ATC120509: Oversight Visit to the University of Zululand, University of Kwazulu-Natal, Umfolozi Fet College, Umgungundlovu Fet College, Central Applications Office, Thekwini Fet College & Mangosuthu University of Technology from 24 – 27 January 2012, dated 09 May 2012

Higher Education, Science and Innovation

REPORT OF THE PORTFOLIO COMMITTEE ON HIGHER EDUCATION AND TRAINING ON ITS OVERSIGHT VISIT TO THE UNIVERSITY OF ZULULAND, UNIVERSITY OF KWAZULU-NATAL, UMFOLOZI FET COLLEGE, UMGUNGUNDLOVU FET COLLEGE, CENTRAL APPLICATIONS OFFICE, THEKWINI FET COLLEGE AND MANGOSUTHU UNIVERSITY OF TECHNOLOGY FROM 24 – 27 JANUARY 2012, DATED 09 MAY 2012

 

The Portfolio Committee on Higher Education and Training, having undertaken an oversight visit to the higher education and training institutions in KwaZulu-Natal , reports as follows:

 

1. Introduction

 

The Portfolio Committee on Higher Education and Training undertook an oversight visit to the University of Zululand, the University of KwaZulu-Natal (unannounced visit), Umfolozi FET College, Umgungundlovu FET College, the Central Applications Office (CAO), Thekwini FET College and Mangosuthu University of Technology on 24 – 27 January 2012 as part of its ongoing oversight visits to institutions of higher education and training. The purpose of the oversight visit was primarily to interact with the above mentioned institutions on critical issues such as admission policy, enrolment planning, their transformation plan, student access and success, and challenges of student accommodation in residences.

 

2. Background

 

The oversight visit consisted of a multiparty delegation of the Committee who visited the above mentioned institutions. The oversight visit formed part of the Committee’s plan to visit the 23 public higher education institutions and 50 Public FET colleges to assess the extent 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, the disbursement of financial assistance in higher education institutions, discussing the need for a more systematic and structured student support system, the feasibility of a more effective skills development strategy and other relevant matters in the higher education and training spectrum.

 

The Committee interacted with the aforementioned three public FET colleges, two universities, one university of technology and the CAO. The interaction with the institutions provided an opportunity for the Committee to comprehensively ascertain the level of progress made in relation to the agenda of the visit. Although the visits were relatively brief, it was significant to note that a visit of this nature empowered the Committee.

 

3. Composition of the Delegation

 

3.1 The Parliamentary delegation

 

The multi-party delegation of the Portfolio Committee on Higher Education and Training consisted of Adv I Malale Chairperson (ANC), Ms N Gina MP Whip (ANC), Mr S Makhubele MP (ANC), Mr S Radebe MP (ANC), Dr J Kloppers-Lourens (DA), Mr A van der Westhuizen (DA) and Mr A Mpontshane.

 

Support Staff: Mr A Kabingesi: Committee Secretary, Mr M Modiba: Researcher and Mr G Mankay: Committee Assistant.

 

3.2 The University of Zululand (UZ) representation

 

The UZ was represented by Prof F Mazibuko, Vice-Chancellor; Prof C De Beer, Prof S Imenda: Executive Dean Education, Prof F Ori: Executive Dean Science and Agriculture, Prof C Kristan: Director, Prof N Makunga: Executive Dean Arts Faculty, Dr D Machi: Executive Director, Dr T Mbuli: Deputy Chairperson Institutional Forum, Dr N Mkhize: Acting Dean Student Service, Mr F Doeseb: Acting Registrar, Ms C Nsibande: Director Finance, Ms N Radebe: Independent Contractor Financial Management, Ms N Zondo: Director Communications and Marketing, Mr T Bhengu: Independent Contractor Rector’s Office, Mr S Kunene: Manager, Ms T Biyela: Quality Advisor, Mr N Stofberg: Independent Consultant Registrar’s Office, Mr D Makhathini: Chairperson Nehawu, Mr A Mtshali: Deputy Chairperson Nehawu, Mr D Xulu: Councillor Umhlathuze Municipality, Mr N Sibiya: Deputy President SRC, and Ms L Ngubane: Deputy Secretary-General SRC.

 

3.2 The Department of Higher Education and Training representation

Mr S Mommern: Director FET colleges, Ms P Whittle: Assistant Director University Management Support, Mr L Cloete: Deputy Director Infrastructure and Ms P Sekgobela: Acting Parliamentary Liaison Officer Office of the Director-General.

