Questions & Replies: Higher Education
2012-12-31
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Reply received: December 2012
QUESTION 3421
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/11/2012
(INTERNAL QUESTION PAPER 42 OF 2012)
Adv L H Max (DA) to ask the Minister of Higher Education and Training:
Whether (a) his department and/or (b) any entity reporting to him sponsored any (i) event and (ii) promotion hosted by The New Age newspaper since its establishment; if so, in each case, (aa) what was the nature of the event or promotion, (bb) on which date was it held, (cc) what amount was paid, (dd) for what purpose, (ee) from which budget were the funds derived, (ff) what were the expected benefits to his department and (gg) what actual benefits were derived from the sponsorship? NW4340E
REPLY:
(a) and (b) Neither the Department nor its entities has sponsored any event and promotion hosted by The New Age newspaper since its establishment.
Reply received: December 2012
QUESTION 3374
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/11/2012
(INTERNAL QUESTION PAPER 42 OF 2012)
Mr S Mokgalapa (DA) to ask the Minister of Higher Education and Training:
1) (a) How many copies of each annual report that was produced by (i) his department and (ii) the entities reporting to him were commissioned for print in the 2011-12 financial year, (b) how many copies were actually printed and (c) what were the (i) total and (ii) individual costs of printing these reports;
2) (a) who printed each specified report, (b) how was the specified printing services provider decided upon and (c) on what date did the specified printing services provider deliver the report to the specified entity;
3) whether any of the specified reports that had been printed were found to be unsatisfactory; if not, what is the position in this regard; if so, in each case, (a) which reports, (b) for which entity, (c) by which printing services provider, (d) what action was taken and (e) what were the costs?
NW4276E
REPLY:
The responses to the questions above are tabulated elow:
1. Table A attached
2. Table B attached
3. All annual reports printed were in a satisfactory condition except 6 copies for the QCTO which were faulty. The matter is currently dealt with by the Department of Higher Education and Training (DHET) and the service provider (Shereno Printers) on the basis of the Memorandum of Understanding (MoU) between QCTO and the Department.
Reply received: December 2012
QUESTION 3349
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/11/2012
(INTERNAL QUESTION PAPER 42 OF 2012)
Dr L L Bosman (DA) to ask the Minister of Higher Education and Training:
1) Whether a certain company (name furnished) is registered as an approved service provider with (a) his department or (b) any entity reporting to him; if not,
2) Whether the company has ever been registered as an approved service provider since the establishment of his department; if not, how was this conclusion reached; if so, (a) when was the company registered and (b) what services did the company provide to (i) his department or (ii) any entity reporting to him;
3) Whether a certain person (name and details furnished) is employed by (a) his department or (b) any entity reporting to him; if not, how was this conclusion reached; if so, (i) in which capacity, (ii) what is the total remuneration capacity and (iii) when was the appointment made?
NW4248E
NB: The name furnished and details furnished referred to in this question are Kediemetse HR Solutions and Ms Onica Moloto.
REPLY:
1. (a) No
(b) Yes. According to the information received by the Department of Higher Education and Training (DHET) on 28 November 2012, Kediemetse HR Solutions is registered at the Agriculture Sector Education and Training Authority (AGRISETA) and Wholesale and Retail Sector Education and Training Authority (W&RSETA) as a service provider.
2. No. According to the records of DHET, the company never submitted any tender documents hence it could not be registered.
a) Not applicable to the Department. At AGRISETA, it was registered on 13 January 2009 and at W&RSETA it was registered on 07 June 2009.
b) (i) Not applicable
(ii) Skills development services at AGRISETA and no services were yet rendered for W&RSETA by this company.
3. (a) No.
(b) Yes, Ms Onica Moloto is employed at AGRISETA
(i) Project Manager
(ii) R477 020.00
(iii) 01 May 2010
Reply received: December 2012
QUESTION 3312
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/11/2012
(INTERNAL QUESTION PAPER 42 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
With reference to his reply to question 2916 on 6 November 2012, what (a) is the total amount of outstanding payments that must still be made by the National Student Financial Aid Scheme (NSFAS) to former students and (b) was the (i) highest and (ii) lowest amount that was paid out?
NW4200E
REPLY:
(a) Of the total R77.8 million set aside for refunds, an amount of R25.5 million has already been paid out as at 27 November 2012. This leaves a balance of R52.3 million still to be claimed by former students.
(b) (i) The highest amount paid out to date is R38 093.29
(ii) The lowest amount paid out to date is R9.78
Reply received: December 2012
QUESTION 3311
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 23/11/2012
(INTERNAL QUESTION PAPER 42 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
What assessment has he made of the implications for his department of the Census 2011 statistics indicating poor enrolment in further education and training colleges?
NW4199E
REPLY:
The Department has examined the statistics on enrolment at Further Education and Training (FET) Colleges that have emanated from the 2011 National Census. The 2011 Census reveals that:
a) Over 486 000 persons attended an FET College in 2011.
b) Over 212 000 persons attended "another FET College" in 2011.
c) In total, close to 700 000 persons attended an FET College in 2011.
d) All of the above figures include enrolment in both public and private FET Colleges.
I am pleased that enrolment in colleges (in general) has increased from 278 932 in 2001 (as indicated in the 2001 National Census) to the current figure of approximately 700 000. The Department is undertaking numerous initiatives to reach its enrolment target of 800 000 by 2014/15.
The observations outlined in above indicate an improvement that is contrary to the assessment made by the Honourable Member.
Reply received: December 2012
QUESTION 3264
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER 41 OF 2012)
Dr D T George (DA) to ask the Minister of Higher Education and Training:
1) Whether (a) his department or (b) any entity reporting to him, placed any advertisements in The New Age since the inception of the newspaper up until the most recent date for which information is available; if not, in each case, what is the position in this regard; if so, (i) which entity placed the advertisements, (ii) on what date was each advertisement placed, (iii) what was the nature of each advertisement and (iv) what amount was spent on each advertisement;
2) Whether any of these advertisements were placed through the Government Communication and Information System (GCIS); if not, what is the position in this regard; if so, what are the relevant details of the advertisements placed through the GCIS;
3) Whether an independent analysis was conducted by his department prior to placing advertisements to ascertain whether The New Age is read by the intended target market; if not, why not; if so, (a) who conducted the analysis and (b) what were the main (i) findings and (ii) recommendations of said analysis;
4) Whether any independent studies of said advertisements were conducted to ascertain whether they were effective within the relevant target market; if not, why not; if so, (a) who conducted the analysis and (b) what were the main (i) findings and (ii) recommendations of said analysis?
NW4153E
REPLY:
1. Yes, the Department has placed advertisements of vacancies in The New Age (TNA) with effect from 20 June 2012 to date.
| (ii) Date | (iii) Nature of advertisement | (iv) Amount spent on each advertisement |
| 20 June 2012 | Staff recruitment | R154 638.72 |
| 16 July 2012 | Staff recruitment | R102 928.32 |
| 30 August 2012 | Staff recruitment | R102 928.32 |
| 03 October 2012 | Staff recruitment | R38 598.12 |
| 25 October 2012 | Staff recruitment | R51 464.16 |
| 10 November 2012 | Staff recruitment | R38 659.68 |
| TOTAL SPENT | R489 217.32 | |
2. In respect to vacancies, advertisements were not placed through GCIS. However, adverts of the Apply Now campaign were published in The New Age in August through the GCIS which was managing the campaign for the DHET.
3. No independent study was conducted. However, the Department conducted its own analysis on the readership of The New Age and confirmed that TNA is widely distributed throughout the country and is available free of charge almost in all Post Offices and other outlets. This has been confirmed through the huge responses to adverts on vacancies.
4. As stated in 3 above, no independent study was conducted. However, the feedback that has been received through huge responses to our adverts bears clear testimony to the fact that TNA is widely read across all classes of people in the country.
1. (b) Tables A, B, C and D attached responds to the questions on entities
Reply received: November 2012
QUESTION 3237
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER 41 OF 2012)
Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:
With reference to his reply to question 2335 on 31 October 2012, on the de-accreditation of 11 Services Seta-accredited test centres, (a) what are the (i) names and (ii) locations of these test centres, (b) how many learners were affected by the fact that the outcome of their original assessments were not accepted, (c) how many of these learners have taken the re-tests to date and (d) what support will be given to learners who were originally informed that they have passed their assessments, but were found to be not competent during the second round of assessments?
NW4125E
REPLY:
The table below responds to questions (a) and (b):
| No | (a) (i) Name | (ii) Location | (b) Number of learners affected |
| | Arc Engineering | Richards Bay (Kwa-Zulu Natal) | None |
| | Training Gate | Cape Town (Western Cape) | None |
| | Electrical Contracting Association | Cape Town (Western Cape | None |
| | Diesel Electric Eastern Cape | Port Elizabeth (Eastern Cape) | 10 |
| | Unique Training Solutions | Humansdorp (Eastern Cape) | 100 |
| | Ikaheng Training & Development | Bloemfontein (Free State) | 100 |
| | Lesedi Centre For Human Capital | Kimberley (Northern Cape) | None |
| | Training Gate | Johannesburg (Gauteng) | None |
| | Training Gate | Tzaneen (Limpopo) | None |
| | Northern Training & Skills Development | Tzaneen (Limpopo) | 20 |
| | Vision FET Mandarina Training | Tzaneen (Limpopo) | 10 |
| TOTAL | 240 | ||
N. B: Some of the centres indicated that none of the candidates were affected. However, this is due to the fact that trade tests were not yet conducted by the time audits were conducted on these centres.
(c) Out of the 240 affected learners, 32 learners were re-tested at INDLELA and only 2 candidates were found competent. Trade Test preparation course was provided prior to attempting the re-test.
(d) The 30 candidates that were found not yet competent will be able to attend top up training and gain workplace exposure assisted and funded by the Services SETA.
Reply received: November 2012
QUESTION 3206
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER 41 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether, with reference to his reply to question 2365 on 18 September 2012, he has now received the information from the traditional, comprehensive and technological universities; if not, (a) which reports are still outstanding and (b) when doers he anticipate to receive each report; if so, what is the (i) value in monetary terms and (ii) nature of the agreement?
NW4093E
REPLY:
After my Department has surveyed the University sector I have been informed that there are no restraint of trade agreements with Vice-Chancellors or Deputy Vice-Chancellors with universities (of all types). It should be noted that the main business of a university is its teaching and research. It is unlikely that many students would follow a Vice-Chancellor or Deputy Vice-Chancellor from one university to another if he/she decides to move, and therefore such restraint is not necessary. With respect to research, there may be some agreements with regards to intellectual property rights relating to specific innovations or patents developed with university resources, but this is not considered to be restraint of trade.
Reply received: November 2012
QUESTION 3203
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER 41 OF 2012)
Mr Z S Makhubele (ANC) to ask the Minister of Higher Education and Training:
Whether he has found that the performance of the sector education and training authorities (SETAs) in implementing the National Skills Development Strategy III has met the envisaged outcomes in terms of training learners for full qualifications rather than in short courses; if not, what steps does he intend to take to ensure compliance; if so, what are the relevant details?
NW4058E
REPLY:
The Sector Education and Training Authorities (SETAs) are responsible for implementation of the National Skills Development Strategy (NSDS III) as well as other government priorities in terms of their approved Strategic Plans as required by the Public Finance Management Act.
