Questions & Replies: Higher Education

2012-06-30

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Reply received: May 2012

QUESTION 841

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/04/2012

(INTERNAL QUESTION PAPER 09 OF 2012)

Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:

1. Whether any students have currently been waiting for longer than six months to receive certificates after completing their training and evaluation at further education and training (FET) colleges; if so, (a) how many and (b) from which FET colleges;

2. what (a) are the reasons for the delay in issuing the certificates and (b) steps has his department taken in this regard?

NW1018E

REPLY:

1. Yes. However, in the main all candidates meeting the requirements have been issued with certificates until the August 2011 examination cycle. The delay that ended up exceeding 6 months affects N1 – N2 and N4 – N6 Programmes.

(a) 22190 candidates

(b) All colleges that offer Report 191 Engineering programmes

2. (a) The Department of Higher Education and Training (DHET) together with the Quality Assurance Councils are in the process of reviewing all the N programme certificates. At the moment the Government Printers are finalising the improved security features on the paper to be used for these certificates. Furthermore the N4 to N6 certificates had to be amended to reflect the Quality Council for Trades and Occupations (QCTO) as the quality assuror.

(b) DHET has been issuing confirmation letters to all candidates as evidence of performance which could be used to access either job market or institutions of higher learning. All outstanding certificates will have been issued to candidates by 31 July 2012.

Reply received: May 2012

QUESTION 818

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/04/2012

(INTERNAL QUESTION PAPER 09 OF 2012)

Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:

(a) What activities has his department initiated to build the capacity of agencies in terms of Outcome 6 of skills development and (b) which agencies have been the beneficiaries?

NW991E

REPLY:

a) The Department of Higher Education & Training (DHET) registered 74 agencies called Employment and Skills Development Agencies (ESDAs). These agencies are established in terms of Section 17(7) of the Skills Development Act and currently regulated by Learnership regulation 2007, No. R. 519. The ESDAs registration expired on 31 March 2012, with the ESDAs being placed on the National Skills Fund (NSF) database.

The key functions of these agencies are to:

· Support Small, Medium and Micro Enterprises (SMMEs);

· Increase the number of employers (SMMEs) involved in skills development;

· Recruit learner (Increasing the number of registered learners in the learning programmes);

· Assist in identifying appropriate skills needs for the employer;

· Conclude agreement with employer for the implementation of learning programmes;

· Assist in identifying appropriate and registered Skills Development providers;

· Conduct induction for both learners and employers;

· Conclude agreement with employer, learner and training provider;

· Register the learning programme with SETAs;

· Ensuring learning takes place as per contract;

· Provide all relevant support to employers;

· Assist in ensuring that the learners receive their stipend/allowance on time;

· Keep records of all learning activities and register them;

· Keep workplace learner records;

· Provide mentoring to learners;

· Ensure learner certification after completion of the learning programme;

· Assist learners with employment opportunities or further study; and

· Overall project management of learning in skills development.

During implementation of ESDA programmes in skills development, the DHET was able to monitor and evaluate ESDAs. Based on the results of monitoring and evaluation, the DHET is in the process of making a regulatory framework that will address amongst others partnerships, funding, contribution to government priorities including outcome 6.

b) The framework for ESDAs has been revised considering the post school landscape specifically in regards to the FET Colleges and SETAs to the workplace as well as University, SETA and workplace partnerships, resulting in the draft Agency framework in line with the National Skills Development Strategy.

Reply received: May 2012

QUESTION 817

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 20/04/2012

(INTERNAL QUESTION PAPER 09 OF 2012)

Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:

Whether any progress has been made to develop a framework that is performance orientated in order to (a) strengthen and (b) fast track sectoral research and planning capacity; if not, why not; if so, what are the relevant details?

NW990E

REPLY:

Yes, progress has been made to develop frameworks that are performance orientated in order to strengthen and fast track sectoral research and planning capacity. Details are as follows:

1. The following are the initiatives based on the strategic plan of the Department of Higher Education and Training (DHET), the Minister's Delivery Agreement for Outcome 5 and the National Skills Development Strategy III:

i. The development of the DHET information framework and integrated Higher Education and Training Management Information System (HETMIS) to provide accurate and integrated data for post-school sector research and planning purposes;

ii. The Information Framework for the DHET, together with its institutions and entities, has been developed and will be implemented during the 2012/13 year;

iii. Data from the following entities and institutions of the post-school sector will be integrated into a single system for planning and research purposes and the system will be fully operational by March 2014, with some aspects operational by March 2013:

a. Higher Education Institutions (Public and Private);

b. Vocational and Continuing Education Institutions (Public and Private);

c. The National Examinations System;

d. Sector Education and Training Authorities (SETA);

e. The South African Qualifications Authority (SAQA);

f. Quality Councils:

· The Council on Higher Education (CHE)

· UMALUSI

· The Quality Council on Trades and Occupations (QCTO)

· The National Artisan Moderation Body (NAMB);

· National Student Financial Aid Scheme (NSFAS);

· National Skills Fund (NSF).

iv. The integrated system will also interface with relevant datasets from external departments such as the Department of Basic Education, Labour, and similar to ensure that sector wide planning is possible.

2. Strategic Intelligence Project

The DHET has engaged the services of a consortium of research partners, lead by the Human Sciences Research Council (HSRC), to strengthen the research and planning capacity of the DHET.

The following aspects were covered by the project which commenced with the presentation of the research concept papers on 3 and 4 May 2012:

o Theme 1: Labour Market Analysis framework, data and information systems;

o Theme 2: Skills forecasting: the supply and demand model;

o Theme 3: Sectoral Analysis;

o Theme 4: Reconfiguring the post school sector;

o Theme 5: Pathways through education and training and into the workplace; and

o Theme 6: Understanding changing artisanal milieus and identities.

The project aims to:

· allow for the institutionalization of a more credible policy-oriented evidence and strategic intelligence capability nationally;

· assist the DHET and SETAs, to plan the post-school system in relation to labour market demand in distinct sectors;

· assist education, training and skills development institutions to understand their tasks of creating a new generation of South Africans prepared to participate in a globalised knowledge economy;

· highlight blockages experienced by unemployed youth;

· contribute to building a research community by training interns and young researchers, supporting post-graduate students, and encouraging debate and collaboration across research agencies; and

· facilitate active interaction between researchers and policy makers.

