ATC110817: Report Oversight Visit to University of Limpopo & Indlela

Higher Education, Science and Innovation

REPORT OF THE PORTFOLIO COMMITTEE ON HIGHER EDUCATION AND TRAINING ON ITS OVERSIGHT VISIT TO THE UNIVERSITY OF LIMPOPO AND INDLELA DATED 17 AUGUST 2011

 

The Portfolio Committee on Higher Education and Training, having undertaken an oversight visit to the University of Limpopo (Medunsa Campus) and Institute for the National Development of Learnerships, Employment Skills and Labour Assessments (Indlela) on 29 June – 01 July 2011 reports as follows:

 

1. Introduction

 

The Portfolio Committee on Higher Education and Training undertook an oversight visit to the University Limpopo (Medunsa Campus) as part of its ongoing oversight visits to institutions of higher learning. The purpose of the oversight visit was primarily to interact with the above mentioned institution on critical issues such as admissions policy, enrolment planning, merger processes, transformation plan, student access and success, challenges of student accommodation in residences as well as those experienced by student leadership at higher education institutions. The Committee further visited the Institute for the National Development of Learnerships, Employment Skills and Labour Assessment (Indlela) to engage on the outcomes of the OMA forensic audit report as well as visiting the assessment centres.

 

The Committee interacted with the various structures of the University of Limpopo (Medunsa Campus) which included, University Management, Labour Unions, Council and Student Representative Council (SRC).  

 

2. Background

 

The oversight visit formed part of the Committee’s plan to visit the 23 public higher education institutions with the aim of revisiting the notion of transformation and social cohesion holistically, focusing on issues of student access and success, equity and equality, examining the role of higher education in a developmental state, disbursement of financial assistance in higher education institutions, discussing the need for a more systematic and structured student support systems, feasibility of a more effective skills development strategy and other relevant matters in the higher education and training spectrum.

 

The years 2003 and 2005 saw the restructuring of the higher education landscape resulting in 23 public higher education institutions comprising of eleven traditional universities, six comprehensive universities and six universities of technologies involved in mergers. According to the National Plan for Higher Education, the reconfiguration of the public higher education institutions was undertaken in order to result in rationalisation of programmes, to encourage collaboration between institutions, to enhance responsiveness, to build capacity and to refocus institutions with new institutional identities.

 

The University of Limpopo is the result of a merger between the former Medical University of Southern Africa and the University of the North, which merger occurred on 01 January 2005.
The Medical University of Southern Africa (MEDUNSA) was established in 1976 to provide tertiary education and training facilities to the educationally disadvantaged in the fields of Medicine, Allied Health and Nursing Sciences, and Dentistry intended to meet the health needs of the country. The Campus is situated to the north-west of Pretoria. Its grounds extend over some 350 hectares adjoining the Ga-Rankuwa Township and are easily accessible by roads and rail.

 

3. Composition of the Delegation

 

3.1 The Parliamentary delegation

The multi-party delegation from the Portfolio Committee on Higher Education and Training comprised of Adv I Malale: Chairperson (ANC), Ms N Gina (ANC), Mr S Makhubele (ANC), Mr C Moni (ANC), Ms W Nelson (ANC), Mr S Radebe (ANC), Dr J Kloppers-Lourens (DA), Mr A Mpontshane (IFP) and Mr J Dikobo (AZAPO).

 

Support staff: Mr A Kabingesi (Committee Secretary), Ms M Modiba (Researcher) and Mr K Lobi (Committee Assistant).

 

3.2 The University of Limpopo representation

Management: Prof M Mokgalong: Vice-Chancellor, Dr M Ngoepe: Director of Quality Assurance, Dr S Seroka: Dean of Students Affairs, Dr M Motswaledi: Representative of Heads of Departments, Prof H Siweya: Executive Dean, Prof N Taukobong: Head of Department of Physiotherapy, Prof J Mpahlele: Head of Department of Vivological Pathology, Prof H Joubert: Director of School of Pathology, Prof M Sibara: Deputy Vice-Chancellor of Academic Research, Mr S Hlabati: Deputy Director of Human Resource, Mr J Moloto: Chief Human Resource Officer, Mr J Nkuna: Director of Finance, Mr R Olander: Chief Financial Officer, Prof R Naidoo: University Registrar, Mr D Mohuba: Executive Director of Marketing and Communication, Mr H Croucamp: Deputy Registrar, Mr E Holland: Executive Dean Faculty of Health Sciences, Mr W Tladi: Acting Executive Dean and Dr P Mulder: Director of Institutional Planning.

