Questions & Replies: Higher Education
2012-11-30
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Reply received: August 2012
QUESTION 1971
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012
(INTERNAL QUESTION PAPER 21 OF 2012)
Mr G G Boinamo (DA) to ask the Minister of Higher Education and Training:
Whether any entity reporting to him has budgeted for (a) financial donations or (b) sponsorships in the (i) 2009-10, (ii) 2010-11 and (iii) 2011-12 and (iv) 2012-13 financial years; if not, why not; if so, in each case, what amount was (aa) budgeted and (bb) spent?
NW2360E
REPLY:
(a) and (b) According to the Department's information, except for the information tabulated below, (aa) entities did not budget for financial donations or sponsorships.
| Name of Entity | Financial Year | (i) | (ii) | (iii) | (iv) | (bb) |
| BANKSETA | 2012/13 | Nil | Nil | Nil | Yes | An amount of R 5 000.00 was donated to the House of Harvest Child –headed home as an initiative in support of the 67 minutes dedicated for the Nelson Mandela International Day celebration. |
| MQA | 2009/10 2010/11 2011/12 2012/13 | Yes | Yes | Yes | Yes | R110 000.00 R 66 000.00 R 53 000.00 R 9 600.00 |
| NSFAS | 2010/11 2011/12 | Nil | Yes | Yes | Nil | R146 000.00 R165 000.00 |
| SERVICESETA | 2009/10 2010/11 2011/12 2012/13 | Yes | Yes | Yes | Yes | R3 115 699.00 R576 612.00 R439 390.00 R615 000.00 |
| W&RSETA | 2010/11 2011/12 2012/13 | Nil | Yes | Yes | Yes | R100 000.00 R19 000.00 R341 000.00 |
Reply received: August 2012
QUESTION 1933
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 03/08/2012
(INTERNAL QUESTION PAPER 21 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether his department has commenced with implementing the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011-2025; if not, why not; if so, what are the relevant details?
NW2322E
REPLY:
On 05 April 2011, Minister of Basic Education and I launched The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011-2025. The primary and sole Outcome of the Plan is to improve the quality of teacher education and development in order to improve the quality of teachers and teaching.To this end, four outputs are described by the Framework. My Department is responsible for Output 4 which involves theestablishment of an expanded and accessible formal teacher education system. There are 5 activities that are designed to lead to the attainment of Output 4.
Whilst the Plan is a longitudinal one designed to address systemic challenges in a sustainable fashion, it is intended that all activities start immediately and are expanded over the 15-year time frame. My Department has thus started with all five activities as the table below shows:
| ACTIVITIES | PROGRESS |
| 1. Develop teacher knowledge and practice standards. | 1.1 We have gazetted a new teacher education qualifications policy in July 2011. The minimum Requirements for Teacher Education Qualifications (2011) align teacher education qualifications with the Higher Education Qualifications Framework, and thus set minimum standards for teacher education programmes. It has a strong focus on teacher knowledge and teaching practice. Higher education institutions are being supported to implement the new policy. 1.2 A Department of Higher Education and Training (DHET)-supported research project to investigate the establishment of knowledge and practice standards for Foundation Phase teachers is underway. This is a pilot project which will create a blueprint for processes to establish knowledge and practice standards for teachers of other phases and subjects. |
| 2. Optimise, extend and expand the capacity of teacher education institutions | 2.1 Initial Teacher Education (ITE) has been highlighted and prioritised in the recent enrolment planning process, and growth targets have been formalised in ministry's approved enrolment planning statement. Universities will therefore receive funding to support the increased teacher education enrolments. 2.2 The 2013/14- 2014/15 Infrastructure and Efficiency Grant cycle, has ring-fenced R449m specifically for teacher education infrastructure expansion at universities. DHET is working with universities to allocate the funds towards the achievement of set national priority areas in teacher education. 2.3 DHET maintains quarterly contact with the Education Deans Forum where progress regarding expansion of the teacher education system is a standing item. 2.4 As indicated in my 2012/13 budget speech, processes have begun to establish new university teacher education college campuses. The former Ndebele College of Education site in Mpumalanga will be the first campus, and is being linked to the University of Johannesburg which will deliver a new Bachelor of Education Foundation Phase programme on the campus from the beginning of 2013. This campus will be taken over by the new university in Mpumalanga once it is established and operational. A process to identify possible campus sites, as well as universities who will take responsibility for the sites have also begun in three other provinces: KwaZulu-Natal, Eastern Cape and Limpopo. |
| 3. Establish Provincial Teacher Education Committees (PTECs) to inform enrolment planning at public Teacher Education Institutions, to match evidence-based Teacher Education and Development (TED) targets. | 3.1 Terms of Reference for the committees have been formulated. 3.2 Approval for their establishment has been obtained from HEDCOM. 3.3 Education HODs in the provinces have been requested to nominate relevant officials to participate in the committees. |