3. The development of a framework for the provision of career advice and information services in the country and the development of a national career advice system.

Together with the delivery partners on Outcome 5, the DHET and SAQA have developed a framework for cooperation for the supply of career information and services for all citizens to enable them to make informed career decisions, so that the skills needs of the country may be met. The framework will be implemented during 2012/13.

In addition, the DHET and SAQA are developing a web based national career advice portal that will link the information from the Labour Market Information System, with information from the integrated HETMIS to provide learners in the country with comprehensive information for career planning to meet the skills needs of the country. The career system will include the following:

· A learning pathways directory to provide users with a step by step guide to reaching their selected occupation;

· A learning directory of all study and learning opportunities (linked to geographic location and funding options);

· An occupational information centre where information on different occupations can be explored; and

· An e-portfolio to manage their personal career paths.

4. The current policy framework is both developmental and performance based in nature. It consists of two mechanisms through a funding mechanism namely a research output grant and a research development grant.

5. The Policy and Procedures for the Measurement of Research Output of Public Higher Education Institutions (2003) outlines the criteria to be used by institutions when claiming research output grants. Institutions receive subsidy for the number of approved published research outputs in each accredited journals, scholarly books and peer-reviewed published conference proceedings. The policy requires that all public higher education institutions submit to the Department their annual claims for research outputs published in journals, books and conference proceedings accompanied by the relevant supporting documentation. Based on calculations of units for approved publications institutions are provided with research subsidy. The policy also explains the quality mechanisms which are used to ensure that only quality publications receive subsidy. These include the requirement that all publications are peer reviewed, lists of accredited journals and a research outputs evaluation panel, consisting mainly of Deputy Vice-Chancellors. Research that quality assures all publications annually and determines which books and conference proceedings qualify for subsidy.

Over the last few years the Department has carried out background research on aspects of this policy in order to ensure that it attains the desired results. As a consequence of this process, some improvements to the policy have been drafted and after the necessary consultation and approval these will be implemented. Furthermore, a working group was established to consider ways of recognising outputs in the creative and performing arts. This working group will submit a report to the Minister on its findings.

6. Research Development Grants are provided to those institutions which lack the necessary research capacity and therefore fail to meet their research targets. These grants are earmarked for research development purposes and their main purpose is to support staff development, i.e. Masters and Doctoral qualifications. This year the Department has introduced new criteria outlining more clearly the specific ways in which institutions can use research development grants. Institutions are required to provide details on their planned use of the grants prior to receiving them and a progress report must be submitted at the end of the financial year to ensure that these grants are used for the intended purposes. The Department is also developing a new system for the allocation of these grants. A Task Team established to advise on the value of these grants recommended that all institutions need to develop their research capacity and that all institutions should, therefore, qualify for these grants. Furthermore, the new policy will ensure that the value of the grants is consistent to allow institutions to plan better.

7. The impact of these policies is evident in the annual increase in research output across the system as a whole and at all types of institutions. Furthermore, indicators suggest that quality is also improving. For instance, an increasing number of South African journals are now listed on the prestigious Thomson Reuters Web of Science Index. The percentage of output in journals listed on this index is also growing.

Reply received: August 2012

QUESTION 799

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/03/2012

(INTERNAL QUESTION PAPER 08 OF 2012)

Dr A Lotriet (DA) to ask the Minister of Higher Education and Training:

1. Whether he has placed restraint-of-trade agreements in place for (a) the vice chancellor and (b) each deputy vice chancellor of each of South Africa's 23 Traditional, Comprehensive and Technological Universities; if not, why not, in each case; if so, in each case, what is the (i) value in monetary terms and (ii) nature of the agreement;

2. What is the current annual salaries of (a) the vice chancellor and (b) each deputy vice chancellor of each specified Traditional, Comprehensive and Technological University?

NW970E

REPLY:

1. No, I have not placed restraint-of-trade agreements because I do not appoint Vice-Chancellors and Deputy Vice-Chancellors, they are appointed by Councils of higher education institutions.

2. Tables (a) and (b) below reflect the current annual salaries of Vice-Chancellors and Deputy Vice-Chancellors.

Reply received: May 2012

QUESTION 733

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/03/2012

(INTERNAL QUESTION PAPER 08 OF 2012)

Ms M R Shinn (DA) to ask the Minister of Higher Education and Training:

Whether any officials from (a) his department and (b) any entities reporting to him were on an official visit to Bloemfontein in (i) December 2011 and (ii) January 2012; if so, in each case, what (aa) is the (aaa) name and (bbb) position of the specified official, (bb) was the (aaa) purpose and (bbb) date of such visit and (cc) was the cost of (aaa) transport, (bbb) accommodation and (ccc) other expenses?

NW901E

REPLY:

(a) No official from the Department went to Bloemfontein for an official visit during the period in question.

(b) The following entities did not undertake official trips to Bloemfontein:

1. FASSET

2. BANKSETA

3. CHIETA

4. FP&M SETA

5. ETDP

6. EWSETA

7. FOODBEV

8. INSETA

9. LGSETA

10. MICT

11. MQA

12. MERSETA

13. PSETA

14. TETA

15. W&RSETA

16. SAQA

17. NSFAS

18. CHE

(b) The Entities tabulated attached undertook official trips to Bloemfontein

Reply received: April 2012

QUESTION 714

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/03/2012

(INTERNAL QUESTION PAPER 08 OF 2012)

Mrs H Lamoela (DA) to ask the Minister of Higher Education and Training:

Whether undergraduate social work curricula in South African tertiary education institutions include modules dealing with substance abuse; if not, why not; if so, (a) how many modules and (b) how many hours are spent teaching each module?

NW878E

REPLY:

Substance Abuse and Substance Dependence are both included as part of the curriculum of all the social work professional four year bachelor's degrees offered by public universities in South Africa. The academic year in which these modules are offered differ depending on the extent to which the knowledge of substance abuse and dependence is a requirement to become a social worker in a specific geographic area. For example, the University of Stellenbosch has moved its 48 credit module in Substance Abuse and Dependence from the 3rd to the 4th year level in order to deepen the level of understanding and exit level outcomes that must be achieved by the students. This is a full year-long module. The University of Cape Town has opted for a different approach by including Substance Abuse and Dependence as an elective module in their Bachelor of Arts Honours in Social Science. It is therefore offered at different levels depending on the target group (university community) and geographical location of the university. In both examples the module would have a credit weight at NQF Level 8 of 48 credits, implying 480 notional hours, and typically 10% of a professional bachelor's degree programme. This would include at least 30 hours of face-to-face lecturing.