 

Council: Mr L Boshielo: Deputy Chairperson, Mr Steve Ratlou: Member, Dr H Moloto: Member, Mr G Dunnington: Member, and Mr P Nefolovhodwe: Member.

Union: Mr T Sambo: Chairperson of Nehawu, Mr T Mokwape: Nehawu Shop Steward, Ms L Lefosa: Deputy Chairperson of Nehawu, Ms M Motshekga: Admin Officer of Nehawu, Mr J Mahladla: Branch Treasurer of Nehawu, Prof E Green: Chairperson of SAPTU, Mr M Nkobeni: Secretary of SAPTU, Mr G Slander: Member of SAPTU and Mr M Khosie: Deputy Chairperson of SAPTU.

 

Student Representative Council: Mr T Ntsie: President, Mr S Tshilidzi: Deputy Secretary, Mr D Netshilonga: Deputy President and Mr L Maleamalla: Member.

 

3.3 Institute for the National Development of Learnerships, Employment Skills and Labour Assessments (Indlela) / Department of Higher Education and Training representation

Ms L Mbombo: Deputy Director-General of Corporate Services, Mr F Patel: Deputy Director-General of Planning, Mr C Mtshisa: Chief Director, Mr P Du Toit: Director Internal Audit, Mr N Meiring: Deputy Director, Mr F Prinsloo: Technical Advisor, Mr B Masuku: Chief Director and Mr O Shelembe: Chief Director.

 

4. Summary of Presentations

 

4.1 University of Limpopo (Medunsa Campus)

Dr P Mulder: Director of Institutional Planning led the presentation. The presentation focused on the following key points namely; admission policy and requirements, enrolment plan, student access, staffing, transformation, financial consideration and challenges of accommodation and students.

 

a) Admission Policy and Requirements

 

• The admission policy and general admission requirements were aligned to the university statutes, university rules and to the applicable Higher Education Legislation and Policy Framework.
• Student Access and Admissions policy entailed access management, in respect of the admission, selection and placement of students. The policy was crucial in determining an institution’s ‘size’ (the number of students it enrols), its student composition (the kinds of students it targets and enrols) and its ‘shape’ (the types of programmes into which students are placed). All UL programmes leading to certificate, diploma and degree awarded within the National Qualification Framework.
• The National Senior Certificate (NSC) with Bachelor endorsement was used as a minimum requirement for students to be admitted in the university. The university had a placement test whereby all prospective students were required to undergo it before they would be allowed to register.  The results of the test assisted the university with the placement of students into relevant programmes. The National Benchmark Test (NBT) was also used to assess student profile as well placing students into Extended Degree Programmes (EDP’s).

 

b) Enrolment Plan

 

• Enrolment planning included the university’s projections of enrolments targets for 2011 to 2013. The enrolment planning exercise was co-ordinated by the university’s institutional planning and quality assurance offices.
• Enrolment targets were determined and informed by the following namely; university vision and mission, strategic focus areas, capacity and local and national development priority areas.
• The current student enrolment equity profile between males and females was around 49% males and 51% females. It was anticipated that this student equity profile would remain steady.  The institution was however, intending to increase the number of female students at postgraduate studies level as well as in scarce skills areas that were predominantly dominated by males.
• For the 2011 academic year, the university had 9613 students in Science, Engineering and Technology, 3589 students in Business / Management, 1845 students in Education and 5311 students in Humanities. The total number of students at the university for the current academic year was 20358.

 

c) Staffing

 

• The university had developed a viable strategy for staff recruitment and retention particularly in the scarce skills programmes. The university intended to achieve this through proper implementation flexible resources policies and procedures as well as performance incentive.
• The total number of the university’s academic staff was 698 with 368 staff at Medunsa Campus and 335 staff at Turfloop Campus. The management group was headed by the Vice-Chancellor, followed by two Deputy Vice-Chancellors and Registrar, 9 Executive Directors and Dean and 37 Directors and Senior Managers.

 

d) Transformation

 

• The university’s employment equity plan was linked to the Employment Equity Act and other relevant labour legislations. The university was open to all those who desired and qualified to pursue their studies in higher education irrespective of race, gender, age, creed, class or disability.