| 4. Strengthen Foundation Phase Teacher Provisioning. | 4.1 As part of the SA-EU Primary Education Sector Policy Support Programme, R141m has been directed towards the strengthening of foundation phase teacher education. - From a baseline of 13 in 2010, 20 universities are now involved in Foundation Phase teacher education. - A target of 10% year on year increase in student headcount enrolments in Foundation Phase initial teacher education programmes has been set, and has been exceeded in the first year of the programme. - 9 research, material development and programme development projects involving all 20 universities are underway. - DHET, through this programme, is supporting the establishment of a research association for the sector: the South African Association for Research in Early Childhood Education. - DHET, through this programme, is supporting the establishment of an academic journal for the sector: the South African Journal of Childhood Education. - The programme is supporting 33 M Ed and 38 PhD scholars with scholarships for studies that have a specific focus on childhood education. These students will form the pool of potential new academics and teacher educators to support this sector. - The programme has provided seed funding to support the employment of 23 new academic staff at universities to support the introduction of the new and expanded foundation phase programmes that are being developed. |
| 5. Strengthen the teaching practice/school experience component of teacher education programmes through the development of Teaching Schools and Professional Practice Schools | 5.1 DHET is supporting two research studies to investigate the establishment of professional practice schools and teaching schools. The outcome of the research projects will be a set of guidelines to inform the establishment of such schools, norms and standards which such schools should adhere to. |
Reply received: August 2012
QUESTION 1798
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012
(INTERNAL QUESTION PAPER 20OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether the deadline for the submission of the report on Recognition of Prior Learning has been met by the Ministerial task team; if not, what is the position in this regard; if so, what are the relevant details?
NW2189E
REPLY:
On 27 January 2012, I established a Ministerial Task Team to develop a national strategy for the wide-scale implementation of RPL in the post-school education and training system. The terms of reference and the names of the task team members were published in Government Gazette No 34963 of 27 January 2012.The task team wasrequired to provide a final report on 31 May 2012.
The Chairperson of the task team has requested an extension of the submission of their report due to the following reasons:
(a) the demand to consult more widely than planned,
(b) theneed to go back to stakeholders to get their views on a proposed implementation strategy and
(c) the availability of relevant and appropriate researcher(s) to undertake the work of identifying different options for the funding and financing of the envisaged Recognition of Prior Learning system (RPL).
The Task Team requested that their mandate be extended until 31 August 2012, to which I have acceded to.
Reply received: August 2012
QUESTION 1793
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 27/07/2012
(INTERNAL QUESTION PAPER 20 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
1. Whether any students are currently waiting for more than six months to receive certificates after completing their training and evaluation at any of the Skills Education Training Authorities; if not, what is the position in this regard; if so, (a) how many and (b) from which Setas;
2. what (a) are the reasons for the delay in issuing the certificates and (b) steps has he taken in this regard?
NW2184E
REPLY:
Yes, there is a total number of 8 580 learner certificates that are outstanding and at different stages of finalization. My Department will be informed on progress made to this effect by the Sector Education and Training Authorities (SETAs).
It should be noted that the SETAs are managing different systems and processes that are impacting on the finalization of the certification. In some instances private training providers are no longer in practice which further complicates the situation. However, my Department has amended the Skills Development Act, 1998 in order to make provision for a system that will ensure that the certification process is centralized and managed by the Department such that the current situation is eliminated.
The table attached responds to the questions 1 and 2:
Based on the above, it is evident that there are inefficiencies created by private training providers in providing quality training and appropriate certification of the learners. My Department is planning to eliminate similar occurrences by implementing the relevant amendments to the Skills Development Act, 1998.
Reply received: August 2012
QUESTION 1709
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/06/2012
(INTERNAL QUESTION PAPER 19 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
1. Whether there are any unregistered colleges that were (a) investigated and (b) closed down (i) in the 2009-10, 2010-11 and 2011-12 financial years and (ii) during the period 1 April 2012 up to the latest specified date for which information is available; if not, how was this conclusion reached; if so, in each case, (aaa) how many, (bbb) what are their names and (ccc) how long did it take to (aaaa) investigate and (bbbb) close down these colleges; answer of all questions are captured under reply;
2. (a) what are the number of unregistered colleges that are currently being investigated that have not been closed down and (b) for how long has the investigation been taking place in each case;
3. whether his department has taken any steps to inform the public of the prevalence of unregistered institutions; if not, why not; if so, what are the relevant details;
4. whether his department has any databases which the public can access to confirm the validity of the registered institutions; if not, why not; if so,
5. whether these databases are kept up to date; if not, why not; if so, what are the relevant details?
NW2063E
REPLY:
(1) (a)(b)(i)(aa)(bb)(cc)and (ii) The table below indicates the number of unregistered colleges that were investigated during the financial years in question:
| Financial year | Number of investigated colleges | Number of colleges closed down |
| 2009 – 2010 | 5 | 1 |
| 2010 – 2011 | 33 | 12 |
| 2011 – 2012 | 12 | None |
| 1 April 2012 to date | 18 | None |
| Total | 64 | 13 |
(aaa) There were 64 private colleges that were investigated during the stated financial years, up to date.