 

3.3 KwaZulu-Natal Provincial Department of Education

Mr F Ingram: Manager, Dr V Nzama: Chief Director FET colleges and Mr S Ndlovu: Manager FET colleges.

 

 

 

3.4 Umfolozi FET college

Mr S Zungu: Rector, Ms P Nsibande: Assistant Director Curriculum, Ms J Smith: Assistant Director Human Resource Management, Ms N Mncube: Acting Deputy Director Corporate, Ms E du Toit: Acting Deputy Director Academic Services, Mr T Nxumalo: Acting Campus Manager Eshowe Campus, Ms S Saayman: Campus Manager Richtek Campus, Ms B Weitz: Assistant Director Quality Management, Mr R Nenga: Assistant Director FETMIS & IT, Ms Z Shabalala: Acting Campus Manager Eskhawini Campus, Mr L Nsibande: Assistant Director Financial Management, Mr L Radebe: Acting Manager, Mr S Mthembu: Deputy President SRC, Mr T Vilane: Site Steward SADTU, Mr N Mathenjwe: Site Sterward Richtek SADTU and Mr M Madikane: Regional Deputy Secretary SADTU

 

3.5 Umgungundlovu FET college

Ms S Smith-Baillies: Acting Rector, Mr B Ntuli: Chairperson Council, Mr R Msomi: Deputy Director Academic Services, Mr M Hadebe: Assistant Director Human Resource Management, Mr L Horan: Marketing Manager, Ms A van der Merwe: Campus Manager, Mr R Srufilall-Roy: Campus Manager Plessislaer, Mr S Doorasamy: Campus Manager Edendale, Mr A Mzimela: Manager Student Support Services, Ms A Markides: Curriculum Mnager, Ms T Mazibuko: Finance Manager, Mr R Maharaj: Quality Manager, Ms B Mpangase: Admin Manager, Mr Z Mkhize: Manager FETMIS & IT, Mr N Gule: Nehawu Representative, Mr D Compton: Shop Sterward SADTU, Mr D Easthorpe: Naptosa Representative, Mr P Nduli: President SRC, Mr M Molefe: Member SRC, Mr M Ngema: Member SRC, Ms K Nzaca: Member SRC, Ms B Ndonyela: Member SRC and Mr N Dlamini: Member SRC.

 

3.6 Central Applications Office

Dr A Knock: Chief Executive Officer and Mr G van der Ross: Deputy Chief Executive Officer.

 

3.7 Thekwini FET college

Mr R Cadir: Rector, Mr E Fredericks: Acting Deputy Director Academic Services, Mr M Dilsook: Acting Deputy Director Corporate Services, Ms M Mngadi: Deputy Chairperson Council, Mr S Seebacuk: Lecturer, Ms Z Mahlubi: Deputy President SRC, Ms B Mhlongo: Secretary SRC, Ms S Mlambo: Chairperson SRC and Mr X Khanyile: Chairperson SRC.

 

 

 

3.8 University of KwaZulu-Natal

Prof M Makgoba: Vice-Chancellor, Mr C Poole: Executive Director Physical Planning and Operations, Mr V Govender: Manager, Mr T Khumalo: President SRC, Mr N Mabusela: Treasure-General SRC and Mr T Moalosi: Secretary-General SRC.

 

3.9 Mangosuthu University of Technology

Prof M Kgaphola: Vice-Chancellor, Prof C Mjojo: Deputy Vice-Chancellor Institutional Planning and Research, Prof N Ndlazi: Dean Faculty of Natural Sciences, Prof S Malinga: Dean Engineering, Prof M Ramogale: Deputy Vice-Chancellor Academic, Dr K Ndlovu: Deputy Vice-Chancellor Administration, Mr T Mchunu: Dean of Students, Mr A Nzuzo: Community Liaison Officer, Mr E Zawilska: Head of Department Mechanical Engineering, Dr M Naidoo: Registrar, Mr M Nzama: Council Member, Mr E Dube: Senior Director Finance, Mr R Bhagowat: Senior Director Information Technology, Dr G Govender: Dean Management Sciences, Mr S Zulu: Senior Director Human Resource Management, Ms L Ndaki: Senior Director Library Services, Ms N Zungu: Project Manager Operations, Ms M Mkhize: Senior Director Marketing and Communications.