 

e) Financial Considerations

 

• The Medunsa Campus was a single faculty with strong focus on medical training. From the pre 1994 era, Medunsa was not financially viable primarily due to expensive nature of Health Science programme training. Unlike other universities which had various academic programmes, Medunsa was funded on Health Science programmes only.
• In 2004, Medunsa had a net loss of R42 million since the A-factor funding was discontinued. Financial statements for 2004 resulted in a disclaimer for number of reasons.
• The official year of merger between Medunsa and the University of the North was implemented in 2005 to form what was now University of Limpopo. The UL had an annual loss between R50 million and R88 million from 2005 till 2009.
• The UL had a total income of R936 million for the current academic year. The biggest expenditure of the university was personnel costs R510 million. The net deficit of the UL was for 2009 was R50 million.

 

f) Challenges

 

• Student accommodation was a major challenge of the university since it was classified as a previously disadvantaged institution. The physical location of the university was also a major disadvantage since it was located away from residential areas.
• The Ministerial Task Team on Student Accommodation investigated the accommodation of the UL and the following findings emerged; dilapidated residences due to historical neglect, poor infrastructure, insufficient funding for residences and insufficient accommodation for the student intake.
• In terms of residential capacity, the Turfloop Campus had 16 200 students resulting in 40% saturation, Medunsa Campus 4 158 students resulting in 76% saturation, UL 20 358 students resulting in 48% saturation.
• Medunsa had three privately owned off campus residences that accommodated 564 students. The main challenge with off campus accommodation was high travelling costs that the university paid to service providers. The recreational facilities in the university were inadequate. The safety and security around the campus was concern especially for students in residences.

 

g) South African Parastatal and Tertiary Institution Union (SAPTU)

Prof E Green: Chairperson of SAPTU Medunsa Branch led the presentation which highlighted the following key issues:

 

• The Medunsa Campus had always been very poorly represented in the Council of the University of Limpopo. For a number of years, Medunsa only had two Council representatives based on the Medunsa Campus. After the recent announcement of the imminent demerger of Medunsa, the composition of the new Council from June 2011 included only one member, with even the acting DVC being excluded.
• Similarly the composition of executive management is mainly composed of persons based on the Turfloop Campus. This is confirmed in the composition of the Executive Management Committee in which the Medunsa Campus apparently had only two representatives.
• After six of submissions to harmonize the salary packages on the two Campuses, this still has not happened even after the implementation of the new remuneration policy in May 2010. There were still significant differences in the packages paid to staff on two Campuses in the same posts, with the same qualifications and applicable experience.
• While the movement of the approximately 20% of the staff up to minimum of the tertiary scales in September 2010 was welcomed, many did not benefit from this as their posts were unilaterally downgraded without job evaluation having taken place. Others including HOD’s and senior academics had only now been lifted to the minimum, which meant that virtually all other tertiary institutions paid better than UL.
• The present implementation of “match and place” to non-academic posts, with the unilateral selective downgrading of posts had caused major dissatisfaction among affected staff. The future structure of technical posts in academic departments remained a source of uncertainty for staff.
• The difference of retirement age between the two Campuses was retained for five and a half years post-merger (staff appointed at Medunsa Campus were to retire at 60, while those at Turfloop were appointed to retire at 65). The agreement on the age of retirement for staff had been not reached with management.
• Application of budgets for the Medunsa Campus was an area of major concern. The departmental budgets were also only finally allocated late each year, which made running academic departments very difficult.

 

h) National Education Health & Allied Workers Union (Nehawu)

Mr T Sambo: Chairperson of Nehawu Medunsa Campus Branch led the presentation which highlighted the following key issues:

 

• In terms of the transformation plan in the wake of the new Health Science Institution, the institutions vision and mission should address the needs of the country’s demand for health professionals, seek to appoint and mentor young black professionals in the health science sector, and assist government in the realization of the intended health insurance.
• The university did not fully comply with statutory obligations such as; employee wellness, employment equity and occupational health and safety.
• The current university governance was subjecting Medunsa to paternalism. The selling of the university’s land to a private company for R4 million without proper consultation with the relevant stakeholders remained a major concern.
• Nehawu proposed that the de-merger date be gazetted in the next seating of Cabinet before the end of year (2011) and the Department should move with speed to conclude the de-merger process.

 

i) Student Representative Council (SRC)

Mr T Ntsie: President of the SRC led the presentation which highlighted the following key issues:

 

Academic Programming

• The throughput rate of the university was very low due to lack of academic support staff.
• The university experienced lot of exclusions / drop-outs at the end of each academic since students did not cope with their academic work.
• There was a decline in the graduation rate since the merger. Prior the merger the university used to produce 250 medical graduates per academic year, post merger the graduation rate was 115 medical students a year.
• There was shortage of tutors and skilled lecturers in the university.