Based on the above, the table below represents achievements by SETAs in the 2011/12 period against all learning programmes as reflected in the NSDS III with specific reference to "increasing access to occupationally- directed programmes" (Goal 4.2).
| TOTAL NUMBER OF LEARNERS ENTERED LEARNING PROGRAMMES FOR THE PERIOD 2011/12 | ||||
| Learning Programmes | Target | Employed Learners | Unemployed Learners | Total |
| Learnerships | 27 989 | 16 180 | 26 523 | 42 703 |
| Bursaries | 4 399 | 2 790 | 4 171 | 6 961 |
| Internships | 3 619 | 802 | 3 347 | 4 149 |
| Skills Programmes | 52 754 | 71 656 | 50 291 | 121 947 |
It should be noted that the NSDS III did not set national targets for SETAs to implement, instead each SETA identifies scarce and critical skills needs (targets) in terms of their approved Sector Skills Plan (SSP) which are relevant to their sector. The SSP is an annexure to the SETA's Strategic Plan and the annual targets in terms of the set goal are reflected in the SETA's Annual Performance Plan (APP).
The performance of SETA's against their targets as illustrated in the table above indicates an over-achievement on all the learning programmes for the period under discussion and the programmes are unit standard based programmes which will result in a full occupationally based qualification in terms of National Qualifications Framework (NQF).
In view of the SETA's achievements for 2011/12 financial year, it is evident that the envisaged outcomes of NSDS III are implemented although it might be premature at this stage to make a conclusion on whether or not the SETAs have met the envisaged outcomes of the NSDS III which will only end in 31 March 2016.
The Department has programmatic engagements with SETAs to improve and guide their skills planning in ensuring that NSDS III and other government priorities are addressed through the approved Strategic Plans.
Reply received: November 2012
QUESTION 3202
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER 41 OF 2012)
Mr Z S Makhubele (ANC) to ask the Minister of Higher Education and Training:
(a) How does he intend to deal with the shortcomings at further education and training (FET) colleges with regard to (i) governance, (ii) administrative capacity to handle finances and (ii) limited finances for operations and (b) what steps has he already taken in this regard?
NW4057E
REPLY:
a) I am currently dealing with the shortcomings at Further Education and Training (FET) Colleges as follows:
(i) In terms of governance, new FET College Councils are being appointed and the process will be finalised by April 2013. In addition, Councils will undergo an induction programme followed by the undertaking of a council charter which stipulates their performance requirements. Furthermore, as of 2013, the performance reporting of colleges per quarter will require college Council's oversight and approval before submitted to the Department of Higher and Training (DHET).
(ii) The administrative capacity to handle finances is being dealt with through the following measures:
· The Department in partnership with the South African Institute of Chartered Accountants (SAICA) appointing qualified Chief Financial Officers (CFOs) to establish sound financial systems and procedures and mentor existing personnel;
· The Finance Administrative staff at FET Colleges will undergo financial management training relevant to their work; and
· The appointment of College Financial managers will be finalised where vacancies exist. These will be mentored by the DHET/SAICA appointed CFOs to ensure the effective and sustainable continuation and functioning of the systems and procedures.
(iii) The finances of the colleges have received a significant boost from the Fiscus, National Skills Fund (NSF) and Sector Education and Training Authorities (SETAs).
b) The following steps have already been taken so far:
· 42 CFOs have been appointed by the DHET/SAICA and a training programme for administrative staff has been developed. The positions of Deputy Principal: Financial Management at FET Colleges is being assessed in terms of the Department of Public Service and Administration (DPSA) requirements to ensure the relevance of the post level and salary package.
· The financial support to FET Colleges has increased and is as follows:
(i) State funding: 2009/10: R3,1 billion; 2010/11: R3,8 billion; 2011/12: R4,3 billion; 2012/13: R4,8 billion; 2013/14: R5,2 billion.
(ii) Bursary Support: 2009/10: R312 million; 2010/11: R318 million; 2011/12: R1,2 billion; 2012/13: R1,7 billion; 2013/14: R1,9 billion
(iii) NSF/SETA Support: 2011/12 – 2013/14: R2,5 billion
Reply received: November 2012
QUESTION 3200
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/11/2012
(INTERNAL QUESTION PAPER 41 OF 2012)
Ms N Gina (ANC) to ask the Minister of Higher Education and Training:
1) Whether he has found that the curriculum at institutions of higher learning is developing educators that have the skills to impact on the education system; if not, why not; if so, what are the reasons for this conclusion;
2) whether, with reference to his replies to question 1157 on 23 May 2012 and question 1390 on 30 July 2012, any progress has been made with regard to the envisaged re-opening of more teacher-training colleges; if not, why not; if so, what are the relevant details?
NW4055E
REPLY:
(1) The Department of Higher Education and Training (DHET) has noted concerns regarding the teacher education curriculum offered at institutions of higher learning. These concerns were raised at the 2009 National Teacher Development Summit. However, there is insufficient research to indicate the extent of the problem. The Council on Higher Education's 2007 review of teacher education programmes published in 2010 indicates that there is varying curriculum quality across the system. Specific concerns were raised with regard to weak pedagogical content knowledge of some teacher education programmes. It is clear that some institutions are producing excellent new teachers with the skills to impact on the education system while others are producing teachers who are not capable. This is a concern and an impetus for further strengthening the quality of teacher education programmes across the system.
To have a better understanding of production and quality of teachers across the system, the Department is working with the Joint Education Trust (JET) to carry out a large-scale longitudinal study. This study will research the ability of new teacher education graduates to make the transition from the initial teacher education programme in the higher education context to teaching in schools. The study is tracking students through the final year of their teacher education programmes into the first two years of teaching in schools. The outcomes of the research will inform further steps to be taken by the Department to strengthen teacher education.
The Department has gazetted a new Policy on Minimum Requirements for Teacher Education Qualifications in July 2011 to deal decisively with the concerns expressed around curriculum. The policy responds directly to these concerns related to the quality and nature of teacher education programmes, particularly, concerns about weak pedagogical content knowledge and effective practical teaching. The new policy foregrounds teacher knowledge and practice as the core elements of teacher education programmes. It clearly identifies the minimum competencies of new beginner teachers and it puts in place clear criteria to approve curricula for teaching qualifications. This includes specific requirements related to the teaching practice component of the teacher education programmes. Higher Education Institutions, both public and private, are currently developing new teacher education programmes that will meet the criteria set in the policy and are submitting their programmes for recognition, approval and accreditation to the Department of Higher Education and Training and Council on Higher Education.
(2) Work with regard to the opening of four new teacher education campuses linked to existing universities is on-going, one each in Mpumalanga, KwaZulu-Natal, Eastern Cape and Limpopo provinces. Initially, Foundation Phase and later Intermediate Phase teacher education programmes will be offered on the new campuses. This is planned to operate in the beginning of 2013 academic year with a first cohort of Bachelor of Education students to be enrolled at the Siyabuswa Campus (former Ndebele College of Education) in Mpumalanga with consecutive cohorts thereafter. The renovation and refurbishment of the campus is at an advanced stage and all plans are in place.
Nelson Mandela Metropolitan University is being supported to establish a new Foundation Phase teacher education campus at its Missionvale site in the Eastern Cape. The Department has allocated funds for a new teacher education building to be built on the Missionvale campus.
Processes to identify and secure further sites for new teacher education campuses in the Eastern Cape, KwaZulu-Natal and Limpopo Province are ongoing. The Department is engaging with the Provincial Departments of Education and Departments of Public Works to identify possible sites. The final identification of sites will be dependent on the completion of feasibility studies which will inform the business plans for the new campuses. The actual establishment of the new campuses will be dependent on the availability of funds being allocated from the national fiscus to support the business plan for each site.
Reply received: November 2012
QUESTION 3119
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 09/11/2012
(INTERNAL QUESTION PAPER 39 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
Whether his department intends utilising the sector education and training authorities (SETAs) as part of the structures of further education and training (FET) colleges to raise the level of standards in the South African educational framework; if not, why not; if so, what are the relevant details?
NW3945E
REPLY:
Yes, the Department of Higher Education and Training (DHET) is ensuring that Sector Education and Training Authorities (SETAs) and Further Education and Training (FET) Colleges are working together to raise the level of standards in the educational framework. Details are as follows:
· The Department has established a Lead SETA concept in ensuring that there is an integration of services between SETAs and FET Colleges. Furthermore, to ensure that services is available to the rural and townships areas.
· SETAs have been allocated colleges and they have the responsibility of being a Lead SETA. A concept to ensure that all SETAs participate coherently in offering services to the people in the communities were the college or campus is based. Other activities include, amongst others, a support to the relevant college to expand enrolment and the range of programmes in learning programmes. The colleges are supported to develop their management and lecturing capacity to deliver occupational and vocational programmes. SETAs are also working with colleges to expand the work experience and placement of students by linking colleges to industries.
· The Strategic Plans of both SETAs and FET Colleges are inclusions of the partnerships and delivery agreements.
In addition, there are SETAs who are implementing programmes with FET Colleges outside of the Lead SETA system. Some examples of these are the
· Education, Training and Development Practices (ETDP) SETA with Workplace Skills Plan (WSP) support to colleges and Lecturer Development;
· Services SETA working directly with rural colleges to improve the relevance of college programmes; and
· Manufacturing, Engineering and Related Services Sector Education and Training Authority (MerSETA) is working with a selection of colleges to improve the quality of on-site lecturing, work placement and experiential learning of students, personnel and the academic support of new students to improve their chances of success.
Reply received: November 2012
QUESTION 3077
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/11/2012
(INTERNAL QUESTION PAPER 38 OF 2012)
Mr D C Smiles (DA) to ask the Minister of Higher Education and Training:
Whether he intends establishing a medical school in the western half of the Eastern Cape; if not, why not; if so, (a) to which university and hospital will the school be attached and (b) when is the envisaged date for (i) establishing the medical school, (ii) construction to commence and (iii) the facility to be ready for students?
NW3902E
REPLY:
There are no plans to establish a medical school in the western half of the Eastern Cape. The expansion of the system for the production of Doctors is being planned by extending existing medical provisioning at the current eight (8) medical schools within the country.
Reply received: October 2012
QUESTION 3001
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/10/2012
(INTERNAL QUESTION PAPER 36 OF 2012)
Mrs S P Kopane (DA) to ask the Minister of Higher Education and Training:
Whether the accounting officer submitted the annual financial statements for the financial year ending 31 March 2012 to him by 31 August 2012; if not, (a) why not and (b) on what date (i) were the statements submitted to him and (ii) did he submit the annual report and financial statements to Parliament?
NW3767E
REPLY:
(i) Yes, the submission was finalised on 30 August 2012. On 18 September 2012, I approved that the Annual Report including the Financial Statements be tabled in Parliament as required by Section 40 of the PFMA.
(ii) Yes, the Annual Report and the Financial Statements were tabled in Parliament on 26 September 2012.
Reply received: November 2012
QUESTION 2983
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 26/10/2012
(INTERNAL QUESTION PAPER 36 OF 2012)
Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:
What is currently the average time needed to verify qualifications on behalf of potential employers?