(bbb) Their names are as follows see attached:
(ccc) (aaaa) Since these colleges were handed to Police for investigation at different times during the stipulated financial years, it can be estimated on average that it took Police two months to investigate each college.
(bbbb)The unregistered colleges were closed down within a month after investigations were completed.
(2) (a) and (b) Currently there are 41 unregistered colleges that are under investigation and the investigations continued since March 2012.
(3) The Department has participated in 3 television programmes and 35 radio interviews with a view to highlighting to the public the prevalence of unregistered colleges. Also, in my interaction with the public in the Ministerial Road Shows I advise the public on what to look for before they register at private colleges. The Department has published information about registration of private education institutions in the Vukuzenzele Magazine and the print media. Currently the Department is developing pamphlets/flyers and posters to further raise awareness among the public and students.
(4) The Department has published the Register of Private FET Colleges on its website. The register indicates the qualifications and the sites of delivery for which colleges are registered. The website address is: www.dhet.gov.za. The public can also contact the Department to verify the registration status of any private FET college through its Call Centre. The number is 0800 87 2222.
(5) The register mentioned in (4) above is updated on a regular basis and the Call Centre official manning the toll free number mentioned above are provided with an updated register on a regular basis.
Reply received: August 2012
QUESTION 1717
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/06/2012
(INTERNAL QUESTION PAPER 19 OF 2012)
Mrs J D Kilian (Cope) to ask the Minister of Higher Education and Training:
(1) How many employees in his department in the post level of deputy director to director-general who have been appointed on a (a) permanent and (b) contract basis (i) have been suspended on full salary pending investigations or disciplinary action for periods exceeding three months, (ii) have resigned before the relevant investigations or disciplinary actions were concluded and (iii)(aa) have been found guilty of gross financial misconduct or negligence and dismissed and (bb) were dismissed following due process and disciplinary hearings in the (aaa) 2009-10 and (bbb) 2010-11 financial years;
(2) what total amount was paid in salaries and benefits to the employees while they were suspended;
(3) whether his department has laid criminal charges against any persons following investigations or disciplinary hearings where fraud or corruption was found to have taken place; if not, why not; if so,
(4) whether, subsequent to the specified findings of fraud and corruption, any amounts have been recovered in terms of the relevant provisions of the Public Finance Management Act, Act 1 of 1999; if so, what amounts; if not,
(5) how does he intend to comply with national legislation which was promulgated to prevent corrupt practices and compel authorities to report corrupt practices to law enforcement agencies?
NW2097E
REPLY:
1. (a) One official appointed permanently on a salary level of a Deputy Director was put on precautionary suspension with full pay and the suspension period exceeded three months.
(b) None.
(ii) Not Applicable
(iii) (aa) Not Applicable
(bb) Not Applicable
(aaa) None
(bbb) Not Applicable
2. The total amount paid in salaries and benefits was R258, 666.10
3. The Department has laid criminal charges against the official reported in 1(a) above
4. The office of the State Attorney has made a claim to recover the amount involved in terms of the Public Finance Management Act of 1999 and as amended.
5. The departmental workshops are conducted on a variety of related subject matters including whistle blowing on fraud & corruption and reporting it through the appropriate channels such as the National Anti-corruption hotline; and the Code of Conduct for the Public Servants. The department also has a fully functioning Internal Audit unit which conducts regular audits on matters pertaining to compliance with relevant legislation. Further, there is delegation of authority to officials at appropriate levels and the department adheres to the Supply Chain Management Framework as well as its internal policy on Supply Chain Management.
Reply received: July 2012
QUESTION 1711
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 22/06/2012
(INTERNAL QUESTION PAPER 19 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether his department has put measures in place to ensure that information provided on applications for registering further education and training (FET) colleges is valid; if not, why not; if so, what (a) measures and (b) are the further relevant details?
NW2066E
REPLY:
(a) Yes, the Department strives to ensure that the information reflected in the applications for registration and other related documents is correct and up-to-date.
(b) It does so by constantly engaging with the relevant agencies whose information forms part of the information required in the application forms.
Reply received: August 2012
Reply received: July 2012
QUESTION 1654
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 15/06/2012
(INTERNAL QUESTION PAPER 18 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
1. (a) What is the (i) name and (ii) designation of each specified delegate who accompanied him to the Third International Conference on Technical and Vocational Education and Training (TVET) in Shanghai, China, in May 2012 and (b) for what purpose did each specified delegate accompany him;
2. (a) what are the names of the delegates who accompanied him who are not staff members of his department and (b) why was each specified person included;
3. whether the travel costs of the specified delegates who are not staff members of his department were covered by his department; if not, why not; if so, in each case, what amount was paid for (a) air travel, (b) accommodation, (c) subsistence and (d) local travel;
4. whether the delegation stayed in China only for the duration of the conference; if not, how long did the delegation stay in China;
5. whether the delegation attended any meetings other than the conference; if not, why not; if so, what are the relevant details?