 

Accommodation

• The living conditions in the Campus residences were not conducive to learning.
• Safety and security of students in the residences remained a challenge.

 

Facilities

• The university lacked adequate recreational facilities for students.
• The sport complex was used as an exam centre during exam period and most sport activities were suspended.

 

j) Council

Mr L Boshielo: Deputy Chairperson of the Council led the presentation that highlighted the following key issues:

 

• The Council of the university was responsible for governance of the institution as well providing strategic leadership to the management of the university.
• Prior the merger of the two institutions in 2004, Medunsa had a R42 million deficit in its financial status and was heading for bankruptcy. The expensive nature of health science programmes led to the decline in the financial sustainability of the university. The funding formula also had a huge impact in the financial sustainability of the university since it was classified as previously disadvantaged university. The number of students was very low and the university did not collect sufficient revenue for its operational activities.
• The merger of the two institutions was implemented in 2005 to form what is known currently as the University of Limpopo. The merger process brought many challenges in the newly formed institution. The biggest challenge with the merger was that the assets register of the two institutions was problematic. Some of the assets of the two institutions were not accounted for.
• The statute for demerger of the two institutions was announced in August 2010 by the Ministry of Higher Education and Training. The Council, university management and other university structures were not consulted regarding the demerger process. The demerger of the two institutions was not influenced by impact studies, rather it was political. The Minister had never visited the university nor had any meeting with the Council on the process of demerger. The Council had requested a guideline from the Minister for the demerger process and never received it.
• The Council supported the announcement of the Minister for the demerger of the two institutions. The Council would develop a roadmap that would guide the demerger process and ensure stability during the process. A numbers of workshops would be conducted to consult various structures of the university to ensure smooth process of demerger. The asset register of the two institutions were completed and the university received an unqualified audit in 2009/10 financial year with a net surplus of R13 million.
• The demerger process would require a lot of funding from the Department and the failure to allocate sufficient resources to the demerger process might cost the institution and the country for the next ten years.

 

k) Feedback to Management

The Committee having interacted with the Labour Unions, Student Representative Council and Council gave the following feedback to management:

 

• The Committee wanted to hear perspectives from the unions and SRC leadership from the Trufloop Campuse. However, they were not invited.
• The labour unions raised concern regarding disparities with the retirement age of workers in the two institutions. They further noted that the university was not compliant to the employee wellness policies.
• The SRC noted that some students could not access their results due to outstanding fees owed to the university.
• The SRC raised concern with the decline in the graduation rate, inadequate internet service and shortage of tutors.
• The unions raised concern with the late allocation of operational budget and insufficient representivity of the Medunsa staff in  executive management
• There were major concerns from both the unions and SRC with regard to the demerger process.

 

4.2 Institute for the National Development of Learnerships, Employment Skills and Labour Assessment (Indlela) / Department of Higher Education and Training

 

a) Indlela Overview

Mr C Mtshisa: Chief Director of Indlela led the presentation which highlighted the following key issues:

 

• Indlela was a directorate of the Department of Higher Education and Training responsible for provision of trade assessment services, provision of assessment Practitioner training and development focused on artisan development.
• Trade testing was conducted in five engineering fields (Automotive, Mechanical, Electrical, Physical Planning and Construction and Services & Technology).
• The total Indlela staff compliment was 207 and the area size was 18 hectares, 20 houses and 46 workshops.
• Indlela was in the process of finalizing the establishment the National Artisan Moderation Body (NAMB) and a technical advisor had been appointed for the operationalisation of the NAMB.
• The NAMB was established within the Department with statutory functions as described in the Skills Development Act, Chapter 6A, and Section 26A. The NAMB established stakeholder forums and tasks teams to enhance and coordinate training delivery of artisans nationally across all sectors. The Artisan Development Technical Task Team, SETA Forum Development Sub committee, Artisan Alignment Task Team, Public FET College Artisan Development Technical Task Team and State Owned Enterprises Artisan Development Task Team were the structures established by the NAMB.