NW3748E
REPLY:
In terms of the National Qualifications Framework (NQF) Act, the South African Qualifications Authority (SAQA) performs the function of managing the National Learner Record Database (NLRD) and therefore is the only authority that can verify qualifications.
According to SAQA the turnaround time for the verification of qualifications, which appears on their NLRD database and if the verification request template is correctly and accurately completed, takes between one to three working days. However where records are not on the NLRD and are still located with institutions, the Quality Councils, the Department of Higher Education and Training, the Department of Basic Education, other Provincial or National Departments the turnaround time then entirely depends on how soon the record holders can be tracked, and the actual record traced, especially if the qualifications that need to be verified were issued by institutions that have closed down. SAQA is currently assessing the implications of ensuring that all qualifications are digitised and are available on their database, particularly non-digitized pre 1992 records.
Reply received: November 2012
QUESTION 2917
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER 34 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
With reference to his Budget Vote speech on 26 May 2011, what progress has been made in making further education and training (FET) colleges and adult education exclusive national competencies?
NW3597E
REPLY:
My reference to "exclusive national competence" was in relation to the constitutional amendment because it is only through a constitutional amendment can competences be moved between spheres of National, Provincial and Local Government. Constitutional amendments are managed by the Department of Justice and Constitutional Development; I further indicated that I had an "expectation" that the Constitutional amendment would be promulgated this year. However, the amendment has served in the Portfolio Committee on Justice and Constitutional Development and I await the completion of the parliamentary processes. However, notwithstanding these processes in order to create an integrated post school education and training system, the Further Education and Training Colleges Amendment (FETCA) Act was amended and the Adult Education and Training (AET) Act is being dealt with in the FETCA Bill 2012.
The FETCA Bill 2011 was developed to amend the Further Education and Training Colleges Act 16 of 2006 and promulgated into law on 03 May 2012 as the Further Education and Colleges Amendment Act, Act 3 of 2012. The purpose of this Act is to remove all reference to provincial authority and assign functions previously assigned to the Member of the Executive Council (MEC) to the Minister of Higher Education and Training and all reference to the Heads of Departments (HODs) replaced with the Director-General.
On 11 May 2012, the FETCA Act came into operation, with the exception of sections 11 to 14, 28(3) and 32(b) by Notice No. 35336. These outstanding sections shall come into operation on a date to be determined and published by a further notice. These sections placed the transfer of the staff from one employer to another employer on hold, subject to the prescripts of section 197 of the Labour Relations Act, 1995 (Act No. 66 of 1995). Section 14 which provides for the finances through Parliament to public colleges will come into operation once the Division of Revenue Act (DORA), 2013 provides that the funding of these colleges are allocated through the national budget. Once DORA effects the transfer of the resources from provincial budgets to DHET, section 14 of the FETCA Act 3 of 2012 will come into effect through a further notice. This Act will be effective from 1 April 2013.
The coming into operation of sections 11 to 13, 28(3) and 32(b) depends on the finalisation of migration processes which are already being undertaken by the Technical Task Team appointed by the Department of Higher Education and Training (DHET) for this purpose.
DHET conducted a number of workshops for the Provincial Education Departments (PEDs) on the implications of the FETCA Act, No 3 of 2012, and the processes going forward. In my capacity as the Minister of Higher Education and Training, I will sign protocol agreements with the MECs for the planning and governance of this process. The transfer of staff is intended to be completed by 01 April 2013.
Given the complexities of the AET function at institutional, district and provincial levels as well as across functions of provincial departments, the process of migration has been slower than anticipated.
The legislative changes as proposed by the FET Colleges Amendment Bill, 2012 [Bill 24-2012] will be effected once Parliament approves the Bill. The Bill proposes the re-assignment of functions from the MEC to the Minister of Higher Education and Training. It further proposes the establishment of new institutional types of which one is a Community Education and Training College. The existing AET centres will be converted into Community Education and Training Colleges and these centres will most probably be the sites of education of that college within this specific community. This Bill further repeals the current Adult Education and Training Act, 2000 (Act No. 52 of 2000). Therefore, the migration functions will be accelerated once the above legislative process is finalised.
Similar to the FET Colleges, the National Treasury's Technical Assistance Unit will provide technical assistance in the migration of all provincial functions to the national sphere. This Bill will only commence on a date determined by the President after all the policy matters relating to the Community Education and Training Colleges and its sites of delivery have been clarified.
Reply received: November 2012
QUESTION 2916
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER 34 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
With reference to refunds by the National Student Financial Aid Scheme (NSFAS) to former students who were charged exorbitant interests, (a) what is the total amount that has already been paid out to students, (b) how many students (i) qualified for the refund and (ii) are still waiting for refund and (c) what are the reasons for the delays in the refunds?
NW3596E
REPLY:
(a) A total amount of R21 245 948.94 has already been paid to date.
(b) (i) 34 000 qualified for the refund.
(ii) 7801 have already been refunded and 26 199 are still to be refunded.
(c) The delays in refunding the amounts are linked to the processes required to ensure that the funds are being paid to the correct claimants and into correct accounts. This is done to ensure that no fraudulent activity takes place with respect to these funds. After my announcement regarding the refunds, National Student Financial Aid Scheme (NSFAS) placed full-page advertisements in national newspapers requesting debtors to make contact in order to establish whether or not they qualified for a refund. Furthermore, NSFAS made use of Twitter, Facebook and other social media platforms to make debtors aware of the possibility of being refunded. NSFAS further provided the Credit Bureaus with a list of 33 111 debtors to obtain their updated contact details. The final payment of a refund is only possible once an eligible debtor has provided certified confirmation of their bank account details in order to minimize the risk of payments being made into incorrect accounts.
Reply received: November 2012
QUESTION 2869
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER 34 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
(1) Whether further education and training (FET) colleges have ordered all the required textbooks for the second semester of 2012; if not, (a) why not and (b) which FET colleges have not ordered all the textbooks; if so, what are the relevant details;
(2) Whether all textbooks that have been ordered by FET colleges have been handed to students; if not, in each case, (a) why not, (b) which colleges have not delivered the books and (c) which books in each specified case; if so, what are the relevant details?
NW3543E
REPLY:
(1) The provision of textbooks to students has to be explained in the context of programme delivery in colleges. There are four sessions of enrolments in Further Education and Training (FET) colleges in an academic year, incorporating annual, semester and trimester programmes in the Report 191 (N1-N6) and programmes NC(V) qualifications. About five hundred subjects are offered across the different levels of these learning programmes. It is a requirement that FET colleges order and provide students with textbooks before the start of tuition in each of the academic programme. FET colleges are required to report on textbooks provision every quarter, against the monitoring instrument administered by the Department of Higher Education and Training (DHET) to measure college quarterly performance on predetermined outputs. See attached quarterly report
All colleges ordered and supplied required student textbooks to NC(V) students. Although all colleges ordered textbooks for the Report 191 programmes, the number of subjects titles are quite varied and the reason for this is indicated under (a) hereunder.
(a) Three FET colleges have provided less than 70% of the required textbooks to students for the second semester enrolments for (N4-N6). There are different reasons in each case:
· Deliveries were delayed for the second semester enrolments (N4-N6) but were received shortly after the reporting instrument was compiled.
· Some lecturers choose to compile learner notes of their own rather than use the published textbooks, based on the teaching methodology that they prefer in their respective subjects. A variety of resources are used in the preparation of these learning materials.
(b) Of the sixteen colleges who did not provide a report on their textbook orders and supply to students all indicated in follow-up communication that orders were placed. Some of these however indicated that they have a system of collecting textbooks from students who have passed their examinations and recycling these textbooks for new enrolments. In this way they are able to save in the region of R2 million annually. Although the Department has not instructed colleges not to engage in this practice, Academic Managers in colleges have been instructed to collect textbooks from students only after negotiating the returns with them. Further, where sufficient numbers cannot be reclaimed, new textbooks have to be purchased to make up the shortfall, and to comply with the requirement of one textbook, per subject per student.
(2) FET colleges are funded in a manner that enables them to procure textbooks for all the students enrolled. The expectation from DHET is that textbooks will be procured in time and distributed to the students accordingly.
(a) The Department is not aware of textbooks having been ordered and not distributed to students and would welcome any information to this effect if such cases exist, so that it can intervene promptly and effectively.
(b) Please refer to the reply above
(c) Please refer to the reply to question (a) above.
Reply received: November 2012
QUESTION 2850
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 19/10/2012
(INTERNAL QUESTION PAPER 34 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
(1) Whether any acting faculty heads at Motheo Further Education Training College have been acting in their positions for longer than 18 months; if not, what is the position in this regard; if so, (a) how many, (b) in which specified faculties and (c) for how long in each case;
(2) Whether their remuneration is in line with that of a faculty head; if not, why not; if so, what are the relevant details;
(3) Whether the process for appointing full-time faculty heads has been put in place; if not, why not; if so, what are the relevant details?
NW3523E
REPLY:
1) (a) Yes, ten (10) faculty heads have been acting for a period of more than 18 months. The table below identifies the faculty in which they are employed as well as the period of acting.
| CAMPUS | NAME | (b) FACULTY | (c) PERIOD |
| Bloemfontein | Ms A Swanepoel | NCV | October 2008 until to date |
| Ms J Leeuw | Hair Care | June 2010 until to date | |
| Mr J Sempe | Adult Further Studies | August 2009 until to date | |
| Mr CN Saaiman | Art and Design | October 2004 until to date | |
| Mr Burger | Business Studies | October 2007 to August 2012 | |
| Ms Venter | Hospitality and Tourism | January 2011 to August 2012 | |
| Thabanchu | Ms Y Mamome | Clothing | January 2002 until to date |
| Mr Momoza | Business and Finance and NCV | March 2011 until to date | |
| Mr MK Cidraas | Civil | January 2000 until to date | |
| Mr Finger | Electrical | March 2011 until to date |
2) The acting faculty heads are remunerated according to their substantive posts and not at the level of a faculty head. One of the reasons for placing the college under administration was the gross maladministration within the Human Resource office. The Administrator is currently working towards rectifying these issues which includes reviewing the organisational structure.
3) Yes, the process of appointing faculty heads is in place. Posts are currently being verified and upon the approval of the organisational structure, the filling of posts will be finalised.
Reply received: October 2012
QUESTION 2742
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/10/2012
(INTERNAL QUESTION PAPER 32OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
With reference to his plan of recovering loans granted to tertiary students by involving SARS, what (a) is the total amount of student loans taken out in (i) 2010, (ii) 2011 and (iii) 2012 up to the latest date for which information is available, and (b) total amount of loans are outstanding with regard to each specified year?
NW3387E
REPLY:
(a) (i) R1 735 584 000.00 new loans issued in 2010 academic year.
(ii) R2 167 535 000.00 new loans issued in 2011 academic year.
(iii) Value of new loans issued in 2012 academic year will only be determined at the end of the financial year when the final bursary conversions based on academic performance is completed.
(b) (i) R8 903 171.54 recovered on loans issued in 2010 – audited figures as at 31 March 2012. However, it must be emphasised that only students in the cohort who have left university, are employed and earning more than R30 000.00 per annum are expected to have commenced repayment of their loans. Most students who received loans for the first time in 2010 and entered first year at that time will only be in their third year of study in 2012.
(ii) Loans issued to students registered for full time studies in the 2011 academic year are only repayable 12 months after the student has left university, is employed and earning in excess of R30 000.00 per annum.