Reply received: April 2012

QUESTION 663

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/03/2012

(INTERNAL QUESTION PAPER 08 OF 2012)

Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:

(a) How many students from (i) the Southern African Development Community (SADC), (ii) Africa and (iii) around the world are enrolled in SA Universities and (b) which universities had the highest number of foreign students in each case in (i) 2007, (ii) 2008, (iii) 2009, (iv) 2010 and (v) 2011? NW822E

REPLY:

(a) The breakdown below indicates as follows:

(i) Students from the Southern African Development Community (SADC),

SADC EXCL SOUTH AFRICA
Institution	2007	2008	2009	2010
Cape Peninsula University of Technology	1 269	1 345	1 495	1 588
University of Cape Town	2 299	2 196	2 102	2 137
Central University of Technology, Free State	531	579	617	630
Durban University of Technology	242	236	273	293
University of Fort Hare	1 182	1 310	1 362	1 388
University of the Free State	1 533	1 850	1 863	2 151
University of Johannesburg	1 101	1 271	1 288	1 531
University of KwaZulu-Natal	1 403	1 421	1 481	1 565
University of Limpopo	325	303	291	318
Nelson Mandela Metropolitan University	1 108	1 130	1 138	1 134
North West University	4 208	3 908	3 602	3 240
University of Pretoria	1 717	1 905	2 117	2 325
Rhodes University	1 166	1 116	1 171	1 190
University of South Africa	17 622	20 631	15 682	18 647
University of Stellenbosch	946	1 073	1 244	1 414
Tshwane University of Technology	1 361	1 512	1 551	1 486
University of Venda	203	223	345	441
Vaal University of Technology	1 088	1 198	1 338	1 477
Walter Sisulu University	141	198	277	353
University of Western Cape	644	686	714	792
University of Witwatersrand	1 446	1 614	1 782	1 955
University of Zululand	59	75	90	65
Mangosuthu University of Technology	115	78	82	84
Total	41 709	45 858	41 905	46 204

(ii) Students from Africa (excluding SADC)

Institution	2007	2008	2009	2010
Cape Peninsula University of Technology	361	451	577	718
University of Cape Town	561	584	630	684
Central University of Technology, Free State	16	20	18	18
Durban University of Technology	33	46	53	61
University of Fort Hare	125	132	148	196
University of the Free State	165	163	213	154
University of Johannesburg	421	483	540	578
University of KwaZulu-Natal	650	701	786	775
University of Limpopo	98	114	119	122
Nelson Mandela Metropolitan University	401	418	415	428
North West University	227	222	203	180
University of Pretoria	679	716	717	693
Rhodes University	98	125	129	134
University of South Africa	2 766	3 265	3 815	4 067
University of Stellenbosch			231	237
Tshwane University of Technology	456	545	601	616
University of Venda	32	27	35	31
Vaal University of Technology	213	216	192	202
Walter Sisulu University	56	72	76	93
University of Western Cape	283	351	444	488
University of Witwatersrand	588	591	605	550
University of Zululand	445	303	111	91
Mangosuthu University of Technology	5	2		1
Total	8 679	9 547	10 658	11 117

(iii) Students from countries around the world

Institution	2007	2008	2009	2010
Cape Peninsula University of Technology	221	205	196	188
University of Cape Town	1 598	1 628	1 518	1 758
Central University of Technology, Free State	28	25	27	18
Durban University of Technology	46	35	28	28
University of Fort Hare	6	15	12	16
University of the Free State	183	182	157	152
University of Johannesburg	91	116	122	107
University of KwaZulu-Natal	584	466	379	328
University of Limpopo	100	72	54	38
Nelson Mandela Metropolitan University	434	449	402	496
North West University	138	116	135	116
University of Pretoria	707	669	664	668
Rhodes University	204	199	189	172
University of South Africa	1 726	1 666	1 505	1 606
University of Stellenbosch	1	1	927	1 078
Tshwane University of Technology	176	124	123	135
University of Venda	5	3	4	1
Vaal University of Technology	11	17	9	6
Walter Sisulu University	55	15	23	20
University of Western Cape	129	104	102	96
University of Witwatersrand	692	509	436	418
University of Zululand	1	2	4	2
Mangosuthu University of Technology		1
Total	7 136	6 619	7 016	7 447

(b) From 2007 to 2010, Unisa had the highest number of student enrolments from the SADC region as well as from the rest of the African continent. In relation to students from other countries, Unisa had the highest enrolments in 2007 to 2008 with University of Cape having the highest numbers in 2009 to 2010. Data from universities on student enrolment for 2011 will only be available at the end of May 2012.

Reply received: April 2012

QUESTION 662

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 16/03/2012

(INTERNAL QUESTION PAPER 08 OF 2012)

Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:

Whether the Southern African Development Community (SADC) member states agreement of 1997 (details furnished) is still operational; if not, why not; if so, what are the relevant details? NW821E

REPLY:

Yes, the SADC Protocol on Education and Training is still operational. The Protocol as the Honourable MP may recall provides a framework for educational cooperation in the region. This include amongst others working towards the harmonisation of qualification frameworks to facilitate student and staff mobility across the region. Overall, the Protocol aims to improve the standard and quality of higher education and research within SADC by promoting co-operation and creating intra-regional synergies in different education areas.

Specifically, the Protocol encourages member states to widen provision and access to education, rationalise admission requirements and achieve a partnership approach to the financing of education and training among member states. The agreement also calls upon member states to encourage their universities to reserve at least 5% of admission places for students from other SADC countries.

Since signing the Protocol/ Agreement in 1997 our universities have responded very positively. In 2010 of the total 892 936 headcount enrolments in our universities about 5% (46 207) were from SADC countries.

Reply received: April 2012

QUESTION 571

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9 MARCH 2012

(INTERNAL QUESTION PAPER 7

Mr S C Motau (DA) to ask the Minister of Higher Education and Training:

(1) Whether his department has an internal audit unit; if not, why not; if so, (a) how many staff members are employed in the unit and (b) what (i) is the structure and (ii) are the functions of the unit;

(2) whether the audit committee considers the internal audit reports; if not, why not; if so, what are the relevant details;

(3) whether he holds meetings to discuss (a) the internal reports and (b) their findings with the audit unit; if not, why not, in each case; if so, (i) on what dates since 1 April 2010 has each specified meeting taken place and (ii) what are the further relevant details?