 

b) Forensic Audit

Mr P Du Toit: Director of internal audit led the presentation which highlighted the following key issues:

 

• Factors that influenced forensic investigation of Indlela included; concerns regarding operations and management of Indlela, loss of fixed assets, misappropriation of funds and other fraudulent activities within the institution.
• OMA Chartered Accountants was appointed to conduct the investigation. The scope of the investigation included; assessments, fixed assets, housing, hostel kitchen, transport, overtime and leave, supply chain management and social club funds. The period cover was limited to the 2008.09 and 2009/10 financial years.
• The forensic investigation was completed during December 2010 and the various reports and supporting documentation were handed to the Department.
• The key findings of the investigation involved the following; no records had been maintained, nor any financial control exercised over the revenue and expenditure of the golf course, fraudulent cheques and cash withdrawals from the social club bank account, inadequate management of the procurement and supply chain management policy, fraudulent bookings of trade tests, inaccurate records of fixed assets, and excessive overtime taken by staff.
• Actions taken included; a Chief Director was appointed to head the operations at Indlela, various policies and procedures were reviewed, the golf course and social clubs were closed, 22 officials have been charged, the report was handed over to the commercial crime unit of the SAPS for further investigation to determine civil charges.

 

c) Disciplinary Charges on Indlela Officials

Ms L Mbobo: Deputy Director-General of Corporate Services led the presentation which highlighted the following key issues:

 

• The OMA Forensic Auditors presented a report to the Department’s senior management in April 2011. The report identified 30 officials alleged to have been involved in financial misconduct and other financial irregularities.
• The Department secured services of four officials from other Departments to assist with the prosecuting process. The aim was to secure clear evidence in order to draw charges.
• The Department had so far prepared charges for six officials out of the 30 implicated by the report. The process was continuing in respect to the remaining ones.
• The presiding officers would be appointed by 04 July 2011 and notice of hearings would be issued on 04 July 2011. The hearings would commence as from 11 July 2011 and the process is estimated to be completed by September 2011.

 

5. Committee Observations and Engagements

5.1 University Management

 

• It emerged that an announcement was made by the Minister of Higher Education and Training to de-merger Medunsa from the University of Limpopo after five years since the merger took place. The UL was informed by the Minister to begin a process of de-merger a decision that was received differently by the structures of the university.
• It was noted with concern that financial sustainability of the Medunsa Campus remained a challenge due to the expensive nature of Health Science programme training.
• It emerged from the presentation that there was a decline in the graduation rate at postgraduate level and the university was requested to explain factors that contributed to this decline.
• It was discovered that the university had an Extended Degree Programme for students that passed Matric with no exemption. The Committee wanted to know whether the National Student Financial Aid Scheme (NSFAS) funded this programme.
• The university was requested explain whether there were any students rejected due to financial exclusions.
• It emerged that many medical postgraduates students preferred to write fellowship exams over university exams.
• The university was requested to explain whether there were any unaccredited programmes offered to students.
• It emerged that the Deputy Vice-Chancellor of the Medunsa Campus was suspended after the riots in the university at the beginning of the year.
• The Committee was extremely concerned with the number of disabled staff personnel employed by the university as they were not in line with the labour policies.
• It emerged that the current funding formula did not support the vision of the university in its growth strategy.
• The Committee wanted to know whether there were any health science students sponsored by the Health and Welfare SETA in the university.
• The university was requested to explain its social awareness programme with the neighbouring secondary schools.

 

5.2 Unions

 

• The unions were requested to explain their challenges with regard to the university’s employment equity policy.
• The Committee wanted to know whether the unions had constant interactions with management.
• The unions were requested to explain whether there was evidence that management of the university sold a piece of land to a privately owned company (Walala Wasala) for R4 million without consultation.
• The Committee was extremely concerned that unions in Medunsa Campus were separated with the unions in the Turfloop Campus.
• It emerged that the SAPTU and Nehawu were not in agreement with the process of de-merger of the university.
• The unions were requested to explain examples of paternalism as they alleged in the presentation.
• The Committee was concerned with the fact that the unions were too complacent with management of the university and did not use the power of collective bargaining effectively.

 

5.3 Student Representative Council (SRC)

 

• The SRC was requested to explain the impact of financial exclusions in the university and its relationship with management.
• The Committee wanted to know whether there was a central SRC that included student representivity from both Campuses.
• The SRC was requested to explain the impact of shortage of academic staff on student performance.
• The Committee encouraged the SRC leadership to inform students regarding the importance of hard work.