(iii) Loans issued to students registered for full time studies in the 2012 academic year are only repayable 12 months after the student has left university, is employed and earning in excess of R30 000.00 per annum.
Reply received: November 2012
QUESTION 2736
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/10/2012
(INTERNAL QUESTION PAPER 32 OF 2012)
Mr R B Bhoola (MF) to ask the Minister of Higher Education and Training:
(1) What is the priority rating of the Central Application Service for the 2012-13 annual performance plans;
(2) Whether he has ascertained how it will be funded; if not, why not; if so, what are the details of the (a) prioritisation and (b) budget provision with regard to the Central Application Service?
NW3377E
REPLY:
1) The priority rating for this project is very high. The Central Applications Project was already identified in 2002. A working group report was released in June 2002 to the then Minister of Education. However, the project was not implemented at the time due to the restructuring of the higher education sector that took place in 2004/05. I revived the project in March 2010 when the findings of the National Student Financial Aid Scheme (NSFAS) Review Committee indicated and affirmed that there was a conundrum that faced particularly poor and working class students. Prospective students are prevented from entering higher education because of the cost associated with it. Part of this cost relates to application fees and difficulties in making applications to more than one programme or institution.
I have requested and received advice from the Council of Higher Education (CHE) on the establishment of a National Central Application Service during 2011/12. CHE recommended the implementation of the service as it would generally be in the interest of higher education.
The service is intended to:
· facilitate access to Higher Education Institutions (HEIs) for applicants;
· help institutions deal more effectively with the applications process; and
· provide institutions, regions and my Department with valuable planning information.
It will also be linked to the Career Advice Service (CAS) and be a one-stop-shop for programmes, financial aid (NSFAS and various bursaries) and student accommodation applications. In short, the service is intended to facilitate and improve student application processes within higher education at a standardised cost.
A further reason for prioritising the central applications service is the various challenges that re-occur during the registration process every year. At the beginning of the 2012 academic year, the lack of spaces in universities for young matriculants was once again highlighted with a rush for late applications. This highlighted the need to not only expand the system but also manage applications and admissions across the system.
The first phase of the Central Application Project is planned for 2012 with the introduction of a clearing house provided by South African Qualification Authority (SAQA). Applications for the 2013 academic year have taken place in a normal way through institutions with the exception of institutions in KwaZulu-Natal as this is where the Central Application Office is up and running. However, learners who have not been successful in applying to universities during the application period which ended in October 2012 and those that will be eligible for higher education studies after receiving their final Grade 12 results but had not applied earlier, as their Grade 11 academic performance was not good enough, will be redirected to a variety of educational spaces in the post-school system ranging from spaces still available at other universities, FET colleges and possibly learnerships.
2) The funding for the specification design of the service is R557 000.00. The set-up costs to fund the Central Application Project, which includes infrastructure, change management and operating costs, is estimated at R45 million and an MTEF bid for the period 2013/14 – 2015/16 has been submitted to National Treasury. The annual operating costs will be funded by charging a standardised application fee once the system is up and running.
Reply received: October 2012
QUESTION 2735
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/10/2012
(INTERNAL QUESTION PAPER 32 OF 2012)
Mr R B Bhoola (MF) to ask the Minister of Higher Education and Training:
(1) What are his department's (a)(i) short, (ii) medium and (iii) long-term objectives in relation to the priority of student accommodation and (b)(i) performance indicators, (ii) targets and (iii) timelines for this priority;
(2) Which institutions have been earmarked to receive funding for building new student residences in the 2012-13 financial year?
NW3376E
REPLY:
1) (a) The Report on the Ministerial Committee for the Review of the Provision of Student Housing at South African Universities highlighted the shortages/backlogs of 195 816 beds required at a cost of R147 billion if spread over the next 15 years. The limited funding available requires that a medium to long term approach be undertaken to address the backlog.
The Department's short, medium term to long term objectives are to invest in universities where there is the largest shortage and greatest need, while continuing to work with all universities to expedite their student accommodation requirements.
It is expected that all universities will co-fund projects to some extent. Universities that have a good balance sheet will provide more co-funding for their student residences. Universities that have large financial constraints will contribute less. Funds for university contributions come from a variety of sources including loans of various kinds. Since universities are juristic entities, loans have to be carried by them based on their balance sheet. Where the university's balance sheet is not ideal for obtaining loans, the approach has been to explore off balance sheet lending with the Public Investment Corporation (PIC). Through engagements with the PIC and Development Bank of South Africa (DBSA), the Department is working to leverage additional funding for universities where the need is the largest. This will ensure that long term loans are provided to augment funding made available.
(b) In relation to performance indicators, a minimum of 9 000 beds is targeted over the next 3 years. If long term funding is sourced for some universities, the target could be doubled.
The long term targets for the sector are set out as follows:
· Type 1 campusesare those campuses where off-campus accommodation is unsuitable and/or unavailable (e.g. University of Limpopo Turfloop campus, University of Venda, University of the Western Cape, and University of Fort Hare Alice campus). Those located in impoverished areas with a severe shortage of suitable accommodation; such campuses ideally need to be able to accommodate 80% of total student enrolment in on-campus accommodation in the short to medium timeframe, and 100% in the long term.
· Type 2 campusesare those campuses where limited off-campus accommodation is available and is suitable (e.g. Rhodes University, Stellenbosch University). Such campuses ideally should be able to accommodate a minimum of 50% of total student enrolment in on-campus accommodation.
· Type 3 campuses are those campuses where limited off-campus accommodation is available and is suitable, and where land for on-campus accommodation is restricted (e.g. University of Johannesburg, University of the Witwatersrand, and University of Cape Town). On these campuses, ideally, Public Private Partnership (PPP) student accommodation villages, involving partnerships between universities, metropolitan councils and private providers, should be encouraged and supported in the short to medium term.
2) All universities with the exception of the University of South Africa (UNISA) have been allocated funding over the three year period from 2012/13 to 2014/15 for new student residences and the refurbishment of old residences. A significant portion of the funding has been allocated to historically disadvantaged institutions/campuses. The Department has set a deadline of 15 December 2012 for university Councils to confirm their student housing projects and ability to meet their share (co-funding) of projects costs.
Reply received: October 2012
QUESTION 2728
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 12/10/2012
(INTERNAL QUESTION PAPER 32 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
Whether his department has implemented the Promotion of Administrative Justice Act, Act 3 of 2000, if not, why not; if so, what are the (a) relevant details with regard to (i) public inquiries, (ii) notice and comment procedure, (iii) notice of administrative action and rights and (iv) requests for reasons and (b) further relevant details?
NW3238E
REPLY:
(a) Yes, the Department of Higher Education and Training (DHET) has implemented the Promotion of Administrative Justice Act (PAJA), 2000 (Act 3 of 2000). In the past, we have elected to make use of the procedures as contemplated in section 4(1)(b) and (d), read with section 4(3) of the PAJA.
(i) DHET has not yet held any public inquiries.
(ii) and (iii) Notice and comment procedures as contemplated in section 4(1)(b) and (d), read with section 4(3) of the PAJA are followed. Where specific legislation requires notices to be published in a Government Gazette, the public is provided with at least 21 days to respond and these comments are evaluated in accordance with section 4(3) of PAJA. Various pieces of legislation prescribe specific procedures to be followed when a decision that may affect the rights of a person (including statutory bodies, education institutions and entities) is taken. DHET complies with these procedures. The approach to follow these provisions as prescribed, is in line with the prescripts of the provisions of section 4(1)(d) of PAJA.
(iv) Whenever reasons are requested, such reasons are submitted within the specified timeline of the specific request.
(b) None.
Reply received: October 2012
QUESTION 2709
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/09/2012
(INTERNAL QUESTION PAPER 31 OF 2012)
Mr S B Farrow (DA) to ask the Minister of Higher Education and Training:
Whether his department has awarded any contracts to a certain company (name furnished) since its establishment in 1996; if so, in each case, (a) when was the contract awarded and (b) what was the (i) nature of the contract and (ii) total accumulative value of the tender?
NW3327E
REPLY:
The Department of Higher Education and Training has not awarded any contracts to Kopano Ke Matla (Pty) Ltd.
(a) and (b) are Not Applicable.
Reply received: October 2012
QUESTION 2683
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/09/2012
(INTERNAL QUESTION PAPER 31 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
What is the title of each non-accredited course at each specified private higher education institution that offers non-accredited courses and is not registered to operate?
NW3301E
REPLY:
It is important for the Honourable Member to note the distinction between accreditation and registration of programmes.
The Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE) is the Quality Council responsible for the accreditation of Higher Education programmes in terms of the National Qualifications Framework.
The accreditation of a programme by the HEQC does not mean that the programme can be offered by the institution. After accreditation, the programme must be registered by the Director-General, as the Registrar of Private Higher Education Institutions, before it can be offered.
Damelin (Pty) Ltd is registered to offer the Higher Education programmes as listed on the certificate of registration dated 15 November 2011 (a copy of the certificate is attached for ease of reference).
Damelin (Pty) Ltd is currently offering the following unregistered Higher Education programmes:
a) Certificate in Business Management (NQF Level 5)
b) Advanced Diploma: Business Management (NQF Levels 5 and 6)
c) Damelin Diploma: Media and Graphic Design (NQF Levels 5, 6 and 7)
d) Damelin Diploma: Sound Technology (NQF Levels 5, 6 and 7)
e) Damelin Diploma: Photography (NQF Levels 5, 6 and 7)
Damelin (Pty) Ltd began offering these programmes to students in January 2012, as published in their prospectus, while these programmes were only accredited by the HEQC on 16 August 2012 and registration still pending with the Registrar of Private Higher Education Institutions.
It has also come to the attention of the Department that Damelin (Pty) Ltd may be purporting to offer Higher Education programmes that are not reported in their annual report submitted to Department. We have therefore requested Damelin (Pty) Ltd to submit a list of all programmes it offers, including the Further Education and Training (FET) qualifications, Higher Education programmes, etc., to the Department. This list has to be audited by an auditor registered with the Independent Regulatory Board for Auditors and submitted to Department by 30 October 2012. On receipt of this list, the Department will be able to establish the titles of non-registered Higher Education programmes offered by Damelin (Pty) Ltd.
Reply received: October 2012
QUESTION 2619
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/09/2012
(INTERNAL QUESTION PAPER 31 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
Whether the Council on Higher Education (CHE) has advised him and his department against the establishment of a tertiary institution in Kimberley, as it will be a fruitless expenditure; if not, what is the position in this regard; if so, what are the relevant details?
NW3229E
REPLY:
I requested and received advice from the Council on Higher Education (CHE) regarding the establishment of a new university in the Northern Cape in terms of section 5(1) of the Higher Education Act (Act 101 of 1997). I carefully considered the advice and I am in agreement with some of the recommendations made by the CHE. The CHE agrees that there is a need to expand the higher education system, rectify the imbalances and inequities of the past, and address high-level skills and knowledge needs, which are a pre-requisite for social and economic development. The Council also strongly agreed that universities are national institutions and should not be seen as only serving provincial needs. However, based on the information contained in the Task Team report provided to them, the Council advised that I should not consider establishing a fully fledged university in the Northern Cape as they believe that there are insufficient students coming out of the schooling system in the Northern Cape to warrant this. They suggested that I should rather allow the National Higher Education Institution in the Northern Cape (NIHE – NC) to continue operating, albeit in a more effective and efficient manner. They suggested that the number of institutions operating in the Northern Cape, coordinated by the NIHE should be reduced to two and that the NIHE should forge stronger ties with FET Colleges as the needs in the province are more for mid-level skills than for high level skills.