NW1986E
REPLY: (1)
| (a) (i) Names | (i) Designation | (b) Purpose | |
| 1 | Mr Gwebinkundla Qonde | Director General, Higher Education and Training | Conference delegate |
| 2 | Mr John Pampallis | Special Advisor to the Minister | Conference delegate |
| 3 | Ms Nolitha Vukuza-Linda | Education Attaché to UNESCO | Conference delegate |
| 4 | Ms Tembisa Futshane | Acting Chief Director, Institutional Support, Vocational Continuing Education& Training; | Conference delegate |
| 5 | Mr Ghaleeb Jeppie | Chief Director, International Relations | Conference delegate |
| 6 | Mr Nqaba Nqandela | Chief of Staff in the Minister's Office | Support staff to the Minister |
| 7 | Ms Nosipho Makwetu | Minister's Personal Assistant | Support staff to the Minister |
| 8 | Professor Peliwe Lolwana | Technical Vocational Education Expert, Director Education Policy Unit, University of the Witwatersrand and the Chairperson Quality Council for Trades & Occupations | Conference delegate: expert in vocational education and skills development sector. |
| 9 | Mr Edward Majadibodu | Chairperson: National Skills Authority | Conference delegate: expert in governance issues in the skills development sector |
| 10 | Mr Francis Maleka: Chairperson | Deputy Chairperson :Quality Council for Trades and Occupations | Conference delegate: expert in governance issues in vocational education and skills development |
| 11 | Mr Samuel Seepei | Chief Executive Officer: Mining Qualifications Authority | Conference delegate: expert in skills development in the Mining sector |
(2) The conference dealt with issues on Technical and Vocational Education and Training. The Department of Higher Education and Training is working towards an integrated post school education and training system. This conference was relevant to the Ministry, department as well as relevant entities of the Department. The National Skills Authority, Quality Council for Trades and Occupations, and Mining Qualifications Authority are entities under the Skills Development Act.
| (2) (a) Names | (b) reason for inclusion | |
| 1 | Professor Peliwe Lolwana | Was included as the Chairperson of the Quality Council for Trades and Occupations as well as in her capacity as a Presenter at the conference and writer of the concept paper on the role of Middle income Countries in Technical and Vocational Education and Training. |
| 2 | Mr Francis Maleka | Was included in his capacity as Deputy Chairperson of the Quality Council for Trades and Occupations |
| 3 | Mr Samuel Seepei | Was also included as the Chief Executive of the Mining Qualifications Authority |
| 4 | Mr Edward Majadibodu : | Was also included as the Chairperson of the National Skills Authority |
3 The travelling costs of the delegates mentioned in Question 2 were covered by their respective entities because they have their own budget.
4 Yes, the delegates stayed in China for the duration of the Conference.
5 Yes, the Ministerial delegation visited the Shanghai institute of Vocational and Technical Education. The aim was to look at the way in which China is dealing with important issues of research on Vocation Education and Training (VET), learn best practices in the fields as well as gain an understanding of the challenges and trends in VET. In addition, the delegation also visited Shanghai Technical and Vocational Colleges to experience the Chinese TVET system and to learn about successful programmes in practice. We had meetings in Beijing with the Dean of the China-Africa International Business School of Zhejiang Normal University and also visited the Chinese Academy of Governance
Reply received: July 2012
QUESTION 1596
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/2012
(INTERNAL QUESTION PAPER 17 OF 2012)
Mr N J van den Berg (DA) to ask the Minister of Higher Education and Training:
Whether any traffic fines were incurred with regard to any of his official vehicles in the (a) 2009-10, (b) 2010-11 and (c) 2011-12 financial years; if so, what (i) amount in fines was incurred in respect of each specified vehicle in each specified financial year and (ii) are there further relevant details in each case?
NW1925E
REPLY:
(a) Yes
(b) Yes
(c) Yes
Fines were incurred in all the financial years specified, however; there was no financial loss to the Department as representation was made in this regard and all fines were withdrawn.
Reply received: July 2012
QUESTION 1574
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 08/06/2012
(INTERNAL QUESTION PAPER 17 OF 2012)
Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:
Whether he intends to place the University of KwaZulu-Natal under administration; if not, what is the position in this regard; if so, what are the relevant details?
NW1899E
REPLY:
At this stage I am not considering putting the University of Kwazulu-Natal (UKZN) under administration. In terms of the Higher Education Act, 1997 (Act No. 101 of 1997) as amended, the Minister of Education may appoint an Administrator for a public higher education institution in terms of section 41A of the Act, which states:
41A Appointment of administrator(1) If an audit of the financial records of a public higher education institution, or an investigation by an independent assessor as contemplated in section 47, reveals financial or other mal-administration of a serious nature at a public higher education institution or the serious undermining of the effective functioning of a public higher education institution, the Minister may, after consultation with the council of the public higher education institution concerned, if practicable, and notwithstanding any other provision of this Act, appoint a person as administrator to take over the authority of the council or the management of the institution and perform the functions relating to governance or management on behalf of the institution for a period determined by the Minister, and such period may not exceed two years.