 

4. Summary of presentations

 

4.1 University of Zululand (UniZulu)

Prof F Mazibuko, Vice-Chancellor, led the presentation which highlighted the following key issues:

 

a) Outcomes of the Institutional Plan and Institutional Priorities for 2012

· The last oversight visit of the Committee to UniZulu was on April 2010 and the university had no Student Representative Council (SRC) at the time. However, the university has since rectified the situation, and a new SRC was elected in 2011.

· The outcomes of the Institutional Operating Plan (IOP) included restoring and enhancing the academic stature and efficiency of the university, the improvement of students’ experience in and outside the classroom, to refocus the entire university business on quality through firm decisions and to develop a value framework and a culture of strengthening institutional pride.

· The institutional priorities of the university for 2012 included addressing the challenge of staffing especially in senior management posts, strengthening institutional governance through the appointment of a new Council, identifying centres of excellence and flagship programmes, developing the comprehensive nature of the university, expediting staff development in general, and achieving a break-even budget to ensure financial sustainability.

 

b) Presentation by the Administrator

Prof C de Beer, Administrator, led the presentation which highlighted the following key issues:

• The Administrator was appointed by the Minister of Higher Education and Training in May 2011. The Forensic Audit investigation had been operating for the last six months. The terms of reference for the administrator’s appointment were to take over the roles of the Council of the institution and other matters.
• Despite the critical analysis of the university, it was ready to deal with the challenges preventing it from playing its acknowledged role as a respected academic institution and an important player in shaping the future.
• The short to medium term outcomes included an institutional enrolment strategy aligned with the capacity of the university, to maintain and expand its infrastructure, that the university management would develop institutional and business practices characterised by transparency.
• The institutional priorities included the election of appropriate suitably qualified persons to Council, to commence the academic renewal programmes, to develop the research capacity of the university, to improve safety and security, to revise institutional governance and its affiliates, to reduce the backlog of infrastructure, to revise institutional policy and procedures to give effect to the outcome of the Forensic Audit.
• Immediate needs of the university included recreational and shopping space for students, additional computer laboratories, to increase the campus residence capacity, to fence the university, to develop income reserves of the university and R750 million would be required to address the infrastructure backlog of the university.
• The framework for rebuilding the image of the university included to restore the quality of accreditation programmes, to rebuild institutional pride, to remove institutional obstacles, and to develop retention mechanisms for staff.

 

c) Enrolments and Staff Compliment

Prof C Kristan, Director, led the presentation which highlighted the following key issues:

• The enrolment in numbers had increased over the years in the university. The university had 9 938 students in 2007 and 15 526 in 2011. Most of the students enrolled in the university were females who constituted 65% compared to 35% males. More than 92% of the student population was Africans and Indians. The substantial increase in the number of enrolments was caused by a huge demand for teachers and the intake in the education faculty was expanded.
• The throughput rate of the university was 14.78% in 2010, well below the national average of 20%. The poor throughput rate of the university can be attributed to the drop-out rate among many poor students owing to financial difficulties. The university was targeting a throughput rate of 25% by 2013.
• The institution had 900 permanent and 428 temporary employees. The education profile of the academic personnel included: 29% (73) PhDs, 43% (106) Masters, 26% (66) Honours and 2% (4) Bachelors Degree.

 

d) Challenges of Students

Dr N Mkhize: Acting Dean of Students led the presentation which highlighted the following key issues:

• Recreational facilities: Inadequate recreational facilities remained the key challenge for students. Most of the facilities in the institution were worn out owing to excessive usage.
• Financial Support: The majority of students enrolled in the institution came from disadvantaged family backgrounds and rural areas. Majority of these students (80%) were dependant on the assistance of the National Student Financial Aid Scheme (NSFAS) for their tuition. Unfortunately, the NSFAS bursary did not cover the entire total funding package for students, as a result some of them dropped out of the system.
• Student Health Services: The University had one small Clinic designed to cater for 3 000 students when the university was established. The student population had since expanded to more than 15 256 students. The Clinic was not in a position to cater for such a large population. The institution experienced a high death rate among students.
• Career Guidance: Majority of students admitted to the university were under-prepared for higher education. Inadequate career guidance often led students to choose unsuitable courses.