It should be noted that the CHE did not suggest that the establishment of a university in the Northern Cape would be considered as fruitless expenditure.
In considering the advice of the CHE, the following amongst other reasons, were taken into account; firstly the expansion of higher education opportunities for youth in the province and across the country will create new spaces in the post school system. Secondly, universities are national institutions which would not only serve the population of the Northern Cape, while drawing on its regional advantages, will attract students from across the country provide a large number of residential spaces which make this institution viable. Thirdly, the NIHE - NC has not been able to provide effectively for the higher education needs of NC students.
The team working on establishing the new university has recommended Kimberly as the seat, and has put together a plan that will ensure that the university is viable and sustainable. Although the university will be based in Kimberley, it will be established as a unique institution serving national, provincial and regional needs that will attract students and academics from across the country. The Department has released a Development Framework for the establishment of the new universities which is out for public comment.
Reply received: October 2012
QUESTION 2609
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 21/09/2012
(INTERNAL QUESTION PAPER 31 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
Whether his department has conducted a feasibility study to ascertain the (a) need for and (b) viability of a university in Kimberley; if not, why not; if so, what are the relevant details?
NW3219E
REPLY:
a) Yes, my Department has conducted a feasibility study to ascertain the need for a university in Kimberley. In 2010, I appointed a Task Team to investigate the feasibility and possible models for the establishment of a university in the Northern Cape (NC). The Task Team engaged stakeholders in the province, taking into account provincial and national needs, and made recommendations on the type and size of the new institution, including information on possible sites for the institution.
Consultations held with representatives of provincial and local government, members of industry and community interest groups confirmed that there was wide-ranging support for the establishment of a university in NC. The groups that were consulted included various provincial and local government departments, representatives of major development initiatives in the province, academic institutions, industry players, business organisations, political parties, interest groups, formations and forums. Engagement with these stakeholders mentioned above included face-to-face interviews, written submissions and workshops. A provincial stakeholder summit was also held in the province.
The report of the Task Team was submitted to me in September 2011 and thereafter to the Council on Higher Education for advice, as required by the Higher Education Act, 1997 (Act No.101 of 1997).
Since November 2011, the Department of Higher Education and Training (DHET) has appointed a project management team to take forward the planning process under the guidance of the Project Steering Committee, which includes academics from existing universities as well as representatives from the Premier and National Institute for Higher Education – NC. Academic work groups have been set up to outline the potential academic direction of the institution.
The project management team visited and assessed 6 sites put forward by a range of stakeholders in Northern Cape. After consultation with the national and provincial government, I approved their recommendation that the main campus and seat of learning should be located in the inner city of Kimberley in the Northern Cape.
b) My Department has finalised a report which sets out the feasibility analysis to ensure the viability of a university in Kimberley and this report was submitted to National Treasury.
Reply received: October 2012
QUESTION 2590
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER 30 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
(1) Whether he has identified any other private higher education institutions in addition to a certain institution (name furnished) that (a) offer non-accredited courses and (b) are not registered to operate; if not, what is the position in this regard; if so, in each case, what (i) are the names of these private higher education institutions and (ii) action has been taken in this regard;
(2) Whether he has been informed of any instances of malpractice in the private higher education sector; if not, what is the position in this regard; if so, what (a) steps have been taken in each case and (b) are the further relevant details?
NW3198E
REPLY:
(1) As part of its monitoring and regulatory function, the Department of Higher Education and Training (DHET) continues to identify any unregistered institutions purporting to offer higher education qualifications or registered institution offering non-accredited programmes. The matter has been referred to the South African Police Services (SAPS) for further investigation. The Department will only be able to comment and release the names of institutions involved after the investigation has been concluded by the SAPS.
(2) Yes, I have been informed of instances of malpractice in the private higher education sector. Where there is evidence that an institution has failed to discharge its responsibilities as a Private Higher Education Institution (PHEI), the Registrar will act in accordance with the provisions of the Higher Education Act and where there is evidence of fraud, we refer the matter to the SAPS and inform the complainant of our action.
Reply received: November 2012
QUESTION 2579
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER 30 OF 2012)
Dr L L Bosman (DA) to ask the Minister of Higher Education and Training:
(1) Whether his department has implemented or plans to implement a fraud hotline; if not, what is the position in this regard; if so, how (a) effective and (b) independent is this initiative;
(2) whether each of the entities that report to him has a fraud hotline; if not, why not; if so, (a) what are the relevant details, in each case and (b) are these hotlines independently monitored;
(3) (a) what processes were used to advertise the existence of the respective fraud hotlines and (b) how was and/or is it advertised;
(4) what is the normal protocol that is followed when allegations of fraud are registered with these hotlines;
(5) Whether a system and structure is in place to measure the success of the hotline effectively; if not, why not; if so, what are these systems and structures?
NW3187E
REPLY:
(1) The Department of Higher Education and Training (DHET) utilises the National Anti-Corruption Hotline as managed by the Public Service Commission.
(2) The information on entities is provided in the attached tables.
(3) (a) The hotline number is communicated internally and externally to all stakeholders and
clients of the Department.
(b) The hotline number was communicated internally to all staff members within the Department through a newsflash and during ethics workshops. Externally, the hotline number is printed in the Department's Annual Report and will be reflected on the new website. See attached table.
(4) Internal Audit investigations all allegations received from the Public Service Commission hotline and reports on the findings to the Accounting Officer and Audit Committee. A register of all allegations is kept.
(5) The Public Service Commission issues an annual report on all cases. DHET also verifies this information against its register of allegations. See attached tables.
Reply received: September 2012
QUESTION 2535
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER 30 OF 2012)
Mr N J J van R Koornhof (Cope) to ask the Minister of Higher Education and Training:
(1) Whether he has been informed that the SETA for Finance, Accounting, Management Consulting and other Financial Services (FASSET) has invited learners to apply for the Fasset National Student Financial Aid Scheme (NSFAS) Loan Repayment Grant (NLRG) (details furnished); if so, how is the inclusion of only so-called African learners and the exclusion of Coloured and Indian learners justified;
(2) Whether he intends to take steps in this regard; if not, why not; if so, what steps?
NW3139E
REPLY:
1) Yes, I am aware of the Sector Education and Training Authority (SETA) for Finance, Accounting, Management Consulting and other Financial Services' (FASSET) invitation to learners to apply for the FASSET National Student Financial Aid Scheme (NSFAS) Loan Repayment Grant (NLRG). The grant forms part of the overall FASSET strategy aimed at addressing the demographic imbalances within the sector and is aimed at increasing the number of Black African skilled people within the sector. There are various other grants and interventions in the financial sector that are available to all population groups. This initiative is based on the FASSET Strategic Plan on which discretionary funding allocations are made based on the following:
· scarce and critical skills needs within the sector; and
· demographic profile of the sector.
The Sector Skills Plan (SSP) of FASSET has identified a gross under representation of Black Africans in the sector relative to the overall demographic profile of the South African population. As my Honourable colleague will be aware, such imbalances are as a result of the historical under-funding of Black African education over the long term and planned exclusion of Black Africans in particular from this sector.
2) The grant allocation was informed by the FASSET Strategic Plan which is based on their SSP priorities. It is also guided by relevant policies and prescripts such as the Skills Development Act, Employment Equity Act, National Skills Development Strategy III and transformational imperatives of government. As a result, the Department does not intend to take any steps if the SETA's operations are in line with government priorities, policies and prescripts governing the SETA environment.
Reply received: October 2012
QUESTION 2517
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/09/2012
(INTERNAL QUESTION PAPER 30 OF 2012)
Mr A M Mpontshane (IFP) to ask the Minister of Higher Education and Training:
(1) What plans does his department have in place to develop skills among the unemployed youth of Umkhanyakude;
(2) Whether his department has invested any money in this district through any nongovernmental organisations; if not, what is the position in this regard; if so, (a) which organisations and (b) how much has been invested through these organisations?
NW3022E
REPLY:
1. The Department is currently implementing skills development projects for the unemployed youth of uMkhanyakude through its Sector Education and Training Authorities (SETAs). Some projects have been completed and some are still planned for 2013/14 financial year as reflected in the template attached:
2. (a) and (b) The Department has not invested any money directly with non-governmental organisations. However, the Construction Education and Training Authority (CETA) is working with one local church which offered its premises to be used as a skills development centre in the area of Ingwavuma. The centre is planned to be operational at the start of 2013.
Reply received: December 2012
QUESTION 2508
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/09/2012
(INTERNAL QUESTION PAPER 29 OF 2012)
Mr J J van der Linde (DA) to ask the Minister of Higher Education and Training:
(1) Whether (a) his Ministry, (b) his department and (c) any entity reporting to him plan to host end-of-year parties; if not, in each case, what is the position in this regard; if so, in each case, (i) for how many persons and (ii) at what cost;
(2) whether the cost of the specified end-of-year parties has been budgeted for in the current financial year; if not, from where will the funding be sourced; if so, (a) what amount has been budgeted and (b) from which part of the budget will it be incurred? NW3114E
REPLY:
1. I'm not able to provide you with details required from question as said functions have not happened yet.
2. Not applicable
Reply received: October 2012
QUESTION 2462
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/09/2012
(INTERNAL QUESTION PAPER 29 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
(1) (a) What criteria are used for selecting training service providers for Sector Education and Training Authorities (SETAs) and (b) which training service providers that have been contracted by SETAs did not (i) perform and (ii) comply with their contractual mandates;
(2) How will the specified (a) underperforming training service providers and (b) SETAs be held to account?
NW3064E
REPLY:
SETAs are using policies that were approved by their Accounting Authorities in terms of the requirements of relevant legislation to select and appoint service training providers. It should be noted that the procedures to select and appoint training providers will not be the same for all SETAs although they are managed in the ambit of the same legislative requirements and approved policies.
The majority of training providers complied with the requirements as prescribed and only eight private training providers did not comply accordingly. It should be noted that the action taken against the training providers will vary because of the SETA's different processes and requirements. Please see the attached table.
Reply received: October 2012
QUESTION 2397
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 07/09/2012
(INTERNAL QUESTION PAPER 29 OF 2012)
Rev K R J Meshoe (ACDP) to ask the Minister of Higher Education and Training:
(1) Whether plans to build universities in (a) Mpumalanga and (b) Northern Cape are still on track; if so,
(2) Whether tenders for building the universities have been advertised; if not, why not; if so, (a) when were they advertised, (b) when will (i) the winning tender be announced, (ii) buildings and infrastructure be completed, (iii)(aa) registration of students and (bb) classes commence and (c) what are the further relevant details?
NW2988E
REPLY:
(1) (a) and (b) Yes, the plans to build universities in Mpumalanga and Northern Cape are still on track.
(2) Tenders for building the universities have not yet been advertised and will be advertised in due course once the verification studies and designs have been completed. The details of the verification studies tender documents can be obtained at: http://www.newuniversities.ac.za. The development of the universities will be undertaken in phases and it is envisaged that all buildings and infrastructure will be completed in 2018. The first building phase is envisaged to commence in the second half of 2013.
