to seek partnerships with both the public and private sector in:
- Testing and validation of the technology through field trials;
- Further development and optimisation of the technology;
- Developing a supply chain that supports the deployment of technology;
- Supporting skills development through internships (universities & TVETs) to support technology deployment;
- Training the end users of the technologies through local municipalities;
- Stimulating local demand for emerging technologies to power social and economic infrastructure; and
- Facilitating the establishment of manufacturing facilities in the country that allow for the integration of locally developed intellectual property and inbound technology where appropriate.
30 October 2023 - NW3268
Shikwambana, Mr M to ask the Minister of Higher Education, Science and Innovation
(1)With reference to the Outcome 6: skills development support for entrepreneurship and cooperative development of the National Skills Development Plan Outcomes, (a) how long was the training accredited and (b) under which skills programme and/or qualifications; (2) whether each sector education and training authority traced the beneficiaries to ascertain the impact of the programme and the difference it has made in their lives; if not, why not; if so, what are the relevant details?
Reply:
COMPILER DETAILS
NAME AND SURNAME:
CONTACT:
RECOMMENDATION
It is recommended that the Director-General sign Parliamentary Question 3268.
DR N SISHI
DIRECTOR–GENERAL: HIGHER EDUCATION AND TRAINING
DATE:
PARLIAMENTARY REPLY 3268 IS APPROVED / NOT APPROVED / AMENDED.
COMMENT/S
DR BE NZIMANDE, MP
MINISTER OF HIGHER EDUCATION, SCIENCE AND INNOVATION
DATE:
17 October 2023 - NW2718
King, Ms C to ask the Minister of Higher Education, Science and Innovation
(1)In light of the fact that the National Student Financial Aid Scheme (NSFAS) direct payment system was scheduled to be operational from July 2023, (a) on what date was each university and technical, vocational education and training (TVET) college informed to get onboard, (b) what total number of universities and TVET colleges were able to onboard and (c) what total number of students have been on board by 30 July 2023; (2) what challenges have been experienced by students after getting on boarding on the NSFAS direct payment system; (3) what total number of NSFAS beneficiaries at (a) universities and (b) TVET colleges (i) passed, (ii) failed and (iii) dropped out in 2022?
Reply:
UNIVERSITY
1)
a) Rule 7.3.2 of the 2023 NSFAS ELIGIBILITY CRITERIA AND CONDITIONS FOR FINANCIAL AID was shared with all the 26 Universities in December 2022, it stated that NSFAS will make allowance for a minimum of 3 months’ notice to institutions where it intends to take over full payment of allowances.
Subsequently, a Notice was issued by the NSFAS on 03 March 2023, informing universities that starting from 01 June 2023, NSFAS will assume responsibility for disbursing allowances to its beneficiaries.
An additional Notice was issued on 26 May 2023 clarifying that the first direct payment will take place on the last day of June 2023. It further clarified that institutions should continue to process June allowances to students.
(b) As of the end of June 2023, a total of 24 universities were successfully onboarded and their students received their July 2023 allowance payments through the direct payments. Two universities, Stellenbosch University and Northwest University, have yet to disburse the allowances for the month of July 2023. These two universities joined the direct payment program towards the end of July 2023, and released August 2023 allowances.
(c) As of 30 July 2023, the total number of KYC complete students is 316 741.