 

e) Accommodation and Student Residences

Mr N Sibiya: Deputy President, SRC led the presentation which highlighted the following key issues:

• Infrastructure: The ageing infrastructure remained a serious concern for students. The university had a challenge in accommodating students with disabilities. There were no suitable facilities to cater for students with special needs.
• Overcrowding: The university had 3 500 beds for 15 256 students. There was insufficient space for accommodation in residences. Students were living in bad conditions owing to overcrowding in residences.
• Inadequate Living Facilities: There were some residences that had inadequate security measures. Some residences did not have television sets in the rooms. There was a shortage of staff to cater for students’ needs in residences.

 

f) Unions

Mr D Makhathini: Chairperson Nehawu

• The Wellness Centre of the institution needed to be developed in a manner that employees could make optimum use thereof.
• The university had inadequate skills development programmes to improve the skills of workers.
• Majority of workers in the institution were employed on a temporary basis and some of had been in the institution for more than 10 years.
• The staff ratio was inadequate compared to the student population; as a result staff were overworked.

 

4.2 Umfolozi FET college

 

a) Overview of the college

Mr S Zungu, Rector, led the presentation which highlighted the following key issues:

• The history of Umfolozi FET college was closely situated to the development of Richards Bay as an export harbour, which resulted in a demand for a technical college by 1975. Richtek Technical college was established in Richards Bay in 1977 as an initiative of local industry, and served the artisan training needs.
• In 2001 the FET Act of 1998 resulted in a merger process which saw KwaZulu-Natal’s 24 technical colleges transformed into nine FET colleges and the Richtek Technical college became known as the Umfolozi FET college.
• The college was one of nine colleges in the province and had academic campuses in Eshowe, Esikhaleni, Groutville, Mandeni and Richards Bay . Furthermore, the college operates eight skills centres, Sundumibili, Isithebe, Jininindomnyama, Nseleni, Sikhanyisile, Thubelihle and ZCBF. The college offered NC(V) and the National Diploma course in a range of business and engineering related fields for fulltime, part-time and distance students.
• The central human resource management and development unit played a pivotal role in the effective and efficient functioning of the college. The college had a total of 213 academic staff, and 165 support staff. In terms of the gender breakdown, 62% of academic staff were males and 38% females. In terms of classification by race, 39% were African males, 35% African females, 6% White males, 9% White females, 7% Indian males and 3% Indian females. In terms of staff qualification, 34% had Diplomas, 18% Degree, 19% National Certificate and 17% unqualified. The college had a challenge of recruiting people with disabilities and the gender balance was skewed in favour of males.
• The college offered competitive fringe benefits for its staff members, including the employees of the Council. Employees of the college received R800 per month for housing allowance, a provident fund and compulsory medical aid.
• The college utilised its recapitilisation grant (R54 million) for the development of systems and procedures to cope with increased student numbers, the upgrade of facilities on its campuses, the purchase of equipment and preparation of curriculum delivery.
• The college was intended to serve a fairly large and mostly rural area; its foremost challenge was the shortage of student accommodation. Student residential areas required expansion and renovations.
• The college experienced difficulties in student retention owing to a variety of causes mainly drop-outs. The low throughput rate, especially in the NC(V) programmes remained a serious concern.

 

b) Unions

Mr M Madikane: Deputy Regional Secretary, SADTU led the presentation which highlighted the following key issues:

• The working conditions of staff at the college were a serious concern. The union established a Task Team to review the working conditions of workers in the college.
• The FET college sector was vulnerable compared to higher education. This was as a result of the migration of public FET colleges into national sphere.
• The college was not able to attract a sufficient number of learners from rural schools. There was a need to strengthen partnerships with rural schools to increase the intake of learners from these schools into the college.
• The majority of staff who were employed on a temporary basis were required to sign short term contracts. This was a serious challenge since employees were not able to obtain short term loans to finance their needs.
• There was a need for an effective skills development plan to enhance staff development.

 

 

 

 

 

 

4.3 Umgungundlovu FET college

Ms S Smith-Baillie, Rector, led the presentation which highlighted the following key issues:

 

a) Overview of the college

• The college served a large urban and rural geographical region that extended to Greytown in the east, Mooi-River in the north, Camperdown in the south and Bulwer in the west. This emphasised two critical aspects of the college; the vast rural geographical client base and the fact that most campuses were located in urban areas.
• The college had five campuses located within Pietermaritzburg namely, Edendale, Midlands , Msunduzi, Plessislaer, Northdale and Msinga.
• The Business Studies faculty offered N4 – N6 programmes with a minimum duration of six months per level.
• The college had various workshops such as fitting and machining, electrical, motor, welding, carpentry and plumbing. The college received funding from the National Skills Fund to train students in the practical application of scarce skills. The project was run in partnership with School Leavers Opportunity Training (SLOT).