 

5.4 Institute for the National Development of Learnerships, Employment Skills and Labour Assessment (Indlela) / Department of Higher Education and Training

 

• The Committee requested the Department and Indlela to finalise the process for implementing the Quality Council for Trades and Occupations (QCTO) and National Artisan Moderation Body (NAMB) urgently.
• The Committee was concerned with SETA targets on artisans training and requested the Department to address this challenge with the implementation of NAMB.
• Indlela was requested to explain the role that would be played by the various task teams / sub-committees on artisan training and development.
• Indlela was requested to work in collaboration with the 14 SETAs that were responsible for artisan training and development to increase the number of artisans produce annually.
• The Committee wanted to know whether there was a database for all the artisans and whether they were placed in employment.
• The Committee was extremely concerned that the function of quality assurance of learnerships was still in SETAs.
• The Department was requested to provide a timeframe for the implementation of the QCTO and NAMB.
• The Committee was extremely concerned with the fact that Indlela did not comply with the request of the Committee to send its forensic report.
• Indlela was requested to briefly explain the role of NAMB as a moderator body within Indlela.
• Indlela was requested to explain as to whether people that failed trade test were assisted with other means to get certified.
• The Department was requested to open civil cases to the Police against those involved in corruption and obtain case numbers so that these cases may be transferred to the Hawks.
•  Indlela was requested to explain whether it had risk management systems in place to avoid further corruption.

 

6. Responses

6.1 University Management

 

• The reasons cited for the demerger of the UL were that Medunsa in its current size and structure was not sustainable. Medunsa needed to grow programme based and focus strictly on health science programmes. There was a need for Medunsa to increase enrolments and its current capacity did not allow further student intake. Government would invest in the expansion of Medunsa so that it can increase it capacity to deliver more health science professionals.
• The Committee was informed that the decline in the Masters degree was contributed by the fact that many medical postgraduate students preferred to write fellowship exams at the College of Medicine than the university. Training students in Masters Degree programmes was a challenge due to few posts made available by the provincial government. The university had sufficient capacity to train more postgraduate students. However, the challenge was resources. The Health Professionals Council of South Africa (HPCSA) sets standards and regulations on how many medical students a university can produce or train per year.
• The reason many medical students preferred the College of Medicine over university was based on the fact that there was a single standardised exit exam in the college.
• The UL did not offer any unaccredited programmes to students. However, there was challenge with the professional body on pharmacy on accreditation of the programme. However, this challenge had since been resolved.
• The UL had serious challenge with allocation formula of NSFAS. Majority of students in the university were dependant on NSFAS and the maximum that a student may be allocated was R20 000 as compared with R47 000 that a student in the University of Cape Town (UCT) received. This left students with a huge debt owed to the university after they complete their studies.
•  The DVC of the Medunsa Campus was suspended with full pay after a series of student protests at the beginning of the year. The disciplinary hearings against the DVC would commence on 11 July 2011.
• The university did not have any students that were funded by the HWSETA besides interns working in the university departments.
• The UL had a science centre in the Turfloop Campus where learners from neighbouring high schools were exposed to science facilities in the centre. The social outreach programme of the university was effective.
• The previous VC of Medunsa enrolled more first year students than required hence there was an increase in the graduation rates.
• The management of the university was not aware of the sale of land to a private company for R4 million.
• The financial constraints of the university did not allow it to have more tutors.
• The UL had harmonized conditions of service that applied to all workers of the institution and the retirement age was 65.

 

6.2 Unions

 

• The unions had management and organised labour meetings every month and a joint bargaining forum. However, the voice of the unions was not recognised by executive management.
• The memorandum of understanding between management had been signed but not honoured by management.
• The Nehawu branch of Medunsa shared different ideas on merger with the Nehawu branch in Trufloop Campus.
• The land belonging to the university was sold for R4 million and an attorney had called the university to request the bank account to deposit the money.
• Medunsa staff members had less power to influence the institution since the institutions had been managed predominantly by staff in the Turfloop Campus.

 

6.3 Student Representative Council (SRC)

 

• Majority of students in the university were poor and the funding formula used by NSFAS should be reviewed.
• The SRC had a good relationship and constant engagement with management. However, most of the issues raised by the SRC were not implemented by management.
• The Committee was informed that there was no central SRC in the university since the SRC constitution did not allow that.
• The merger process led to huge institutional memory lost and the student intake was reduced, hence the decline in graduation rates.
• The UL did not have sufficient student support service to detect students that required urgent assistance with their academic work.
• The lecturer student ratio of the university remained a challenge.
• The SRC welcomed the demerger of Medunsa from UL.