NW736E

Reply:

(1) (a) The department has an internal audit unit that comprises of 6 staff members.

(b)(i) The internal audit unit composes of 1 Director, 2 Deputy Directors, 2 Assistant Directors and 3 Auditors.

(b)(ii) The functions of internal audit are to conduct risk based regulatory and compliance audits on the adequacy, effectiveness and internal controls over the department's risk management and governance processes.

(2) All the Internal Audit reports are tabled and discussed at the Audit Committee meetings. Audit findings that need to be followed up remain on the Audit Committee's agenda as standing items until resolved.

(3) (a) and (b) Yes, I meet Internal Audit Unit in relation to internal reports and findings. Internal Audit reports are also communicated to me in cases of high risk areas and if it could have serious impact on the Department.

(i) Meetings to discuss the outcome of a fraud investigation were held on 3 and 15 December 2010.

(ii) The report and findings were shared with me as well as the anticipated disciplinary steps and the departmental controls to be implemented to improve the situation.

Reply received: April 2012

QUESTION 537

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9 MARCH 2012

(INTERNAL QUESTION PAPER 7

Mr D A Kganare (Cope) to ask the Minister of Higher Education and Training:

(1) (a) At which universities has he appointed assessors since his appointment in 2009, (b) what gave rise to the appointment of each assessor, (c) what were the findings of each assessor, (d) how long did each assessor take in each university and (e) how much did each assessor get paid for their task;

(2) whether he has found that assessors gave value for money spent; if not, what is the position in this regard; if so, what are the reasons for the conclusion? NW691E

Reply:

Reply to question 1 see attached table.

(2) Yes assessors have given value for money spent. Assessors have been able to identify key issues that confront some of our higher education institutions which enabled/will enable me as the Minister to initiate appropriate interventions that will restore good governance and most importantly the culture of teaching and learning at these institutions

Reply received: March 2012

QUESTION 485

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2012

(INTERNAL QUESTION PAPER 6 OF 2012)

Mr N J van den Berg (DA) to ask the Minister of Higher Education and Training:

Whether he met with the internal audit committee in the (a) 2010-11 and (b) 2011-12 financial years; if not, why not; if so, (i) on which dates did they meet and (ii) what are the further relevant details?

NW634E

REPLY:

(a) (i) I did not meet with the internal audit committee in 2010-11

(ii) As a Minister, I am not expected to attend meetings of the department. The Terms of Reference of the Audit Committee stipulate that the Audit Committee is advisory in nature and not an executive committee.

It is not a requirement for the Audit Committee to meet with the Minister because the purpose of the Audit Committee is to assist the Accounting Officer in fulfilling oversight responsibilities regarding the financial reporting process, the system of internal control, management of risks, the audit process, the monitoring of compliance with laws and regulations as well as the Department's own code of business conduct. The Audit Committee has never requested to meet me for any purpose.

(b) (i) The answer is the same as (a) (i) above

(ii) Falls away

Reply received: April 2012

QUESTION 432

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2012

(INTERNAL QUESTION PAPER 6 OF 2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

1. What amount was (a) budgeted for, and (b) spent since the launch of, the National Artisan Moderation Body (NAMB) on 30 November 2010;

2. Whether the NAMB has (a) undertaken or (b) facilitated any moderations with regard to the certification of artisans since its formation; if not, why not, in each case; if so, how many, in each case?

NW576E

REPLY:

1 (a) and (b)

On 30 November 2010, I launched the National Artisan Moderation Body (NAMB). Since that time it has operated within the Department of Higher Education and Training (DHET) and has been funded from funds allocated from the trade testing Chief Directorate INDLELA with the current NAMB personnel temporarily seconded from other sections of the Department. NAMB has therefore not had its own dedicated budget. To rectify this situation going forward, the department submitted a bid to National Treasury as part of the annual MTEF process in November 2011. The bid was for R79 million to fund the operationalisation of NAMB over the three year period of April 2012 to March 2015. The bid was unsuccessful.

Under Section 26A of the Skills Development Act, the Director-General of DHET is responsible for providing the NAMB with personnel and financial resources. As a consequence, the Director-General has proposed that a three year NAMB Project be established, funded from the National Skills Fund (NSF). The plan has been submitted to the NSF and final approval is anticipated shortly.

The Department will continue to approach National Treasury annually as part of the MTEF process to source voted funds from April 2015 onwards to ensure the sustainability of the NAMB beyond the three year NSF project.

2 (a) and (b)

At present, the legislative policy framework and thus the responsibility for the moderation of artisan learner certification resides with the Sector Education and Training Authorities (SETAs) by virtue of the fact that:

· The SETAs assumed the powers of the Industry Training Boards when the Industry Training Boards were closed on 31 March 2000. Those powers include the moderation of artisan learner certification for apprentices under the auspices of the Manpower Training Act of 1981; and

· The SETAs have had their status as accredited by Education and Training Quality Assurance bodies (ETQAs) extended by the South African Qualifications Authority (SAQA) under delegation from the Quality Council for Trades and Occupations (QCTO) until 30th September 2012 responsible for the moderation of artisan learner certification for learnerships under the auspices of the Skills Development Act of 1998.

As a consequence of the above current legislative policy framework and with due consideration for the fact that the NAMB has no direct funding mechanism yet (as explained under reply to Question 1 above ), the NAMB has to date not undertaken or facilitated any moderations.

However considerable developmental work has been undertaken by NAMB in close collaboration with the QCTO. This developmental work has the objective of coordinating all artisan development work in the Republic within the NAMB as contemplated in Section 26A of the Skills Development Act of 1998. At present, the target date for implementation is 1st October 2012. Under the revised Skills Development Act of 2008, the certification of those who successfully pass their trade tests is a function of the QCTO (Section 26D (4). This function will in future be performed on the advice of NAMB.

Whilst NAMB is building its capacity and securing its funding base, moderation work has however been undertaken by INDLELA on behalf of DHET as it has subject matter expertise in a range of trades. INDLELA has audited 40 Services SETA Accredited Trade test centres and reports submitted to the Department, Trade Test Centres and the Services SETA. INDLELA has also conducted the following audits of those centres which have voluntarily implemented earlier revised trade tests:

· 24 CHIETA Accredited Trade test centres were audited for the voluntary implementation of the revised trade tests.