 

Successful Partnerships

• At Midlands Campus, a laboratory was set up with the assistance of the Belgian Government to offer Siemens accredited programmes. The college was the first in the country to receive Siemens accreditation.
• The tool-making pre-apprenticeship training was offered at Plessislaer Campus, in partnership with the Tool-making Association.
• The Printing, Nail and Wire making training was offered at the Northdale Campus and this project was funded by the Department of Economic Development.

 

Recent Achievements

• The Midlands and Msunduzi Campuses were both finalists in the regional Productivity SA Awards.
• The Midlands Campus won the regional award for best Public Service entity and represented KwaZulu-Natal (KZN) at the national competition.
• Five students were selected to represent KZN FET colleges at the national sport tournament.

 

b) Unions

Mr D Compton, Shop Steward, SADTU led the presentation which highlighted the following key issues:

• Conditions of Service: The conditions of service for lecturers remained a challenge in the college. The student lecturer ratio (72:1) was relatively high, resulting in lecturers being over extended.
• Employment Benefits: The employment benefits between staff employed by the state and Council were different. Council employed staff were treated unfairly in the college. The majority of support staff was employed by Council and had no medical aid benefits. The union proposed that conditions of service for all staff be standardized.
• Infrastructure: The current infrastructure of the college remained a serious concern. The college did not use its recapitilisation grant for the benefit of students.
• Other matters: The college had a challenge in attracting suitably qualified lecturers. The transport policy of the college was not efficiently implemented. The management of the college differed from campus to campus.

 

c) Student Representative Council

Mr P Nduli: President SRC led the presentation which highlighted the following key issues:

• Relationship between management and SRC: The SRC of the college was undermined by management in the decision-making process. The relationship between the two parties was not effective. Students were not consulted before major decisions were implemented.
• Accommodation: The college had a major challenge with the shortage of residences to accommodate students from other regions. The management of the college increased the residence fee from R2000 – R4000 per annum. Majority of the students in the college came from poor family background and were unable to afford the adjusted fees.
• NSFAS: The NSFAS funding allocated to students was insufficient for all their needs. The majority of students did not understand the NSFAS policy. Most of the funds from the NSFAS were allocated late during the year and students had to find other means to pay for registration and residence fees. Registered students experienced transport problems while waiting for the NSFAS bursary.
• Challenges of the SRC: The SRC did not have sufficient resources to look after the affairs of students. The SRC elections should be conducted by the Independent Electoral Commission (IEC) since the current process led by management was ineffective. The SRC hoped to convene a policy conference to formulate a new constitution of the SRC. However, owing to insufficient funding, the conference was delayed.
• Other matters: There was a high level of absenteeism by students since lecturers dismissed students for no valid reason. The libraries of the college had outdated textbooks and the computer laboratories had broken computers. The delay in the release of results affected student’s registration and the release of certificates. The presence of liquor stores close to campus was a cause for concern.

 

4.4 Central Applications Office (CAO)

Dr A Knock, CEO, led the presentation which highlighted the following key issues:

a) Role of the Centralised Applications Service

• The CAO was proposed by a consortium of tertiary institutions in KZN in 1994. In 1998 project staff were appointed and a first handbook was published in July 1999. The CAO registered as a Section 21 company in 2007.
• The CAO was responsible for the processing of applications for admission to tertiary institutions in KwaZulu-Natal . The CAO did not make selection decisions on behalf of the institutions.
• The CAO had partnerships with secondary schools (8040) in KZN and other provinces where it distributed its handbooks to attract applications. The handbook consisted of entry requirements of 687 programmes at 19 institutions, contact details of institution and basic career guidance information.
• Communication with applicants was done via a call centre, messages sent by sms, written letters of response, website and telephone system.
• The benefits of the CAO to the institutions included nationwide publicity, reduced late applications, reduced walk-ins, an effective selection of suitable qualified students, improved exposure, communication with applicants, and uploadable registration data.
• The challenges of the CAO included: fear of infringement on institutional autonomy, fear of interference in the institution’s admission process, loss of income, fear of retrenchments and suspicion that other institutions would poach applicants.
• The benefits of the CAO to applicants included: applicants had one form to fill in all their details, one application fee of R175, a range of institutions to choose from, one centralized office and on-going communication with the CAO.
• The survey of applications in 2006 made the following findings: 88% of applicants preferred a centralized system; 80% felt the fee was reasonable; 80% felt that the CAO communicated well; 77% of those who visited CAO said it was difficult to find; 74% found the handbook user-friendly; 69% heard of CAO from school or friends and 43% found it difficult to get forms.
• The CAO did not receive any state funding for its operations. Funding was obtained from application fees and institutions were not charged for the service of the CAO.