I consider the allegations of maladministration and poor governance at UKZN as reported in the Media in a very serious light. However I believe that the University Council should be allowed the space to handle these matters through its own internal governance processes before any outside intervention is introduced in terms of the Higher Education Act.
I have noted the Council's open letter, dated 13 June 2012, on the outcomes of the investigation into the Vice-Chancellor's alleged role in Dr Tahir Pillay's doctoral thesis. In this regard, I am requesting a full report on all allegations, including the outcomes of investigations and the actions taken by Council to remedy the situation.
The response must be informed by an independent investigation into these allegations. The report must also provide me with a detailed timeframe by which Council intends finalising this matter.
Reply received: August 2012
Reply received: June 2012
QUESTION 1462
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/06/2012
(INTERNAL QUESTION PAPER 15 OF 2012)
Ms E More (DA) to ask the Minister of Higher Education and Training:
(1) When was the current Director-General of his department appointed;
(2) whether the Director-General was appointed in a permanent capacity; if not, what is the position in this regard; if so, what are the relevant details?
NW1739E
REPLY:
1. Cabinet approved the appointment of Mr GF Qonde as the Director-General for the Department of Higher Education and Training on 07 September 2011 and he was therefore appointed accordingly.
2. The Director-General of the Department of Higher Education and Training, Mr GF Qonde was appointed in keeping with the Public Service Act of 1994 and Cabinet decision of 05 May 2010 which provides for Heads of National Departments to be appointed for a term of 5 years, which may be renewed depending on performance and at the discretion of Cabinet.
Reply received: August 2012
QUESTION 1449
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/06/2012
(INTERNAL QUESTION PAPER 15 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
(1) Whether an investigation was launched into allegations of financial misconduct at the Tshwane South College; if not, why not; if so, (a) when was the investigation initiated, (b) when was the investigation concluded, (c) who conducted the investigation and (d) what were the findings in this regard;
(2) Whether any recommendations were made stemming from the investigation; if not, why not; if so, (a) what were the recommendations, (b) when were the recommendations implemented and (c) what are the further relevant details?
REPLY:
1. Yes, an investigation was launched into allegations of financial misconduct at the Tshwane South College.
a) Investigation was initiated on 06 December 2011
b) Investigation was concluded on 08 January 2012
c) Kwinana and Associates Chartered Accountants
d) Irregular claims were submitted by the former Council Chairperson to the value of approximately R1 000 000.
2. Yes, there were recommendations made stemming from the investigation.
a) To begin criminal proceedings. Kosyn & Hertzog were consulted in April 2012 and the advice was to begin litigation to recover the funds from the former chairperson.
b) Kosyn & Hertzog have been instructed to commence with proceedings as of May 2012.
Reply received: July 2012
QUESTION 1428
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 01/06/2012
(INTERNAL QUESTION PAPER 15 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
(1) What steps will his department take to ensure that the knowledge and experience of candidates receive due attention in the nomination and appointment of members of university councils;
(2) whether (a) any steps will be taken to remedy the problems identified in the gazetted reports (details furnished) and (b) implement its recommendations; if not, why not; if so, what are the relevant details?
NW1704E
REPLY:
(1) My Department is undertaking an analysis of all current statutes and the composition of councils in order to better understand those that perform well and those that do not. In relation to this, the Department intends developing a set of criteria which will indicate the range of expertise required on councils and will consider amending the Higher Education Act after consultation with all relevant stakeholders in 2013.
In addition, my Department together with experts in the system is developing a programme for training of council members that will first be implemented with Ministerial appointees.
(2) I have considered the findings and recommendations of both reports. The findings as identified by the Independent Assessors are of a serious nature and I have in the light of these decided to appoint Administrators at both institutions to take over the role of Council and to deal with the specific problems identified as per their Terms of Reference.
Reply received: July 2012
QUESTION 1390
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/05/2012
(INTERNAL QUESTION PAPER 14 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether any of the teacher training colleges that are to be re-opened will be used to train lecturers for further education and training (FET) colleges; if not, why not; if so, (a) why and (b) what are the further relevant details?
NW1640E
REPLY:
My Department is working on establishing new teacher education campuses in the country. These are likely to be former Teacher Education College campuses that are under-utilised. The number and location of the campuses will be determined by an accurate analysis of need, suitability and availability.
It is envisaged that initial teacher education programmes (Bachelor of Education degrees) for Foundation Phase teachers and Intermediate Phase teachers will be offered on the new campus sites.
Continuing Professional Development programmes for practicing teachers will also be offered on the new campuses.
Programmes for Further Education and Training (FET) College lecturers will not be offered on the teacher education college campuses. This is because these programmes will need the input and expert contribution of a number of academic departments at universities and universities of technology, that provide strong subject related education in the various relevant technical fields. It is envisaged that universities of technology will play a major role in this regard.