· 9 MerSETA Accredited Trade test centres were audited for the voluntary implementation of the revised trade tests.

Reply received: March 2012

QUESTION 401

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 02/03/2012

(INTERNAL QUESTION PAPER 6 OF 2012)

Mr A M Mpontshane (IFP) to ask the Minister of Higher Education and Training:

Whether he has taken any steps to improve the (a) human and (b) infrastructural resources of satellite campuses of further education and training colleges; if not, why not, in each case, if so, what are the relevant details in each case?

NW528E

REPLY:

a) Yes. The Department through the Further Education and Training Bargaining Unit signed a Collective Agreement for lecturers and support staff to ensure equality in salaries. This also ensured an improvement in the salary dispensation for all staff. R 3 billion is spent on salaries in the sector which is an improvement from the R 1.2 billion spent in 2010. As colleges expand it is imperative that more qualified personnel be appointed.

b) Yes. An assessment of physical resources is conducted with each annual planning cycle. These requirements are then utilised to develop funding bids to various sources of funding. Along with the regular Treasury Bid, and other state bids, this year the resources of the NSF have been geared up to support priority infrastructure needs. This includes all sites of the learning that the college has in operation. There are two types of improvement, refurbishing and building new infrastructure. In the case of the former the bid for 2011 was of the order of R1.45bn and the bid for new infrastructure was R29bn. The process to secure additional funds is continuing.

Reply received: April 2012

QUESTION 329

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2012

(INTERNAL QUESTION PAPER 4 OF 2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

1. Whether he has been informed of allegations against the chairman of the Food and Beverages Sector Education and Training Authority (FoodBev SETA) for intervening in the disciplinary process of a staff member who was dismissed after having been found guilty for abusing Sector Education and Training Authority (SETA) resources for personal gain; if not, why not; if so, what steps has he taken as a result;

2. Whether his department has policies and procedures in place to manage the roles of the accounting authority with regard to (a) the clear distinction between SETA management and the accounting authority, (b) the undermining of the management's authority and (c) general staff morale; if not, why not; if so, what are the relevant details;

3. Whether the chairperson of the accounting authority of the FoodBev SETA is a former office bearer of the Food and Allied Workers Union (FAWU); if so,

4. Whether he has been informed that the chairperson overturned a SETA management decision granting permission to National Education Health and Allied Workers Union (Nehawu) to address the FoodBev SETA staff; if not, what is the position in this regard; if so, what are the reasons for overturning this decision;

5. Whether he intends issuing clear directives on the (a) responsibility and (b) role of the accounting authority in SETAs; if not, why not; if so, what are the relevant details?

NW409E

REPLY:

1 Indeed I was informed about the allegations after my Department received an anonymous letter detailing the allegations. Subsequent to the alert, my Department requested the SETA in question to respond to the allegations. and inIn theirIn its response, it was indicatedthe SETA stated that the Chairperson intervened in the disciplinary process against an employee at the FoodBev SETA. The employee brought the issue to the attention of the Chairperson and indicating that management was subjecting her to a disciplinary hearing for allegedly using the courier service for personal use. The incident happened while a forensic investigations were taking place at the FoodBev SETA. The employee felt that sheand based on that the employee was being singled out while because other employees within the SETA also who also used the courier services for the same purpose, how had no action was taken against them.

The Chairperson reported the matter to EXCO, which subsequently took a decision to refer the allegations to the forensic investigators to determine if the employees, including the employee concerned,, were indeed ,,using the courier services for personal use as was alleged. Management was informed of EXCO's decision, but insteadhowever,but nonetheless went ahead with the disciplinary action of the said employee. Management presented stated to the Chairman chairman of the disciplinary hearing that there was no other employee found to have been using the courier services for personal use.

The employee in question was subsequently dismissed. Thereafter where after the matter was discussed by the Accounting Authority which took a decision to reverse Management's heist decision to discipline this particular employee before the outcome of the forensic report. in order to avoid any inconsistency and cover ups.

The forensic report whenas finally tabled which indeed showed that the allegations by the employee concerned were correct. and that oOther employee,s (including the CEO),s were also using SETA resources for implicated as well as the CEO who was found to have been using the courier services for personal use.

Had the Accounting Authority not acted taken the matter to forensic investigation, in the manner as indicated, the SETA would have run the risk of losing the case for dismissing the employee in question at the CCMA for reasons relating to inconsistency.

The Accounting Authority has since suspended and charged the CEO and the Project Manager for non-compliance and for violation of rules , the approved constitution, PFMA and other laws pertinent to the SETA. The employee concerned is in the process of being charged again, together with , as well asother other employees implicated in the forensic investigations report.

Lastly, according to the Chairperson, it is clear that the action of management was to interfere with the forensic investigation and to undermine EXCO which took a decision to allow the investigation to be conducted before any action was considered against any employee by pressing ahead with disciplining an employee on a matter subject to the forensic investigation.

2 (a) I have approved Regulations to improve the Governance of the Accounting Authorities as well as the management and performance of SETA CEOs. My Department has developed a model constitution applicable to all SETAs in which the roles of the Accounting Authority as well as the SETA management are clearly stipulated. Furthermore, the new Accounting Authority of FoodBev SETA has approved delegation of authority in writing separating its duties from that of its committees, the CEO and of Management.

(b) My Department further requested, the Accounting Authority of FoodBev SETA to respond to the allegation that they undermined the authority of the SETA Management. According to the Accounting Authority, they did have not receive d any complaints from any managerManagement relating to implying its that his/her ability to carry out its duties as outlined in the constitution, it suggested that If anymembers of Management could be one feelingt undermined becausewhich they are not aware of it might in the past there was no clear delegation of authority by the previous Board.

(c) The Accounting Authority confirmed that staff morale is positive after normalised working hours and working conditions have been introduced and greater emphasis is placed on work ethics and professional work behaviour. The staff members are working as a team to provide ongoing support to companies and learners in the sector. whereas iIn the past staff used to comewould come tocome to work at any time and leave at any time as they pleased demonstrating unethical habitsno sense of responsibility towards their duties and a distinct lack of professionalism.. Staff has since adjusted to what should be normal employment practices and work has been re-allocated, due to the suspension of the two senior officials ( CEO(CEO and the Project Manager).