2)
Challenges |
Definition |
Action required |
Cyber Attack |
Instances of cyber-attacks threaten student accounts and system integrity. |
Partners will implement robust cybersecurity measures, safeguarding against cyber threats and unauthorized access and ensuring student security. |
Transition Resistance |
Resistance from institutions, students and student leadership to adopt the new payment system. |
Continue to engage stakeholders, address concerns, and highlight system benefits to foster smoother transitions and wider acceptance. |
Inaccurate Claims/ Registration data |
Incorrect allowances were paid due to inaccurate registration data received from the institutions. |
NSFAS opened the adjustment window to allow institutions to correct their registration data. |
Students say the direct payment charges are excessive. |
Students are paid directly to their accounts and charged for withdrawals and services. |
NSFAS and students negotiated a reduction from R89 to R12. Further engagements will commence. |
TVET COLLEGE
1)
a) The direct payment process was introduced at TVET colleges in the last quarter of 2022, with the first payment made in November 2022. The 2023 academic year saw a continuation and improvement in the process. Because students at the 44 colleges were already being paid their allowances directly by NSFAS through the NSFAS Wallet, transition to the direct payment process was gradual with the 6 remaining Western Cape colleges receiving money from NSFAS and paying it over themselves to students.
b) To date all 50 TVET Colleges are onboarded on the direct payment method of payment.
c) There are 187 180 students KYC complaint in the TVET sector, meaning are fully registered to access their allowances.
2)
Challenges |
Description |
Solutions |
Bank Card Shortage / Slow Distribution |
Direct payment project was initially implemented via virtual cards in the TVET sector. When distribution of handheld cards started around March 2023, reports of insufficient bank cards, related delays and queues arose. |
Bank cards have been made available to students and distributions are ongoing at universities. However, the multiple registration cycles in TVET sector continue to complicate logistics. |
Partner Dependency |
NSFAS relies on manual partner reports, causing delays and inefficiencies. Colleges also rely on manual reports being given to them by partners |
An integrated reporting module is being developed to allow for automated sharing of reports for smoother operations. |
Cyber Attack |
Instances of cyber-attacks threaten student accounts and system integrity and cases of alleged fraud. |
Partners are continuously being engaged to implement robust cybersecurity measures, safeguarding against cyber threats and unauthorized access, and ensuring student security. |
Non-responsiveness/ Delays in Query Handling |
Both students and institutions complain about not getting through to the partner call centres. Emailed queries not responded to. |
Partners are given feedback directly through bi-weekly meetings held between NSFAS, the partners and the colleges, so that they look at improving their capacity. |
Partner Capacity Limitations |
Long queues at card distribution points because partners do not have adequate resources to service the points. |
Partners are given feedback directly through bi-weekly meetings held between NSFAS, the partners and the colleges so that they improve their capacity. |
Partner/College Relationship Issues |
Some Partners commit to meetings but fail to attend, causing dissatisfaction and potential protests. |
Ensure partners attend meetings, address concerns, and foster cooperation to prevent disruptions and maintain positive relationships. |
NSFAS Data Remediation Impact |
Defunding and funding status changes strained the relationship between NSFAS and the stakeholders and affects integrity of the direct payment method as students are not able to differentiate between NSFAS and partner glitches. Poor systems integration has meant that Students’ NSFAS portal reflect a positive (funded) status, while NSFAS internal system reflect a negative (unfunded) student, resulting in students being turned away by the partner. |
NSFAS is working extensively at gaining student confidence through proper working and integrated systems and integration between student portal and internal system. |
Registration Template Errors |
Errors in registration templates lead to processing delays and blocking of allowances until correction requests from institutions are implemented. |
System enhancements are being developed to put in place technology-driven mechanisms to identify and rectify incorrect allowance claims. |
Students say the direct payment charges are excessive. |
Students find direct payment charges excessive and are lobbying for a fee structure review. |
Fee structure review will start with further engagements. |
Underage Students' Onboarding process |
There has been a delay in the development of a FICA compliant process to KYC underage students. |
Partners have introduced a solution for underage students. |
(3) The total number NSFAS beneficiaries who passed at universities are 390 431. The total number of NSFAS beneficiaries who failed at universities are 102 252.
The total number of NSFAS beneficiaries who passed at TVET colleges are 108 161. The total number of NSFAS beneficiaries who failed at TVET colleges are 90 779.
On the question of number of students who dropped out, NSFAS will be working in conjunction with institutions to finalize this number.