At present, some universities offer the following programmes to FET College lecturers: Vocational Education Orientation Programme (VEOP), National Professional Diploma in Education: Further Education and Training (Vocational Education) and the Post Graduate Certificate in Education: Further Education and Training (Vocational Education). My Department also facilitates a range of workshop programmes for lecturers to support them to implement the FET College curriculum.
A new qualifications policy for FET College lecturers has been developed in consultation with key stakeholders in the field, including universities already involved or who intend becoming involved in offering professional qualifications for college lecturers. Teacher unions, the South African College Principals Organisation, the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) and the Council on Higher Education (CHE) were also consulted. The policy will be published for public comment very soon. Comments received will be used to finalise the policy. Thereafter, higher education institutions will be supported to offer the full range of qualifications as soon as possible.
Reply received: June 2012
QUESTION 1389
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 25/05/2012
(INTERNAL QUESTION PAPER 14 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
What measures does he intend to take to ensure that council members of higher education institutions comply with and meet knowledge and experience requirements pertaining to governance of higher education institutions?
NW1639E
REPLY:
In selecting Ministerial appointees to Councils, I take into account the experience and qualifications of the individuals including their understanding of the higher education system. I have also recently amended the Higher Education Act to include a clause compelling Council members to declare their interests. This clause is intended to improve accountability and limit the possibility of corruption.
My Department has planned to provide training and capacity building to Councils and Ministerial appointees in the current financial year. The training will focus on principles of good governance with particular reference to the KING III report. Universities also have their own individual training workshops where the Department gets invited to present on different topics about governance and the role of Councils.
Reply received: June 2012
QUESTION 1263
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 18/05/2012
(INTERNAL QUESTION PAPER 13 OF 2012)
Mr D A Kganare (Cope) to ask the Minister of Higher Education and Training:
(a)(i) How many institutions of higher learning were placed under administration since his department was established and (b) in each case, (i) what was the cause, (ii) who was the administrator, (iii) how long did it take each administrator to investigate, (iv) how much was paid to each administrator, (v) what was the outcome of the investigation and (vi) what happened as a result of the outcome of the investigation?
NW1459E
REPLY:
Three (3) universities and three (3) FET Colleges have been placed under administration. The Honourable Member should note that Administrators are appointed for an initial 6 months period, possibly renewable, however they cannot be appointed for a period exceeding two years. In each of the above cases, all of them are still conducting their work at these institutions. The table attached outlines responses to all questions above.
Reply received: May 2012
QUESTION 1230
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/05/2012
(INTERNAL QUESTION PAPER 12 OF 2012)
Mr M R Sayedali Shah (DA) to ask the Minister of Higher Education and Training:
What amount has his department spent on (a) catering and (b) entertainment (i) in the (aa) 2009-10, (bb) 2010-11 and (cc) 2011-12 financial years and (ii) since 1 April 2012?
NW1427E
REPLY:
(a) (i) (aa) Not applicable since the Department only became operational with effect from 1
April 2012
(bb) R2.178 million
(cc) R4.105 million (Preliminary outcome)
(ii) R23 532.48 (from 1 April 2012 to date)
(b) (i) (aa) Not applicable since the Department only became operational with effect from 1
April 2010.
(bb) R55 000
(cc) R106 275.44 (Preliminary outcome)
(ii) R0.00 (from 1 April 2012 to date)
Reply received: May 2012
QUESTION 1158
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/05/2012
(INTERNAL QUESTION PAPER 12 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
Whether he has any plans in place to develop historically disadvantaged languages as languages of science and technology at universities; if not, why not; if so, what are the relevant details?
NW1350E
REPLY:
Yes, my Ministry is developing a plan to develop and strengthen historically disadvantaged languages at universities. I have appointed a Ministerial Advisory Panel on African Languages to look into this particular issue, and to advise me on how best to develop African languages as languages of science and technology at our universities. We acknowledge the challenges and difficulties entailed in this process, but we believe that we need to go beyond the mere symbolic representation of these languages and begin to affirm them as languages of scholarship in South Africa. This is not just a constitutional imperative but, indeed, also an issue of social justice. We cannot continue with a situation whereby the languages of the majority of South Africans are practically excluded from our day to day business, especially the business of scholarship and knowledge generation. The Panel will submit its report to me in June 2013 with recommendations on how to proceed with this matter.
It must be emphasised that strengthening and developing African Languages is not just the responsibility of my Ministry. All stakeholders, the universities, civil society and every South African has the responsibility to affirm and develop all African languages as the Constitution of the country stipulates.
Reply received: May 2012
QUESTION 1157
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/05/2012
(INTERNAL QUESTION PAPER 12 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
1. Whether his department has developed a plan for the reopening of teacher training colleges; if not, why not; if so (a) what are the time frames for the process and (b)(i) how many and (ii) which colleges will be reopened;
2. what are the relevant details with regard to the recruitment of lecturing staff?