3 I am aware that the Chairperson of FoodBev SETA was a former office bearer of the Food and Allied Workers Union (FAWU). He was not appointed to be an extension or a representative of a trade union but as an Independent Chairperson to exercise oversight role as required by the SETA constitution and relevant legislation. There is nothing no conflict with existing legislation and regulationswrong in appointing a person who was an office bearer of at anany organisation, be it a union or business concern. The only stipulation is that that person is independent of that organisaitonorganisation.

as long as the person will be independent.

4 My Department was informed by the Accounting Authority, that the Chairperson received a request informing him that NEHAWU wished to address the staff and the Management of the FoodBev SETA duringSETA during working hours. The Chairperson, in his response to NEHAWU, requesting requested clarity on set compliance with all prescribed requirementsregulations and policy in order to finalize respond appropriately to their request.

5 Based on the aforesaid, It thenit emerged that there union had not hadwas not a single staff member belonging to their unionNEHAWU in the SETA and in the absence of the abovebecause of this the Chairperson advised that the union could not address the staff and management during working hours. It was suggested that an address of this nature could be done but they were free to do so during theirduring lunch breaks or after hours to avoid setting a precedent for other unions to approach the SETA during working hours and disrupt productivity.

, however staff could also meet with them at their own time.

6 (a) As already indicated, I have already approved relevant Regulations, as well as the SETA Constitutions which clearly outline the responsibility of the Accounting Authority,

(b) The said Regulations and Constitutions further stipulate the roles and duties of management and the oversight role of the Accounting Authority in all the SETAs.

Reply received: April 2012

QUESTION 328

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2012

(INTERNAL QUESTION PAPER 4 OF 2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

Whether the curriculum offered at public Further Education and Training colleges has been updated to include training in so-called green skills; if not, why not; if so, what are the relevant details?

NW408E

REPLY:

The DHET has entered into a multi-year agreement with the German Government with regard to the development and delivery of 'Skills for Green jobs' (a synopsis of the project by GIZ is attached to provide further detail should it be needed). As part of the strategy to mainstream this work, the Quality Council for Trades and Occupations (QCTO), one of three quality councils with responsibility for the setting of standards and quality assuring their delivery, has entered into discussions with the Department of Environmental Affairs (DEA) with a view to signing an MoU with that department to ensure that ALL occupational qualifications or at the minimum those with a clear 'green' imperative should be checked by appropriately skilled experts, nominated by the DEA, to ensure that this critical element is included in the standards for the occupational qualifications before they are registered. This will ensure, for example, that an electrician qualification incorporates this dimension as much as the qualification for a wind-turbine technician. The MOU between QCTO and DEA will be signed soon.

To date the NC (V) curriculum for Plumbing was updated in 2008, in partnership with the Institute of Plumbers South Africa (IOPSA) to include solar panel installations. Currently the NC (V) Electrical Infrastructure programme is being reviewed, in partnership with the Department of Public Enterprises to align with skills needs in state-owned enterprises (SOEs). Sections with relevance to 'green skills' have been appropriately incorporated into the revised curriculum.

Reply received: May 2012

QUESTION 301

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2012

(INTERNAL QUESTION PAPER 4 OF 2012)

Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:

Whether Sector Education and Training Authorities (Setas) have started opening offices in (a) rural areas and (b) townships to help graduates to have access to employment opportunities; if not, what is the position in this regard; if so, what are the relevant details?

NW379E

REPLY:

The presence of all the SETAs in rural areas and townships is a priority for my Department. SETAs have been informed of my concern about their absence in these areas. Whilst their success in establishing their presence at provincial level has to be commended, without them also establishing offices in townships and rural areas, their reach in bringing services to South Africans cannot be considered as wide as it should be.

(a) and (b) All the SETAs have confirmed that they have not opened offices in rural areas and townships. Some have indicated that their Provincial or Regional offices provide service to these areas. We are, as already stated, very much aware that the SETAs presence and reach urgently needs to be widened. We will therefore be working towards achieving this goal in the 2012/13 financial year.

A few SETAs have indicated that because of limited budgets they will need to partner with other SETAs in pursuing this goal. My Department is encouraging this collaboration.

Furthermore in this spirit of post school educational institutions' collaboration, FET colleges have identified facilities at which SETA offices can be housed. A number of FET Colleges, being aware that this intervention can only benefit learners, have already indicated interest in accommodating SETAs.

Reply received: March 2012

QUESTION 306

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2012

(INTERNAL QUESTION PAPER 4 OF 2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

1. With regard to the National Skills Conference 2011 hosted by the National Skills Authority, (a) for each line item, what was the (i) total amount budgeted for and (ii) actual amount spent, (b) which entities contributed to the funding requirements of the conference, (c) how many delegates attended the conference and (d) what were the objectives of the conference;

2. whether the objectives were achieved; if not, why not; if so, what are the relevant details with regard to each objective?

NW385E

REPLY:

1. (a) (i) The amount budgeted for the National Skills Conference was R 3.5 million.

(ii) The amount spent on the National Skills Conference was R 2.85 million.

(b) The National Skills Conference was funded from the National Skills Fund (NSF) budget with GIZ sponsoring the costs for the travel and accommodation of the international experts and report writing expertise.

(c) 855 Individuals attended the conference which included delegates from the National Skills Authority (NSA) constituencies, Sector Education and Training Authorities (SETA), Universities, Further Education and Training Colleges, professional bodies and members from the Higher Education Portfolio Committee.

(d) The objectives of the National Skills Conference were:

§ Deepening the understanding of the post school system and quality councils

§ Deepening the understanding of the role of SETAs and skills development funding models

§ Strengthening skills development in a post school system including work integrated learning

§ Promoting youth, women with disability in productive work for inclusive growth

§ Fast tracking artisan development and international best practice on skills development

§ Developing skills for the growth of the economy and creating employment opportunities

2. Honourable Member, let me state that it has almost been 3 months since my Department hosted the National Skills Conference and I need to highlight that during the conference we were able to reflect and deepen the understanding amongst our social partners on the post school system, quality councils, SETAs and skills development funding models, as well as reinforcing the need to mainstream vulnerable groups, such as the youth, women and individuals with disabilities within our programmes.