It is planned that the first cohort of students will enrol in 2014 in a limited number of programmes. To enable the registration of students in 2014, various processes need to be put in place including the gazetting of establishment for the institutions which involves publishing the seat of each University, stipulating their physical addresses, indicating the type of institution, as well as the establishment of an interim Council. Once the interim Council is in place, they will be provided with the necessary support and policies to ensure sound governance and management of these institutions.
Reply received: September 2012
QUESTION 2371
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 31/08/2012
(INTERNAL QUESTION PAPER 28 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether there is a current backlog with the verification of qualifications at the South African Qualifications Authority (SAQA); if not, why not; if so, (a) what is the (i) extent of the backlog and (ii) cause of the backlog and (b) what measures will be taken to address the backlog?
NW2953E
REPLY:
Yes, there is a backlog with the verification of qualifications.
(a) (i) Since September 2010, 38 342 records were processed and to date 36 266 (94%) records have been dealt with and 2 076 (6%) have not been dealt with.
(ii) The cause of the backlog is due to the following reasons:
· Clients (departmentsDepartments[1]) not able to submit the certificates that require to be verifiedverification; and
· Delay by the issuing education institutions[2] in verifying the existence of the qualifications obtained.
Most of these outstanding verifications from education institutions have to be verified against records that preceed 1992 and which are not digitized and therefore not on the National Learners Record Database. This then entails that SAQA has to contact the issuing institutions themselves. In some cases the education institutions no longer exist, and it requires SAQA locate the records in archives or ledgers. Thereafter it usually takes considerable time and effort for the record to be located by the custodian of these records and returned to SAQA.
(b) In order to deal with the slow responses from education and training institutions who hold these non-digitized records, SAQA has submitted a funding proposal to National Treasury to digitize the outstanding records held by education and training institutions and to incorporate it onto the National Learner Record Database of SAQA. In regards to the challenge of staffing, SAQA has also submitted a funding proposal to National Treasury to increase staff capacity at SAQA so as to enable it to follow up outstanding records from the institutions.
[1] (All government departments applying for verification of certificates)
[2] Learning institutions – e.g. colleges and universities
Reply received: September 2012
QUESTION 2365
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 31/08/2012
(INTERNAL QUESTION PAPER 28 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether, with reference to his reply to question 799 on 16 August 2012, the (a) vice chancellor and (b) deputy vice chancellor(s) of each of South Africa's 23 traditional, comprehensive and technological universities have a restraint of trade agreement in place with their respective institutions; if so, what is the (i) value in monetary terms and (ii) nature of the agreement?
NW2947E
REPLY:
This data is not available within the DHET domain. The Department will be requesting Universities to provide this data. A final reply and report will be sent to the Member once information received has been collated.
Reply received: October 2012
QUESTION 2335
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 31/08/2012
(INTERNAL QUESTION PAPER 28 OF 2012)
Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:
(1) With reference to his reply to question 432 on 13 April 2012 regarding the auditing of Seta-accredited test centers by Indlela, what have been the findings of the audit;
(2) Whether any trade centers lost their accreditation status due to this audit; if not, why not; if so, what are the relevant details;
(3) (a) How can members of the public determine the accreditation status of the various trade centers and (b) how will they be able to determine until what date the accreditation status will apply?
NW2915E
REPLY:
1. The general overview of Services SETA centres that were audited indicated that there were definitely concerns and shortcomings in the quality of trade test delivery at some centres. In some cases the equipment and resources required for the trade test was not available. Findings and recommendations are elaborated in paragraph 2 below as response to Question 2.
MerSETA and CHIETA accredited trade test centres that were audited for the voluntary implementation of the revised trade test were found to be up to standard and in line with the requirements for the implementation of the revised trade test. The implementation was endorsed by the INDLELA audit team and the report was submitted to the relevant SETA.
2. Some of the Services SETA's centres had their accreditation status amended due to the results of the audit. The details are as follows:
a) Two (2) centres were found in an acceptable condition to continue with the trade testing and certification to candidates trade tested and found competent at these centres were endorsed and signed by the Department for issuing to candidates
b) Eleven (11) centres were found in an unacceptable condition due to the shortcomings and the accreditation status were amended to non-accredited and which meant that they could not continue conducting trade testing. The quality of trade tests conducted were questionable based on the shortcomings at these centres, therefore no certificates were issued to any candidates found competent at these centres and candidates would be re-tested at the cost of the Services SETA.
c) Eight (8) centres were found in an unacceptable condition in certain trades due to the shortcomings and the accreditation scope was amended and they may not continue with trade testing in these specific trades, subsequently candidates in these specific trades were re-tested as certification was not endorsed. These centres were allowed to continue with trade testing in the trades that were found to be acceptable during the audits.
d) It was recommended that candidates who had been found competent at troublesome centres should be re-tested at the cost of the Services SETA. The majority of those candidates who were re-tested were not declared competent, despite the fact that they were declared competent initially by the accredited trade test centres that were found to have major shortcomings during the audits.
e) Twenty seven (27) trade test centres were de-accredited based on shortcomings mostly related to equipment, material and trade test area lay-out, these centres have corrected shortcomings identified and were re-audited. These centres were all re-accredited by the Services SETA on the recommendation of INDLELA to conduct trade tests.
3. a) The accredited trade test centre must be able to provide proof of accreditation by a SETA in the form of an accreditation certificate or letter issued by the relevant SETA.
b) The certificate or letter issued by the accrediting SETA will provide the duration of accreditation and the scope of accreditation of a trade test centre. The accreditation status of centres can be verified at the relevant SETA if any doubt exists.
Reply received: September 2012
QUESTION 2300
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER 27OF 2012)
Mr J J van der Linde (DA) to ask the Minister of Higher Education and Training:
(a) What steps has he taken to give effect to the performance agreement that he signed with the President in 2010, (b) what outcomes have been measured and (c) what follow-up steps has he taken with regard to each specified outcome?
NW2884E
REPLY:
(a) The performance agreement between the President of the Republic of South Africa and myself has been implemented and is encapsulated within the 2010/11 – 2014/15 Strategic Plan of the Department of Higher Education and Training to give effect to Outcome 5: A skilled and capable workforce to support an inclusive growth path.
(b) The outputs, targets, indicators and key activities to achieve Outcome 5 have been measured and reported in the audited 2010/11 and 2011/12 Annual Reports of the Department of Higher Education and Training which was tabled in Parliament.
(c) The Department of Higher Education and Training monitors and evaluates progress throughout the year, resolving issues and removing blockages to ensure that the planned delivery of expected outcomes are achieved. Programmes are reviewed annually and initiatives are introduced within the framework of the Strategic Plan, Annual Performance Plan and budget across the Medium Term Expenditure Framework that will contribute to the achievement of Outcome 5: A skilled and capable workforce to support an inclusive growth path.
Reply received: November 2012
QUESTION 2287
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER 27 OF 2012)
Dr L LBosman (DA) to ask the Minister of Higher Education and Training:
(1) Whether he has found that medical schools will produce the required number of medical practitioners; if not, what steps has he taken in this regard; if so, what are the (a) current and (b) optimal number of medical practitioners and (c) further relevant details;
(2) What (a) is the current capacity of medical schools and (b) plans are in place to increase the number of graduates required?
NW2869E
REPLY:
1. During the enrolment planning process, an average annual growth rate of 5.3% from 2009 to 2013 was projected nationally for graduates in human health (which includes medical practitioners). Data from 2009 until 2011 indicates an actual average annual growth of only 2.7% which is lower than the projected growth rate.
2. (a) Current capacity at Medical School:
Table 1 and 2 indicates the actual number of enrolments and graduates in MBChB programmes from 2000 to 2011.
Table 1: Enrolments in MBChB programmes, 2000-2011
| Institution | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 |
| University of Cape Town | 1070 | 1101 | 1040 | 1044 | 1071 | 1107 | 1143 | 1142 | 1152 | 1179 | 1200 | 1187 |
| University of the Free State | 655 | 652 | 659 | 676 | 707 | 666 | 680 | 676 | 634 | 638 | 655 | 669 |
| University of KwaZulu-Natal | 932 | 997 | 1047 | 1113 | 1166 | 1184 | 1074 | 1069 | 1084 | 1087 | 1086 | 1094 |
| University of Limpopo | 1672 | 1769 | 1675 | 1590 | 1451 | 1399 | 1247 | 1180 | 1135 | 1160 | 1259 | 1255 |
| University of Pretoria | 1238 | 1228 | 1234 | 1241 | 1263 | 1285 | 1288 | 1306 | 1322 | 1352 | 1372 | 1398 |
| University of Stellenbosch | 962 | 979 | 1012 | 1054 | 1062 | 1082 | 1105 | 1130 | 1188 | 1048 | 1244 | 1323 |
| Walter Sisulu University | 330 | 386 | 422 | 475 | 501 | 476 | 501 | 507 | 511 | 506 | 528 | (A) |
| University of Witwatersrand | 1353 | 1443 | 1387 | 1343 | 1278 | 1284 | 1230 | 1241 | 1269 | 1328 | 1364 | 1303 |
| Total | 8212 | 8555 | 8476 | 8536 | 8499 | 8483 | 8268 | 8251 | 8295 | 8298 | 8708 | 8229 |
Table 2: Graduates in MBChB programmes, 2000-2011
| Institution | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 |
| University of Cape Town | 134 | 162 | 167 | 155 | 159 | 150 | 185 | 160 | 164 | 170 | 188 | 170 |
| University of the Free State | 110 | 115 | 109 | 88 | 167 | 106 | 105 | 129 | 109 | 99 | 108 | 115 |
| University of KwaZulu-Natal | 90 | 116 | 132 | 165 | 178 | 298 | 201 | 189 | 224 | 176 | 194 | 183 |
| University of Limpopo | 235 | 249 | 243 | 283 | 238 | 294 | 239 | 200 | 153 | 141 | 169 | 142 |
| University of Pretoria | 203 | 212 | 203 | 184 | 180 | 197 | 207 | 198 | 200 | 208 | 202 | 209 |
| University of Stellenbosch | 140 | 140 | 129 | 177 | 148 | 150 | 170 | 149 | 167 | 180 | 162 | 177 |
| Walter Sisulu University | 26 | 43 | 48 | 56 | 119 | 69 | 89 | 97 | 103 | 88 | 83 | (A) |
| University of Witwatersrand | 193 | 192 | 183 | 188 | 205 | 247 | 170 | 175 | 189 | 193 | 223 | 210 |
| Total | 1131 | 1229 | 1214 | 1296 | 1394 | 1511 | 1366 | 1297 | 1309 | 1255 | 1329 | 1206 |
b) The following below indicates a set of interventions and strategies being implemented by the Department of Higher Education and Training (DHET) to assist in reaching the above mentioned graduate targets.
i. Meetings with Deans of Scarce Skills Faculties:
On 25 October 2011, I met with the Executive Committee of Higher Education South Africa (HESA) to discuss the concern that institutions are encountering various challenges in meeting graduate outputs in scarce skills areas. At this meeting, aspects and interventions that should be addressed to accelerate graduate output in the engineering, life and physical sciences, and animal and human health fields were discussed. On 17 November 2011, a joint HESA/DHET workshop was held with various Deans of scarce skills faculties that specifically focused on the need to finalise short to medium-term interventions of individual institutions to accelerate graduate output. Possible interventions and strategies in each field were discussed which included student support, collaboration, partnerships, and resources required.
ii. Student Mentorship:
From the submissions received from the Deans of scarce skills faculties a short-term intervention strategy on student mentorship was approved as an aid to improve student support and throughput.
iii. Increasing the intake in MBChB programmes:
My Department has approached relevant institutions to submit proposals on increasing the intake and graduates in MBChB programmes. Proposals received were analysed in terms inputs, outputs and resources required. The expansion of the intake for the MBChB students in most universities requires additional financial resources for teaching and learning activities, clinical training and infrastructure, including student housing. The Department has been able to secure R300 million in funding from the National Skill Fund for the University of Pretoria to increase its intake of medical students in 2013.
iv. Collaboration between the Department of Higher Education and Training, and Department of Health:
It was agreed that the two Departments would collaborate process to determine the production needs, demand and supply of health professionals, to ensure the effective financing of health professional expansion.
v. Infrastructure Grant:
As part of DHET's infrastructure and efficiency grant of R3.8 billion for 2012/13 to 2013/14, R298 million has been set aside for universities to improve their infrastructure in Health Sciences programmes which includes the MBCHB programmes.