NW1349E
REPLY:
1 My Department, together with all stakeholders, including the Teacher Unions, Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA), the South African Council of Educators (SACE) and the Department of Basic Education (DBE) developed the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (2011 - 2025). This framework, launched jointly by myself and Minister Motshekga in April 2011, provides the blueprint for the work of the Department in strengthening initial teacher education. One aspect of this is specifically related to the issue of expanding the system by opening teacher education college campuses. This is linked to the broad goal of expanding teacher education provisioning to ensure that more and better teachers are produced in line with system needs, particularly with respect to foundation phase teacher education, where the shortage is most acute.
The Department launched the Strengthening Foundation Phase Teacher Education Programme in July 2011. This has resulted in expanding the involvement of institutions in foundation phase teacher education programmes from 13 institutions in 2008 to 20 institutions in 2012. However this is not sufficient to meet the demand and therefore the former Colleges of Education campuses are being considered as sites for further expansion.
(a) (b) (i) (ii) Specifically plans are advanced for opening of the former Ndebele College of Education campus in Mpumalanga in 2013. This will be opened with an intake of 100 students, in cooperation with the Mpumalanga Department of Education, the National Institute of Higher Education in Mpumalanga and the University of Johannesburg. Processes have also started in KwaZulu-Natal and the Eastern Cape Provinces to identify campuses that will be recapitalised for teacher education purposes. These campuses, attached to existing universities for quality assurance and governance purposes, will initially offer foundation phase teacher education programmes, with the possible extension to intermediate phase teacher education programmes in the medium to long term. The Department is working towards opening these campuses within the next year or so.
Over the medium term, The Department plans to establish at least one teacher education campus in each province, where there is a proven need for additional Foundation Phase and Intermediate Phase teachers, in collaboration with the Provincial Departments of Education and existing institutions.
2 With regard to the recruitment of staff, a programme to strengthen Foundation Phase teacher education is already in place at 16 universities. A component of this programme involves supporting the development of new lecturing staff through scholarships which allow them to engage in post-graduate studies at participating universities. These new graduates will form the pool from which new lecturing staff may be drawn.
Reply received: May 2012
QUESTION 1139
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 11/05/2012
(INTERNAL QUESTION PAPER 12 OF 2012)
Mr I O Davidson (DA) to ask the Minister of Higher Education and Training:
(1) (a) What is the location of the new university which the premier of Mpumalanga announced in his 2012 state of the province address, (b) what criteria were used to decide on the location, (c) which alternative sites were considered and (d) why was each rejected site not chosen;
(2) (a) What is the extent of the consultative process that was followed to choose the location, (b) which interested parties were involved and (c) what was the extent of each interested party's input?
NW1318E
REPLY:
(1) (a) The location for the seat of learning (and sites of delivery) of the new university to be established in Mpumalanga Province has not been announced as yet. I have established a project team under the guidance of a high level steering committee, to assess possible sites against predetermined criteria for a successful university. This process will inform the final selection of the most appropriate seat for the university as well additional sites of delivery. The university is a national institution and therefore must serve both local provincial and national higher education needs, and it is within my competence as the Minister of Higher Education and Training to announce the location and establish the new university. I will therefore announce the site(s) in due course after the assessments are complete and after consultation with relevant stakeholders, including the Premier of the province.
(b) There will still be a formal process to release the set of criteria used for selection of sites.
(c) 11 specific sites in Mpumalanga Province have been assessed.
(d) No announcement has been made regarding the final selection of sites or the rejection of any site. The site for the seat of learning will be selected on the basis of the criteria to enable the establishment of a viable university to accommodate an initial student population of 15 000 with the space for further growth in the future. Additional sites may be identified as sites of delivery to be developed in the long term as part of the planned multi campus university.
(2) (a) Stakeholders were invited to make presentations to the Ministerial Task Team when the original feasibility study for the establishment of the new university was conducted.
(b) Interested parties were persons, companies or land owners (public and private) that made presentations to the task team, approached the Ministry, or have made recommendations through the National Institute of Higher Education (NIHE), which is the coordinating entity for higher education programme offerings in the Province.
(c) Each interested party's input was accompanied by a visual presentation of the possibilities and opportunities, the size of the suggested land, infrastructure available and financial implications in the case where a donation of the land was not suggested.
Reply received: May 2012
QUESTION 1126
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/05/2012
(INTERNAL QUESTION PAPER 11 OF 2012)
Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:
1. Whether the proportional decrease in state financial support for public higher education institutions over the past decade indicates an intention of the Government to continue this trend in future; if not, how was this conclusion reached; if so,
2. Whether he intends to reverse the trend; if not, why not; if so, what are the relevant details?
NW1316E
REPLY:
1. There is no deliberate decrease in state financial support for public higher education institutions. For the past 10 years, from 2002/03 to 2012/13, the total state budget for universities decreased as a percentage of total state finance from 2,75% to 2,49% while the same state budget for universities increased as a percentage of GDP from 0,67% to 0,73%, which shows the total state budget for universities have remained in balance. The decline in the state budget for universities as a percentage of total state finance is mainly attributed to an increase in the total state finances as a percentage of GDP, which increased from 24,23% in 2002/12 to 29,36% in 2012/13.