The National Skills Conference evaluated progress and planned the way forward with a number of recommendations under consideration for implementation relating to:

§ Strengthening skills development in a post school system including work integrated learning

§ Fast tracking artisan development and international best practice on skills development

§ Developing skills for the growth of the economy and creating employment opportunities

One of the undertakings at the conference was that progress on the achievement of the set objectives for the 2011 National Skills Conference will be reported on at the 2012 National Skills Conference. Work has already commenced on conceptualising a framework for work integrated learning which will be driven by a dedicated unit created within the Skills Development branch of the Department. Initiatives of the Artisan Development Forum have been given impetus through the recommendations made by stakeholders as well as many other issues which have now been included and taken forward in various forms within the programmes of the Department and the Green Paper on Post School Education and Training which is now out for public comment.

Reply received: May 2012

QUESTION 303

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2012

(INTERNAL QUESTION PAPER 4 OF 2012)

Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:

Whether his department has (a) identified and (b) taken action against the persons responsible for the compromised electrical trade theory N2 subject at different examination centres across the country; if not, why not, in each case; if so, what are the relevant details in each case?

NW381E

REPLY:

a) A person who was alleged to have Electrical Trade Theory N2 question paper before the commencement of examination was identified and caught by Umbilo FET College (Private) in KZN. The college claims that the person was unknown and was not registered at the college. In a telephonic report the college indicated that the person was not allowed to write the paper and was held in the Chief Executive Officer's (CEO) office while the police were called to the scene. The CEO was requested to fax the question paper he had confiscated. The question paper was faxed and it matched the question paper that was written on that day.

b) It was impossible to determine the source of the leakage as the police did not go to the college and therefore the case could not be opened. The Department conducted an audit/remark process to establish the impact of the allegedly leaked question paper. There was no evidence found in any of the scripts to support that this question paper was leaked beyond the person who was found in possession of the paper.

Reply received: March 2012

QUESTION 302

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 24/02/2012

(INTERNAL QUESTION PAPER 4 OF 2012)

Mr B M Bhanga (Cope) to ask the Minister of Higher Education and Training:

Whether his department has employed further education and training (FET) institution graduates in (a) 2010 and (b) 2011; if not, why not; if so, what are the relevant details?

NW380E

REPLY:

During the 2010/ 2011 financial year the Department of Higher Education and Training appointed 122 graduates from universities and FET colleges as part of government's internship programme, making DHET the largest contributor towards youth development through the programme of internship. Of the 122 interns appointed by Department 18 were from FET Colleges.

The Department plans to appoint another 100 during the 2012/2013 financial year. This number may be increased if the funds allow. Of these interns, 13 were able to get permanent employment within the Public Sector as well as the private sector. The Department further appointed 30 of the above interns by giving them contract appointments with the view of giving them necessary minimum experience required for appointment. Of the 30 interns appointed by the Department on contract, 11 are holders of Diplomas from FET colleges.

Reply received: April 2012

QUESTION 159

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/02/2012

(INTERNAL QUESTION PAPER 2 OF 2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

1. What progress has been made to deal with the four key challenges identified in his reply to question 1041 on 6 June 2011;

2. Whether he has identified any new challenges since 1 March 2011; if so, what (a) challenges and (b) plans have been put in place to overcome them?

NW175E

REPLY:

1. The progress that have been made to deal with the four key challenges identified in my reply to question 1041 on 6 June 2011 are as follows :

Challenge 1: There are serious gaps in legislation and policy for the distribution of functions and responsibilities for steering and monitoring the college system.

a) Funding. With the current arrangement there is a gap between the management of the Grant at national and provincial levels. This has been prioritised as a function which will be taken over to national government as soon as possible after the promulgation of the Amendment Bill into an Act.

b) Governance. There appears to be ongoing challenges relating to the appointment and involvement of council in management matters. The gap will be dealt with by a national government process of appointing and inducting council members.

c) Management. There is a gap in the manner in which provinces are managing the performance of management. This will be dealt with in two steps; the first is to establish a generic SMS performance contract for principals and deputy principals, the second is to take over the employer function of these positions as a priority after the promulgation of the Bill into an Act. A generic SMS performance contract has been developed for implementation from 1 April 2012 and a national procedure for advertising and appointing of managers has also been developed and approved.

Challenge 2: The lack of a range of vocational and occupational learning programmes does not create opportunities for young people not in education, employment or training (NEETs)

This problem was acknowledged in my 2011 Budget Speech in 2011 as well as in numerous other presentations and documents, the most significant of which is the Draft Green Paper on Higher Education and Training, which has already been released for public comment until end of April 2012. What this demonstrates is that we have foregrounded this issue for serious attention. As a start, the work of the Quality Council for Trades and Occupations (QCTO) has begun in earnest to develop, for the first time in the history of the country, full registered qualifications under the NQF, for trades and occupations. This is a major step forward not just to provide learning opportunities for our young people but also to constructively address the shortages in key skills areas, particularly artisanship. I have also set up a Task Team to look at a greater variety of institutional types to serve the diverse needs of both young and adult learners. I have mooted the notion of Community Education and Training Centres (CETCs), and this is currently under investigation. It is envisaged that the huge cohort of young and adult learners in communities will be better served by the nature of offerings and the location of these CETCs. You will also note from the President's address on 15 February 2012 that my Department has already begun work on the establishment of 2 new universities in Northern Cape and Mpumalanga provinces, to ensure that more students, even in remote locations, have reasonable access to higher education opportunities. Aligned to the endeavour to meet the aspirations of young people, work has already begun on conceptualising the establishment of a Mathematics and Science Institute, which will have a national footprint. Collectively, all of these initiatives are aimed at providing a concrete and rewarding learning opportunities for the youth.

Challenge 3: The current funding framework reflects the historical divide between education and Training, and findings suggest that this has led to budget shortfalls and generally poor financial conditions at many colleges.

The department recently finalized the draft Concept Paper on the Proposed Review of the Funding Norms for FET Colleges. Consultation with relevant stakeholders will soon take place for input and thereafter proposed amendments will be crafted. As already mentioned during my previous reply to question 1041 in June 2011, the revised funding model will have to take into account all potential sources of funding, such as conditional grants, voted funds, SETAs and NSF, as well as any other potential funding sources before allocating funds to FET colleges. This funding model will also fund all Ministerial approved programmes that are offered in FET Colleges. The proposed amendments to the current funding framework will be published for public comments once the draft has been finalised.