Reply received: November 2012
QUESTION 2286
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER 27OF 2012)
Dr L LBosman (DA) to ask the Minister of Higher Education and Training:
What (a) are the reasons for the reduction in the accreditation of the University of the Free State by the SA Medical and Dental Council (Medical) and (b) steps are being taken by the university to increase the number of students in line with the required output for the country?
NW2868E
REPLY:
In February 2012, the Sub-committee for Undergraduate Education and Training of the Medical and Dental Professions Board of the Health Professions Council of South Africa (HPCSA – formerly known as the South African Medical and Dental Council until 1999) indicated that University of Free State's (UFS) School of Medicine in the Faculty of Health Sciences was and is still accredited by the HPCSA to admit 140 first year MBChB students per year, and that the period of accreditation specified as two years is based on serious concerns which were raised regarding the teaching/service platform for undergraduate education and training in medicine.
Following a request from UFS to increase its annual first-year MBChB enrolments, the Sub-committee for Undergraduate Education and Training of the Medical and Dental Professions Board decided to deny UFS's request in February 2012 due to:
(i) Many difficulties which were highlighted by the HPCSA during the last accreditation site visit; and
(ii) The uncertainty of funding for the programme as a whole. The Sub-committee further resolved in July 2012 that a site visit with a focus on the teaching/training/service platform would be conducted and the matter would be further considered.
The HPCSA did not request the university to reduce its first-year MBChB enrolments.
UFS in collaboration with the HPCSA is working on addressing the latter's concerns and recommendations regarding the teaching/training/service platform of the MBChB programme. The exact nature of these recommendations and concerns remains a matter of confidentiality between UFS and the professional body until such time as when the professional body deems it necessary to inform the Department of Higher Education and Training should an institution seemingly be unable or unwilling to address concerns raised by the professional body.
My Department will discuss this issue with UFS and the HPCSA to see how the university may be assisted to ensure that it can expand its MBChB enrolments. Negotiations for the next enrolment cycle (2014 – 2019) will commence in early 2013. My Department will negotiate to increase the UFS' footprint in the training of medical doctors through the MBChB programme.
Reply received: September 2012
QUESTION 2256
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER 27 OF 2012)
Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:
(1) Whether any investigations have been conducted regarding the allocation of a contract by the Transport Education and Training Authority (Teta) to a certain company (name furnished) after a closed bid process in the 2010-11 financial year; if not, why not; if so, (a) who requested these investigations and (b) by whom were they conducted;
(2) Whether the scope of the investigations dealt with any allegations regarding (a) improper conduct and (b) that the closed bid process did not serve the best interests of the said authority; if not, why not; if so, what are the relevant details;
(3) Whether the findings of these investigations cleared all parties implicated in this regard; if not, what (a) were the findings and (b) action was taken; if so, what are the relevant details?
NW2835E
REPLY:
1. An investigation has been conducted regarding the allocation of a contract to Deloitte IT Company after a closed bid process.
(a) The investigation on the allocation of a contract was requested by the Accounting Authority of the Transport Education and Training Authority (TETA).
(b) The Accounting Authority appointed OMA Chartered Accountant Incorporated to conduct the investigation.
2. The scope of the investigation was to deal with improper conduct as well as to determine if the closed bid process did not serve the best interest of the Accounting Authority
a) The OMA Chartered Accountant Incorporated identified the following improper conduct:
· The Chief Executive Officer (CEO) appointed Deloitte IT despite the approved procurement processes of the Accounting Authority;
· The CEO interfered with the supply chain management processes expressing her desire to procure certain providers; and
· Conflict of interest in that the Acting TETA Chief Financial Officer (CFO) (from Deloitte) procured the services of Deloitte for rectification of TETA's utilities account.
b) The close bid process did not serve the best interest of the Accounting Authority due to the mismanagement of the approved supply chain management processes, impacting on the final decision made by the bid evaluation committee to award the tender.
3. The findings of the investigation did not clear all the parties and the Accounting Authority has suspended the CEO pending a disciplinary hearing. Therefore, the Department will be informed of the outcome of the hearing by TETA.
Reply received: October 2012
QUESTION 2236
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER 27OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
What (a) percentage of students dropped out of their medical studies (i) in (aa) 2007, (bb) 2008, (cc) 2009, (dd) 2010, (ee) 2011 and (ii) since 1 January 2012 and (b) are the reasons for dropping out in each specified year? NW2811E
REPLY:
The Department of Higher Education and Training does not have this information at the moment, however it will be requested from the relevant institutions. Once received, it will be released publicly.
Reply received: October 2012
QUESTION 2222
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/12
(INTERNAL QUESTION PAPER 27 OF 2012)
Mr D A Kganare (Cope) to ask the Minister of Higher Education:
(1) With reference to his reply to question 537, (a) how many administrators were appointed as a result of the recommendations of the assessors, (b) at which universities were they appointed, (c) what was the duration of each appointment and (d) how much was each administrator paid;
(2) (a) Which universities challenged the intervention, (b) what were the results of such challenge and (c) what was the cost incurred by his department as a result of these challenges?
NW2796E
REPLY:
1. (a) Five Administrators have been appointed since 2009 based on the recommendations from Assessors. Further information is provided in the table below:
| (b) Institution | (c) Period of Appointment | (d) Remuneration |
| Tshwane University of Technology (TUT) | Initial period of six months has been extended for a further nine months, from 15 August 2011 to 16 November 2012. | R2 286 460 per annum |
| University of Zululand (UniZulu) | Two years, from 18 April 2011 to 19 April 2013. | R2 325 044 per annum |
| Walter Sisulu University (WSU) | Two years, from 31 October 2011 to 01 November 2013. | R 2 258 988 per annum |
| Vaal University of Technology (VUT) | 6 Months, from 17 July 2012 to 18 January 2013. | R 1 160 000 for 6 months |
| Central University of Technology (CUT) | One year, from 20 June 2012 to 21 June 2013. | R1 800 000 per annum |
2. (a) TUT and CUT challenged the interventions.
(b) After the Department filed papers for TUT, the displaced Council elected not to proceed with the challenge. In the case of CUT, the Court set aside the appointment of the Administrator however it did not set aside the Assessor's report. We will be taking the judgement on appeal as we believe that all the relevant facts that were presented to the Department by the University were taken into account before CUT was placed under administration.
(c) The cost incurred by the Department as a result of TUT's challenges is R530 497 while the cost for CUT's case cannot be provided at this stage as we are appealing the judgement and therefore the case is still on-going.
Reply received: October 2012
QUESTION 2217
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/08/2012
(INTERNAL QUESTION PAPER 27 OF 2012)
Ms N Gina (ANC) toask the Minister of Higher Education and Training:
1) (a) How does the incorporation of the Rhodes Campus into the University of Fort Hare differ from mergers and (b) how is the incorporation funded;
2) Whether he has found that incorporations assist institutions; if not, what is the position in this regard; if so, what are the relevant details?
NW2777E
REPLY:
1 (a) The incorporation of the East London Campus, which was a delivery site of Rhodes University, into the University of Fort Hare was effected in terms of Section 24 of the Higher Education Act (Act 101 of 1997) as amended. Section 24 enables us, after consulting the Council of Higher Education and by notice in a government gazette to incorporate a subdivision, faculty or component of a public higher education institution into another public higher education institution. The University of Fort Hare's (UFH) legal personality as a juristic person was not affected by the incorporation, but assisted to increase the institution's footprint.
This is distinct from the process of mergers. In the case of mergers, two or more public higher education institutions may merge in terms of Section 23 of the Act. In such cases, the individual institutions lose their status as juristic persons on the date that they are merged and a new juristic person is established as contemplated in section 20(4) Higher Education Act.
(b) The East London campus of Rhodes University was incorporated into the University of Fort Hare on 01 January 2004. An amount of R10 million was allocated from savings in the 2002/03 higher education budget to the University of Fort Hare for the incorporation. In addition, a R6 million loan owed by the East London campus to Rhodes University was taken over by the University of Fort Hare on the date of incorporation. The Department assisted the University of Fort Hare to repay the loan to Rhodes University as part of the re-capitalisation process for the universities. UFH was allocated a further R90 359 490 in the 2004/05 financial year for re-capitalisation based on their financial statements on the date of incorporation and submission of an institutional plan.
2. The primary purpose of the mergers and incorporations were to:
· bridge the gap between historically white institutions and historically black institutions;
· create a higher education system with a new identity and culture consistent with the vision, values and principles of a non-racial, non-sexist and democratic society with equality in provisioning; and
· create effective and efficient institutions that would contribute to the skills and needs of our country where accessibility to higher education can be enhanced.
On the whole, the mergers and incorporations have transformed our public higher education institutions, while governance and management at certain universities are still poor. Nonetheless, our public higher education institutions are relatively stable and growing.
Reply received: October 2012
QUESTION 2181
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/08/2012
(INTERNAL QUESTION PAPER 25 OF 2012)
Mr J J van der Linde (DA) to ask the Minister of Higher Education and Training:
Whether (a) his department or (b) any entity reporting to him makes use of private security firms; if so, in each case, (i) which firms and (ii) what is the (aa) purpose, (bb) value and (cc) duration of each specified contract?
NW2705E
REPLY:
(a) The Department does not use private security firms.
(b) Responses from entities are tabulated as attached:
Reply received: October 2012
QUESTION 2143
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/08/2012
(INTERNAL QUESTION PAPER 25 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
1. With reference to the R2,5 billion that has been allocated to further education and training (FET) colleges, what portion, in rands, has been allocated to each specified FET college;
2. Whether he has communicated guidelines on (a) the manner in which and (b) what the funds must be used for; if not, why not, in each case; if so, what are the relevant details in each case;
3. Whether he has put mechanisms in place to monitor the utilisation of the funds; if not, why not; if so, what are the relevant details?
NW2664E
REPLY:
1. The Department received funding requests totalling R4,9 billion from Further Education and Training (FET) Colleges. After assessing each of these requests, the initial allocation of R2,5 billion was supplemented with an additional R470,8 million to address the FET expansion and development programmes within colleges.