In 2004/05, a new funding framework for higher education institutions was introduced, reflecting the following state budgets and year-on-year increases:
| Year | Block grant (R'million) | Earmarked grant (including NSFAS and Infrastructure Funding) (R'million | Total grant (R'million) | % increase |
| 2004/05 | 8 568 | 1 311 | 9 879 | |
| 2005/06 | 9 145 | 1 635 | 10 780 | 9.1% |
| 2006/07 | 9 956 | 1 799 | 11 755 | 9.0% |
| 2007/08 | 10 234 | 2 823 | 13 057 | 11.1% |
| 2008/09 | 11 550 | 3 570 | 15 120 | 15.8% |
| 2009/10* | 12 767 | 3 975 | 16 742 | 10.7% |
| 2010/11* | 14 533 | 4 575 | 19 108 | 14.1% |
| 2011/12* | 16 387 | 5 610 | 21 997 | 15.1% |
| 2012/13* | 17 434 | 6 847 | 24 281 | 10.4% |
*Excluding Funza Lushaka Bursary Programme
It is clear from the information reflected in the above table that there was no year-on-year decrease in state funds towards higher education institutions. In fact these figures prove that the state is serious about funding higher education and increases in the universities budget have been very generous and in most cases far above inflation. Furthermore, the budget from 2009/10 does not include the Funza Lushaka Bursary Programme which is now under the Department of Basic Education after the establishment of the Department of Higher Education and Training in 2009 as a stand-alone department. To further show commitment of the state contribution to higher education, the Minister of Finance in his 2012 Budget Speech announced an additional allocation of R850 million over the MTEF baseline for university infrastructure.
Over and above these funds allocated by the state, the National Skills Fund (NSF) under my stewardship provides bursaries to students at universities. The contribution of the NSF since 2002 to 2012 amounts to R2.8 billion.
2. As the Minister of Higher Education and Training, I do not determine the final state budget to universities. Bids for additional funds for universities are presented to Treasury on an annual basis, after which Treasury finalises what the country could afford to spend on higher education. Funds allocated by the Government to universities are not designed to meet specific kinds or levels of institutional costs in full, but are intended to pay for the delivery of teaching and research-related services linked to approved institutional three-year "rolling" plans.
In 2011, I appointed a Funding Review Committee, chaired by Mr Cyril Ramaphosa, which is still in the process of reviewing the total state budget for higher education institutions as well as the need for additional state funds. It needs to be emphasised that the cost of higher education is a shared responsibility between the state and universities. Universities generate revenue from student fees and other third stream income such as donations, research, professional services and short courses
Reply received: May 2012
QUESTION 1093
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 04/05/2012
(INTERNAL QUESTION PAPER 11 OF 2012)
Mr N D du Toit (DA) to ask the Minister of Higher Education and Training:
1. (a) What are the (i) yearly rental and (ii) floor space of the (aa) current and (bb) previous premises occupied by his department's head office and (b) when (i) was the current building occupied and (ii) does the current lease expire;
2. whether his department publicly invited tenders prior to the leasing of the current premises; if not, why not; if so, (a) when, (b) where was it published and (c) which (i) companies and (ii) properties were shortlisted;
3. what (a) floor space was offered and (b) annual rental was tendered (i) by each shortlisted company and (ii) with regard to each shortlisted property?
NW1281E
REPLY:
1. (a) (i) The yearly rental is R15 344 8777.60 (R1 278 739.80 monthly) for offices in 123 Schoeman Street. The building where INDLELA is based in Olifantsfontein is state owned, that is, it is owned by the Department of Public Works.
(ii) (aa) The current floor space is 19024m² at 123 Schoeman Street and 25159m² at INDLELA
(bb) The Department of Higher Education and Training (DHET) took over occupation of a building that was occupied by the then Department of Education
(b) (i) DHET occupied the building from 01 April 2010 when the Department of Education split into two departments.
(ii) The current lease was extended by the Department of Public Works (DPW) with effect from 01 February 2012 to 30 January 2015, with an option to terminate earlier.
2. The Department of Public Works is responsible for acquiring government buildings and all processes of acquiring buildings are done by the same.
(a) In 2011, the Department of Public works invited tenders for office accommodation for DHET.
(b) The tender was advertised in the Government Gazette (24 June 2011 and issued an erratum on 17 July 2011).
(c) (i) & (ii) DHET is not privy to the information requested as indicated in point 2 above; the information could be requested from the Department of Public Works.
3. (a) The information is not known to DHET, but the department required a space of 24 001m² with an estimated growth of 5000m² and 503 parking bays.
(b) (i) It is not known to DHET as the Department of Public Works handles all processes of acquiring buildings for office accommodation.
(ii) It is not known to DHET as the Department of Public Works handles all processes of acquiring buildings for office accommodation.