 

 

 

 

 

 

4.5 Thekwini FET college

Mr R Cadir, Rector, led the presentation which highlighted the following key issues:

 

a) Overview of the college

• The college was responsible for post school education and training. The college was established as a result of the merger between Cato Manor, Centec and LC Johnson Technical Colleges. The college had six campuses around Durban . The staff compliment of the college included; 175 educators, 80 support staff and 8681 students.
• The vision of the college was to become a vocational centre of excellence and a preferred public FET college. The mission was to provide accessible, responsive, inclusive, and high quality vocational education for students and other stakeholders of the college.
• Challenges of the college included: inadequate infrastructure and facilities; learner placement; limited subsidy funding; inadequate research capacity and staff qualification.
• The college offered programmes such as the National Certificate Vocational NC(V), Report 191 and Skills and Learnerships.
• The student enrolment for 2012 was 3 866 students across the six campuses of the college. The college experienced a serious challenge of graduation throughput and drop-out rate.

 

b) Student Representative Council

Mr X Khanyile: President SRC led the presentation which highlighted the following key issues:

• Bursaries: Students were struggling to obtain the NSFAS bursary and the delay in the transfer of funds remained a serious concern. The majority of the students at the college were poor and dependant on the NSFAS bursary to continue with their studies.
• Accommodation: The college had a serious challenge of shortage of accommodation for students. The majority of students from outside the province struggled to obtain accommodation in the college and had to arrange their own accommodation.
• Management and SRC: The management of the college did not consult the SRC on decision-making processes. The SRC was being undermined by the management of the college.
• Quality of Lecturers: There were some lecturers at the college who were not suitably qualified for the programmes they lectured and this affected student performance. There was a need for the college to attract more suitably qualified lecturers urgently.
• SRC Budget: The budget allocation to the SRC was always delayed and this affected the plans of the SRC, particularly at the beginning of the year. There was no harmonization in the allocation of the SRC budget to different campuses.
• Other matters: Students that were enrolled in the Safety in Community course were promised employment after completion and this was not implemented. There were insufficient Student Liaison Officers in the college. The textbooks for 2012 were not yet given to students. The majority of students failed the NC(V) programmes and there were insufficient student support services.

 

 

c) Council

Ms M Mngadi, Deputy Chairperson of Council, led the presentation which highlighted the following key issues:

• The Council had taken note of the various issues that were raised, especially by the SRC and would discuss those issues in the next executive committee meeting.
• There was a need to strengthen the college’s supply chain management policies to combat any corruption activities that affect the college. The overall staff qualification of the college had to be reviewed to improve the capacity of the college.
• The role of the Department in supporting colleges required urgent improvement. Career guidance in FET colleges remained a serious concern.
• The throughput rate of the college was unacceptable and there was a need to strengthen student support services.

 

4.6 University of KwaZulu-Natal

Prof M Makgoba: Vice-Chancellor (VC) made the following presentation to the Committee.

 