The allocation per Further Education and Training College is reflected at attached table.
2. (a) Guidelines on the use of these funds have been included in the Memorandum of Agreement between the Department and each FET College.
(b) The funds will be used for:
(i) Expanding NC(V), N1-N3 and N4-N6 enrolments;
(ii) Delivery of Skills programmes;
(iii) Learnerships and Apprenticeships;
(iv) Internships and work-based experiential opportunities for NC(V) and Report 191 graduates;
(v) Development of college personnel; and
(vi) Equipment.
3. Each FET College has been allocated a National Skills Fund Project Manager to provide support and guidance to the college as well as to monitor, evaluate and report on the use of allocated funds.
Reply received: August 2012
QUESTION 2142
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/08/2012
(INTERNAL QUESTION PAPER 25 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether the administrator he appointed at the Tshwane University of Technology has dealt with all the (a) problems and (b) recommendations contained in the report by the independent assessor; if not, (i) why not, (ii) which (aa) problems and (bb) recommendations have not been dealt with and (iii) what is the reason in each case for not dealing with the specified matters; if so, what are the relevant details?
NW2663E
REPLY:
Yes. The Administrator has completed his duties as specified in the general and specific terms of reference. The only outstanding matter relates to the appointment of a new Council. The Administrator has started the process of identifying eligible individuals with the necessary skills and expertise for appointment to the Tshwane University of Technology Council. This is to ensure that the new Council and management priorities are in line with my expectations on good governance and management of the institution.
Reply received: September 2012
QUESTION 2067
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/08/2012
(INTERNAL QUESTION PAPER 23 OF 2012)
Mr J J van der Linde (DA) to ask the Minister of Higher Education and Training:
1. Whether (a) he, (b) his Deputy Minister and (c) any official from an entity reporting to him will be attending or attended, the 2012 Olympic Games; if so, what is the (i)(aa) name, (bb) rank and (cc) position/designation of each specified person accompanying (aaa) him, (bbb) his Deputy Minister and (ccc) each specified person and (ii)(aa) nature and (bb) official reason for the visit;
2. What (a) total amount will be spent or has been spent on the trip, (b) is the (i) description and (ii) detailed breakdown of the amounts that will be spent or have been spent on (aa) accommodation, (bb) travel and (cc) subsistence costs and (c) from which budget will these funds be incurred in each case?
NW2547E
REPLY:
(1) (a) and (b):
No, I did not attend the 2012 Olympic Games, neither did the Deputy Minister nor any other senior officials of the Department of Higher Education and Training. Therefore, all other questions are not applicable.
(1) (c) The following details pertain to the entities reporting to the department:
| Name of Entity | 1(c) whether any official is attending or attended the 2012 Olympics game | (i) (aa) Name | (i) (bb) Rank | (i) (cc) Position / Designation |
| 1. AGRI SETA | NO | N/A | N/A | N/A |
| 2. BANK SETA | NO | N/A | N/A | N/A |
| 3. CATHS SETA | YES | Ms Maureen Marion Mashabane | Manager | Sport, Recreation and Fitness Chamber Manager |
| Mr Norman Moemise Mphake | Coordinator | Sport, Recreation and Fitness Chamber Coordinator | ||
| Adv. Brenda Madumise | Chairperson | Chairperson of Accounting Authority of CATHSSETA | ||
| Mr Mike Tsotetsi | Chief Executive Officer | |||
| 4. CETA | NO | N/A | N/A | N/A |
| 5. CHIETA | NO | N/A | N/A | N/A |
| 6. ETDP SETA | NO | N/A | N/A | N/A |
| 7. EWSETA | NO | N/A | N/A | N/A |
| 8. FASSET | NO | N/A | N/A | N/A |
| 9. FOODBEV SETA | NO | N/A | N/A | N/A |
| 10. FP&M SETA | NO | N/A | N/A | N/A |
| 11. HW SETA | NO | N/A | N/A | N/A |
| 12. IN SETA | NO | N/A | N/A | N/A |
| 13. LG SETA | NO | N/A | N/A | N/A |
| 14. MER SETA | NO | N/A | N/A | N/A |
| 15. MICT SETA | NO | N/A | N/A | N/A |
| 16. MQA | NO | N/A | N/A | N/A |
| 17. PSETA | NO | N/A | N/A | N/A |
| 18. SAS SETA | NO | N/A | N/A | N/A |
| 19. SERVICES SETA | NO | N/A | N/A | N/A |
| 20. TETA | NO | N/A | N/A | N/A |
| 21. W&RSETA | NO | N/A | N/A | N/A |
| 22. CHE | NO | N/A | N/A | N/A |
| 23. QCTO | NO | N/A | N/A | N/A |
| 24. NSFAS | NO | N/A | N/A | N/A |
| 25. SAQA | NO | N/A | N/A | N/A |
(ii) (aa) and (bb) The nature and official reason for the visit are as follows:
The British Council and UNICEF is implementing a leadership programme (International Inspiration and Girls & Boys Education Movement) in which CATHSSETA identified an opportunity to build on its career and vocational guidance for youth by partnering with the British Council to recruit 10 young people to participate in the 2012 Olympic movement.
The objectives of the Olympics visit were to:
· expose the learners to the games. These are learners who have already taken part in the International Inspiration Programme and other similar school based leadership programmes such as The Girls and Boys Education Movement (GEM/BEM);
· mentor and guide these learners into sector specific qualifications and careers;
· give learners an opportunity to attend the Laureus Sport for Good Foundation course, a programme that is accredited and supported by UK sport;
· develop leadership skills and a legacy of participation in sport with other young people;
· develop international volunteering and event experience;
· experience a large sporting event and understand the role of the volunteer;
· increase learners' knowledge of elements of UK culture and vice versa.
The long term objectives of the project are to:
· create an incubation and monitoring and evaluation system post the Olympics, throughout their schooling years.
· allocate post-school study opportunities (bursaries, learnerships, identifying internship and graduate development initiatives).
· encourage learners to carry out research to support the skills development in the sector as part of their post graduate studies.
(2)
(a) Total amount spent is R706,555.23
(b) The description and breakdown of the amounts spent are tabulated below:
| Expense Entries | Description | Cost |
| (ii) (aa) Accommodation | · 5 Deluxe Twin including breakfast, double occupancy for the 10 learners and 2 Deluxe Twin including breakfast, sole occupancy for the two chaperones. · Accommodation for learners during the VISA application and briefing session at the Garden Court, O.R Tambo International Airport 19 and 20 July 2012. · Accommodation for two learners whilst waiting for connecting flight to London at the Garden Court, O.R Tambo International Airport on 28 July 2012. | R153,195.90 R12,388.00 R1,898.00 |
| Meals | · Dinner buffet for 10 learners and 2 chaperones at £50.00 per person and a gross total of £3,000.00, an equivalent of R38 656.73 on 30 July 2012 to 03 August 2012 · Receipts for food for learners on 19 & 29 July 2012 | R38,656.73 R1,352.50 |
| Workshop | · Venue and meals for the briefing session that took place on 20 July 2012 in preparation of the London trip. · Training material at Selhurst Park- Laureus Sports for Good Foundation – 10 files for £660.00 | R3,435.00 R8,580.00 |
| (ii)(bb) Airfares on SAA | Economy Class: · Flights for the 9 learners to Gauteng on 19 July 2012 for their VISA application and briefing workshop and returning back to various provinces on 21 of July 2012. · Flight for one learner from Kimberly to finalise his VISA application on 25 July 2012. · Flight for one learner from KZN to finalise her VISA application on 25 July 2012. · Flights for learners to Gauteng on 29 July 2012 to catch a flight to London and returning back to RSA on the 04 August 2012. · Travel Insurance for the Group. · Flights for the 2 chaperones from Gauteng to London and back. | R25,304.00 R4,394.00 R1,523.00 R23,271.00 R5,000.00 R127,900.00 |
| (ii)(cc) Subsistence costs | Daily allowance which includes daily lunch costs for 12 people: · 10 learners = R34,530.00 · R6906.00 x 2 chaperones = R13,812.00 | R48,342.00. |
| Other mode of transport | · Hired shuttle for a learner from Bronkhorspruit to the airport on 29 July 2012. · Schools transporting learners from their homes to airport in various provinces and from airport to their various homes from the period of 19 July to 05 August 2012. · Gautrain tickets for learners. · London train tickets for the group. · Travelling expenses to collect passports and VISAS and meetings related to this project. | R885.00 R35,159.20 R1,896.00 R1,572.00 R2,824.00 |
| UK VISA applications | · Processing UK VISA applications for learners and chaperones R1, 053.00 per person including costs for VISA applications fast tracking at R695.00 per person. · VISA ID photos for learners. | R20,976.00 R450.00 |
| Games Tickets | 12 people attended the Athletics events on 03 August 2012. | R106,899.60 |
| Apparel | For all delegates | R80,653.30 |
| Total | R706,555.23 | |
(c) The project is at the cost of the South African Sports Confederation and Olympic Committee (SASCOC) and CATHSSETA will be reimbursed for all expenses incurred.
Reply received: October 2012
QUESTION 2024
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/08/2012
(INTERNAL QUESTION PAPER 23 OF 2012)
Mrs S P Kopane (DA) to ask the Minister of Higher Education and Training:
Whether his department has (a) identified and (b) implemented measures for institutions to produce more qualified (i) medical and (ii) nursing personnel; if not, why not; if so, what are the relevant details?
NW2500E
REPLY:
(a) and (b) The production of medical and nursing personnel is a joint responsibility between the Minister of Health and myself. Therefore, the Department of Higher Education and Training (DHET) and Department of Health (DOH) are working together to ensure that the higher education system and the clinical training platforms for the development of health professionals (of all types) is expanded to enable a more targeted approach to planning for the Development of Health Professionals. The joint DHET-DOH Team is in the process of developing proposals to determine the supply and demand for the full range health professionals required by the system and related financing through relevant grants. In this regard discussions are also being held with the relevant professional bodies.
As a specific intervention related to the education of Doctors, universities were requested to consider increasing their intakes in the MBChB programme. The Universities of Cape Town, Witwatersrand and Pretoria agreed to increase their intakes from 20 to 100 additional students respectively. Additional funding in the form of bursaries has been provided by DOH to support the increase in their intakes.
Proposals for an increase in the clinical training grant and additional infrastructure funding to accommodate the additional growth have been received from individual universities. DHET has also submitted Bids to Treasury for the 2013 MTEF in an attempt to get support for the expansion of the MBChB programme and clinical training grants.
Future projections and needs analysis for the system is being conducted as a collaborative project between the two Departments.
Reply received: August 2012
QUESTION 2004
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 10/08/2012
(INTERNAL QUESTION PAPER 23 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
Whether he has given any instructions to the vice-chancellor of a certain university (names furnished); if not, what is the position in this regard; if so, what are the relevant details?
NW2479E
REPLY:
As Minister of Higher Education and Training, I do not appoint Vice-Chancellors of Universities. They are appointed by the Councils of the respective institutions. Therefore, they do not get instructions from me.
The said person with the name of Prof Mthethwa is not in the employ of the Central University of Technology. Professor Thandwa Mthembu is the Vice-Chancellor.