6.4 Institute for the National Development of Learnerships, Employment Skills and Labour Assessment (Indlela) / Department of Higher Education and Training

 

• The role of Indlela was to provide trade test and assessment to people that had necessary skills and had been in the trades industry for many years. It was not a role of Indlela to produce artisans.
• The NAMB and QCTO would consolidate trades and occupations into a single integrated framework. The NAMB was an autonomous body that would audit and monitor exams and trade test at Indlela.
• The bureaucratic process delayed the implementation of the QCTO. There were overlapping areas with the other two quality councils (South African Qualifications Authority and Umalusi) and the Department had to address those challenges before the QCTO could be implemented. The post for the CEO of the QCTO had been advertised and the board was appointed. The Department would second 21staff members to assist in the operations of the QCTO.  
• The Department would run the QCTO corporate services as an agency and the organogram of the QCTO had been submitted to the Minister for approval.
• Indlela would collaborate with labour centres in all the provinces to have provincial presence in throughout the country.
• The Department would setup an Artisans Information Management System (AIMS) which would include all details of artisans in the country and track their progress.
• The Department aimed to conclude the disciplinary hearings process before the 30 September 2011. The people that were implicated in the alleged corrupt activities remained as employees at Indlela until the disciplinary hearings process is finalised.
• The Department had suspended the services of the service providers that were involved in the corrupt practises. The risk management system had been improved at Indlela and linked with the Department to prevent any further corrupt activities.

 

7. Site Observations

7.1 University of Limpopo (Medunsa Campus)

The Committee having conducted site visits in the university made the following observations:

 

• Library: The library was fully operational and academic books were available for students. Postgraduate students had separate computer laboratory where they conducted their research.
• The Oral Health Faculty: The faculty had 68 academic staff, 38 specialists, 320 enrolled students and 215 dental units.   Approximately two thirds of black oral health professions in the country came from Medunsa. The building had more than 40 years and consisted of five floors with four theatres of foxication. There were two lecture rooms in the building and the basement was used as a research facility. The budget of the faculty was R98 million with R60 million for salaries and the rest for other administrative costs. The simulation room project costed R4.5 million and had a capacity to train 60 students. The building was well maintained and the facilities were in working order.
• Residences: Residential accommodation was challenge in the institution. The buildings were old and required refurbishment. The rooms for the students were too small especially those that shared. There were no elevators in the residences. All laundry washing machines were not in working order for the past ten years. Most of the stoves in the kitchen were old and not in good condition. Some of the taps in the sinks were stolen and some kitchens were unhygienic.

 

7.2 Institute for the National Development of Learnerships, Employment Skills and Labour Assessment (Indlela) / Department of Higher Education and Training

The Committee having conducted site visits at Indlela made the following observations:

 

• Electrical Workshop: The workshop was responsible for assessment of candidates that were in the industry for many years and required trade test. Candidates had to pass five categories practical learning before writing exams. Candidates had to be literate and able to write in order to pass the assessment. The testing facilities within the workshop were in good condition and maintained by staff of Indlela. The workshop provided basics for candidates’ not full electrician training.
• Fitters and Turners Workshop: The workshop consisted of drilling machines that were donated by South Korea at a value of R30 million. Candidates were trained on chain driver alignment, adjustment of brakes for elevators and gearbox maintenance.
• Motor Mechanics Workshop: This workshop was responsible for training of candidates in motor mechanics. Candidates were assessed on yearly basis and had to complete four years to be a qualified motor mechanic. The workshop had five Hyundai Elantra cars that were donated by South Korea. The cars were used for testing only. Candidates were trained on motor engines, wheel alignment and motor maintenance.
• Plumbing Workshop: This workshop was responsible for training of candidates who were interested in plumbing and drainage system. There were six cubicles in the workshop that had full equipment for training of plumbers. The equipment in the workshop was fully functional.
• Hair Salon Workshop: The workshop was responsible for assessment of candidates in hair styling. The workshop had a capacity to assess ten people a day. Candidates were required to pass the practical and theory test. All the equipment in the workshop was in good condition.
• Golf Course: The golf course was established in 1990 and consisted of 18 holes with a club house. The golf course was no longer operational since it was closed by the Department after the findings of the forensic audit report. Maintenance in the golf course was done by the grounds men that were employed by Indlela.