a) Meeting with the Vice-Chancellor

• The VC joined the university in 2002 when it had only two campuses, namely, Howard College and Pietermaritzburg Campus. The university had eight faculties back then and there was only one black Dean.
• The merger of the university took place in 2004 and the University of Natal merged with the former University of Durban Westiville (historically an Indian university) to form what was now known as the University of KwaZulu-Natal. The major challenge of the merger was the lack of transformation especially in senior management positions.
• The VC adopted the college structure practiced mostly in Western countries to organise the structure of the university. The VC was responsible for a budget of R5 million when he joined the university prior the merger, and now he was responsible for the management of a R3 billion budget of the university. The merger increased the allocation of funding to the university.
• The university had more than 32 000 students with 10 000 in the Pietermaritzburg Campus, 10 000 in the Westville Campus and 12 000 in the Howard College Campus. More than 25 000 students in the university were Africans making it one of the universities with such a large number of African students in the country.
• Transformation in the leadership of the university had evolved in a progressive manner as currently there were 30% Indians, 10% Whites and 60% Africans in senior management positions.
• As part of restructuring the university, in 2004 there were 112 departments and by 2005 the staff was reduced by half and currently there were 19 departments.
• The university had a challenge of inadequate infrastructure, especially the former University of Durban Westville. An amount of R2 billion was raised for infrastructure development and 70% of the budget for infrastructure was invested in the Westville Campus.
• The university had enormous potential for growth. However, challenges such as inadequate accommodation, insufficient financial support for poor students and the lack of adequate infrastructure remained a concern for the university.
• The SCM policies of the university were effective and there were no reported cases of fraud and corruption since the VC joined the institution.
• The merger yielded positive results for the institution although there were ongoing challenges experienced.
• The term of the VC expires in 2014 and part of the plan was to leave the institution in the hands of a competent leadership. The university was in third place in the country for its research output and contributed 11% to the country’s PhDs.

 

b) Student Representative Council

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

• Merger: The merger had good benefits for some campuses and others suffered in the process. The Pietermaritzburg Campus operated differently from the other campuses. Students in that campus were not passing well compared with the other campuses. Transformation was slow in the university.
• Admission Policy: The university used the quota system for the selection of students in certain programmes. This system favoured African students, especially from the former Model C schools, since they performed well in their results owing to support systems in those schools. Students from rural areas had minimum opportunities to be admitted to the university.
• Accommodation: Inadequate residential accommodation remained a serious concern for the university. The university did not own the majority of off campus residences and this affected students since private accommodation was very expensive.
• Financial Exclusions: Financial exclusion was the major contributor to the drop-out rate in the university. The majority of African students were from disadvantaged family background and the NSFAS funding did not cover all their tuition fees.
• Other matters: There were some lecturers who were not suitably qualified for the programmes they lectured. The centralized application process excluded students coming from rural areas who did not have information of the CAO.

 

4.7 Mangosuthu University of Technology

Prof M Kgaphola: Vice-Chancellor led the presentation which highlighted the following key issues:

 

a) Overview of MUT

• Vision: The vision of the institution was to be a permanent higher education institution of technology that fosters socio-economic advancement through scholarships of teaching and learning, applied research and community engagement.
• Student Profile: The total number of students in the institution was 10 333 with 48% males and 52% females. African students constituted 99.8% of the population of the institution. The Science, Engineering and Technology (SET) had 58% of the enrolments, Business Management 31% and Other Humanities 11%. The majority of students in the institution were enrolled in undergraduate programmes.
• Graduation Rates: The graduation rate increased from 12% in 2005 to 20% in 2006. Graduation averaged at 195 from 2006 to 2009, with 2010 dropping just below the 17% national target.
• Staff Profile: In terms of the staff profile, the MUT had 342 males as compared to 256 females. African employees constituted 85% followed by Coloureds 8%, Indians 6% and Whites 1%. The staff with Msters degrees had increased from 41% in 2009 to 46% in 2010. Staff with Doctoral degrees also showed an increase from 4% in 2009 to 6% in 2010.
• Human Resource & Development: The human resource development department developed and approved human resource policies which were employee-centred. The HR&D department granted its employees with study bursaries through its Policy on Attainment of Formal Qualification and introduced monetary rewards for employees who had acquired qualifications. The HR&D department attracted skillful and talented employees through its Recruitment and Selection Policy.
• Student Challenges: The MUT attracted students from mainly disadvantaged backgrounds, who were unable to pay for their studies and living expenses. Under-preparedness for university as a result of the social background of students remained a concern.
• Student Housing: In 2002, the university had just over 6 000 students. Within two years, the university had under 10 000 students. This growth put a strain on student accommodation. In response, the university increased accommodation by providing for more off-campus facilities through lease agreements with private providers. In 2009, off-campus housing catered for about a third of the student population. The institution currently accommodated 46% of students.