Challenge 4: The employment provisions of the 2006 FET Colleges Act, has had a destabilising effect on colleges.

The transfer of staff from the state to the FET Colleges was affected on 1st January 2008. Resultant to this transfer, staff in colleges experienced a number of challenges, including the fact that lecturers missed-out on the pay-progression and the Occupational Specific Dispensation (OSD) that was paid to their counter-parts in the state. In order to deal with these issues, parties in the Education Labour Relations Council (ELRC) and General Public Service Sector Bargaining Council (GPSSBC) forFurther Education and Training Bargaining Units (FETCBU) completed the following Collective Agreements:

Collective Agreement 1 of 2009 (CA1 of 2009)

On 30 October 2009, parties to the FETCBU concluded a collective agreement no 1 of 2009 for the payment of interim relief measures to compensate for the absence of salary progression during the 27 months period from 1 January 2008 to 31 March 2010. Funding was provided for the implementation of this collective agreement and all colleges complied with regard to its implementation.

Collective Agreement 1 of 2010 (CA1 of 2010)

The bargaining unit continued with negotiations after the finalisation of the CA 1 of 2009. Parties agreed on a model to pay OSD to qualifying lecturers. CA 1 of 2010 was signed to deal with this matter. The purpose of this collective agreement was to establish parity in salaries of staff (lecturers and office based lecturers) and those of educators in public schools. Whilst this ELRC collective agreement focuses on lecturers, another collective agreement was signed in the GPSSBC to deal with parity in salaries of Support Staff in colleges.

The two collective agreements are fully implemented and to date we can proudly say that all the employees in the sector are in the scales that are equal to their counterparts in the employ of the state. We are currently dealing with Conditions of Service issues, especially those employees in colleges who are not receiving full benefits, i.e. 37% in lieu of benefits.

FET Colleges Amendment Bill [B13-2011]

This bill seeks to address the current dual competencies between the DHET and Provincial Education Departments (PEDs). Amongst others, the appointment of all FET Colleges staff, including college Management, and Provincial staff FET Colleges' Directorates shall be dealt with in terms of section 20 [B13-2011]. It will further deal with challenges that relate to instability in colleges as a result of non-payment of benefits by some colleges. We are of the view that the transfer of staff to the Department will unify and stabilise the sector.

The Department continues to intervene in colleges which are found to be experiencing difficulties in dealing with labour related matters and HR related matters.

2. The initiatives and developments discussed above take into accounts challenges that have been identified and current challenges.

Reply received: August 2012

QUESTION 153

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 17/02/2012

(INTERNAL QUESTION PAPER 2 OF 2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

1. Which entities hosted the Mandela Day Career Guidance Festival at Lusikisiki from 18 to 21 July 2011;

2. for each line item, (a) what was the total amount (i) budgeted for and (ii) spent on this festival and (b) where was the money sourced from;

3. (a) how many learners attended and (b) for what age group was the festival intended;

4. (a) what are the details of the career guidance services offered and (b) which public entities participated in this process?

NW168E

REPLY:

1. The Mandela Day Career Festival was hosted by the Ministry of Higher Education and Training, Department, South African Qualifications Authority (SAQA), Eastern Cape Provincial Education Department, Local Authority and Ingwe Further Education and Training (FET) College.

2. For each line item	(a) Total amount		(b) Source of funding
	(i) Budgeted	(ii) Spent
Events Manager	R500 000,00	R427 405.59	Voted funds
Catering	R750 000,00	R741 200,00	Voted funds
Marquee	R400 000,00	R380 470,00	Voted funds
Mobile toilets	R44 000,00	R43 206,00	Voted funds
Cleaning service	R37 500,00	R37 500,00	Voted funds
Cutlery	R280 000,00	R279 003,00	Voted funds
Gazebos	R16 000,00	R16 060.32	Voted funds
Corporate items	R1 110 000,00	R1, 075,543	Voted funds
Donations for AV and sound system and main marquee		R310 999,00	Donations
	TOTAL AMOUNT PAID	R3,311,387.91

3. (a) The festival was attended by about 5000 learners over 3 days.

(b) The festival was intended for learners who were between the ages of 15 and 18 at the time and who were doing Grades 9 to 12.

4. (a) The career guidance service offered included information and advice on post-school options, subject choices and learning pathways, qualifications, careers in various fields of study including those in scarce and critical fields. Information on various funding opportunities and how to access funds from entities as such National Student Funding Aid Scheme (NSFAS), Fundza Lushaka and all other funding institutions was also distributed.

(b) Entities that participated include the Department of Higher Education and Training, Eastern Cape Provincial Education Department (Department of Basic Education), South African Qualification Authority (SAQA), Sector Education Training Authorities (SETAs), Further Education and Training Colleges (FET Colleges), all Universities in the Eastern Cape Province, Professional Bodies from various fields and state owned enterprises such as Eskom.

Reply received: March 2012

QUESTION 81

DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 9/02/2012

(INTERNAL QUESTION PAPER 1 OF 2012)

Mr A P van der Westhuizen (DA) to ask the Minister of Higher Education and Training:

1. Whether his department intends to provide post-school training opportunities to learners with special needs; if not, why not; if so, what are the relevant details;

2. Whether there are currently any provisions in place for additional support to Further Education and Training (FET) colleges that are willing to make special provision for special-needs learners; if not, why not,

3. Whether his department intends to provide such support to FET colleges; if not, why not; if so, what are the relevant details?

NW88E

REPLY:

1. My Department does provide post school opportunities to learners with special needs in education. Currently colleges who enrol these learners are given an additional funding allocation linked to the number of learners they have enrolled and the programme cost for the special education needs.

In addition, the Student Support Services (SSS) Framework was specifically developed to guide colleges on how best to meet and address the learning challenges of the learners that come to colleges, including those with disabilities and other special needs. Proper implementation of the SSS Framework would involve an assessment, by the colleges, of the specific areas of support and assistance that an individual learner might require

2. As indicated above, additional allocations are made to colleges who admit learners with special education needs. Further Education & Training colleges have also been invited to submit proposals to the National Skills Fund (NSF) for additional funding so as to facilitate expansion.

3. Yes, my Department is committed to provide more support and is elaborated above.