 

8. Findings

The Committee having conducted oversight visit to the UL and Indlela made the following findings:

 

8.1 University of Limpopo (Medunsa Campus)

 

• The University of Limpopo was in a demerger process with the Medunsa Campus after five years of merger. This was aimed to assist Medunsa to increase enrolments and strongly focus on health science programmes.
• The university experienced decline in medical postgraduates’ graduation rates. The main reasons cited were too few posts provided by the provincial government for training and lack of resources.
• The Deputy Vice-Chancellor of Medunsa Campus was on suspension and disciplinary hearing process would start on 11 July 2011.
• The NSFAS allocation formula to the university was not efficient as students owed the university huge amount of fees due to top slicing.
• The Veterinary Science was removed from Medunsa and the nearby community was in need of this service. There country was in shortage of veterinary professionals to assist rural communities.
• The university residences required urgent infrastructure refurbishment and improved safety and security for students.
• There was no Central SRC in the university since Medunsa Campus was a single faculty.
• There was shortage of tutors to assist students with their academic work.
• The Council was not consulted by the Minister on the demerger process of the university.

 

8.2 Institute for the National Development of Learnerships, Employment Skills and Labour Assessment (Indlela) / Department of Higher Education and Training

 

• The Department was in the process of finalising the implementation of the QCTO and NAMB.
• Indlela was the only public trade test centre and the other 600 centres were privately owned and accredited by SETAs.
• All the 30 officials alleged to have been involved in financial misconduct and other financial irregularities were not suspended.
• Six out of the 30 officials implicated in corruption practises at the institute would face disciplinary hearings.
• The Department terminated service providers that were involved in corruption activities with Indlela.

 

9. Conclusion

 

The two days oversight visit of the Committee to the UL and Indlela was a very fruitful exercise which gave the Committee a synopsis of the challenges that faced these two institutions. It was evident from the engagements with the UL that the merger process of two previously disadvantaged institutions remained a challenge and benefits of merger were yet to be experienced. Challenges such as accommodation, recreational facilities, student financial support, insufficient resources and lecturer student ratio remained serious challenges of previously disadvantaged higher education institutions. Unfortunately, at a time whereby the merger of the two institutions began to shed some light, an announcement for demerger was communicated to university last year in August. This announcement came as a surprise to the entire university population as the merger was still at it’s in mid stage. The announcement meant that the university had to stop with all the processes that were in place for the realization of the objectives of the merger. The council was in a process to develop a new roadmap that would guide activities of the demerged institutions.  

 

Indlela was the only public trade test centre in the country out of the 600 privately owned test centres. The institute had enormous responsibility of conducting trade tests and assessments of candidates that aspired to be artisans. However, the claims of irregular financial activities that emerged during the transfer of Indlela from the Department of Labour to the Department of Higher Education and Training affected the credibility of the institute as an eligible public trade test centre. As result, the Department appointed an independent audit firm to investigate the financial records of the institute. The outcome of the report pointed out financial irregularities that involved 30 officials within the institute. The Department was in the process of finalising disciplinary hearings against the implicated individuals to be completed at the end of September this year.

 

10. Recommendations

The Committee having conducted an oversight visit to UL and Indlela recommends the following:

 

10.1 University of Limpopo (Medunsa Campus)

 

•  All the non functioning facilities at the student residences should be replaced or fixed urgently.
• The infrastructure at the student residences required an urgent upgrade to improve the living and learning conditions of students.
• The funding formula used by NSFAS to fund students in the university should be reviewed.
• HWSETA should sponsor certain students with bursaries in the health sciences programmes.
• The university should not withhold any results of poor students that owed outstanding tuition fees.
• The Department should assist the university in getting back the Veterinary Science programme that was removed from it.
• The university should recruit more lecturers and tutors to improve student support and academic learning.

·         The University should develop policies for recruiting qualified and competent staff and implement a good retention strategy.

·         The university should harmonise the salary packages and retirement age of the employees within the two campuses.

·         The University should uphold the principles of transformation particularly when it comes to employing women in the top management structures.

 

 

10.2 Institute for the National Development of Learnerships, Employment Skills and Labour Assessment (Indlela) / Department of Higher Education and Training

 

• The Department should finalise the implementation of NAMB and QCTO before the end of the year.
• The Department should press criminal charges against all officials found to have been involved in financial irregularities.
• Indlela should expand to all the other eight provinces in the country to expand access to people in rural areas.
• Indlela should collaborate with the other 14 SETAs to increase the training and development of artisans.
• The golf course should be re-opened and facilities within it should be use for the benefit of the institute.
• The Department should handover the Forensic Audit Report of Indlela to the Committee for its consideration.
• The Department should obtain database of all the service providers that were involved in corrupt activities with Indlela so that they could be blacklisted by Treasury.

 

Report to be considered