 

b) Unions

• The institution did not operate in the same manner as other institutions. The institution did not have a statute in place. The union was not recognised as a formal structure of the institution. The union was not represented in all the Committees of the institution.
• The salary negotiations process was headed by Council in the university. Management was not prepared to engage with the union on matters that affected the institution. The majority of labour disputes in the institution were resolved in the Council for Conciliation Mediation and Arbitration (CCMA).
• Victimisation of union leadership remained a serious concern. Union leaders who spoke against unfair management practices were being dismissed in the institution. The human resource management of the institution was micro-managed by the VC and his senior managers and most activities of the institution were centralized in the VC’s office.
• The relationship between the management and union of the institution was very bad and as a result, the staff of the institution were not fairly treated.

 

c) Student Representative Council

Mr S Mbuyane, President of the SRC, led the presentation which highlighted the following key issues:

• Curriculum: Students were failing most of their courses owing to the use of old course work material used in the institution. The prescribed books used for most programmes were very expensive and students could not afford them. Students were taught theory more than practicals owing to the lack of facilities.
• Accommodation: The shortage of accommodation remained a serious concern for the institution. The living conditions in some of the residences were bad for students. Some of the residences were not safe of which criminals took advantage. The off-campus residences were very expensive since they were leased by the institution. The accommodation in the city was not good for the students’ welfare since it was close to night clubs, and students were exposed to drugs and prostitution. The majority of residences lacked facilities and the meals were very expensive.
• Financial Exclusions: Majority of students in the institution came from a disadvantaged background and were dependant on the NSFAS for their studies. Some students who had outstanding debts were unable to continue with their studies since NSFAS did not cover all the fees owed to the institution. This led to students dropping-out of the institution. Returning students were often excluded owing to outstanding debts. The SRC was planning a mass demonstration in the following week as a result of financial exclusions.
• Other matters: The institution was not well marketed and bad publicity often made the institution unpopular. Students had challenges in participating in lectures since most of the lecturers were foreigners and were not fluent in English. Some lecturers employed by the institution had only a B Tech qualification. There were no projectors in lecture theatres. Students were forced to pay for practical fees though they were not offered.

 

5. Site Observations

5.1 Thekwini FET college (Springfield Campus)

The Committee having conducted site observation at the college reports the following:

• Security at the college was costing an estimated R70 000 per month. The college was situated next to a squatter camp and a dumping site. This posed a serious health risk for the students since pollution from the dumping site contaminated the air. The residents of the squatter camp dumped their litter at the college.
• The infrastructure at the college was inadequate. There was a need for refurbishment of the classrooms and certain workshops.
• The workshops visited by the Committee included the Fitting and Turning Workshop, the Motor Mechanic Workshop and Fabrications Workshops. The Committee noted that most of the equipment in the workshop was bought with the recapitalisation grant.
• The Committee noted with concern that some of the welding equipment was neglected. Recent flooding affected some of the workshops and some equipment was damaged in the process.
• The college leased some of the classrooms to external private providers with the objective of obtaining extra income.

 

 

 

 

5.2 University of KwaZulu-Natal

The Committee having conducted site observation at the university reports the following:

a) Applied Science Building (Westville Campus)

• The Department of Pharmacy could only accommodate 35 first year students owing to its limited capacity. Pharmacy was the number one scarce skill in the country and yet there were limited resources allocated to expand this programme. The programme was very expensive and therefore out of reach for poor students.
• The infrastructure backlog was a serious challenge for the Westville Campus. The infrastructure maintenance of this campus was R1.6 billion. There was little donor funding received by the university and most of the funding for infrastructure development came from the Department.
• The air conditioners in most of the laboratories were faulty and students did not concentrate effectively during hot weather.
• The Physiotherapy Department was being refurbished and construction work would end in August 2012. There was a huge demand for Physiotherapy. However, the university could only take 50 first year students from 5000 applications. The building was inadequate and it leaked when raining.
• The campus was a getaway for the residents who stayed nearby the campus. The university space was shared with members of the public owing to the location of the university. There is a Mosque and a Temple within the campus.

 

b) Research Building (Howard Campus)

• The Research Building was under construction for a new parking space and a new Micro Biology Building was also being built. The university had a good relationship with the King Edward Hospital.
• There was insufficient space for students to interact owing to the limited space available in the building. There was no accommodation for students in the Medical School and the lecture rooms were small.
• The university spent R7 million repairing the air conditioners in the building. Space was a serious concern on campus. The building was situated next to the main road which was very busy and accidents occurred frequently outside the gate of the campus.

 

 

 

 

 

 

6. Committee Observations

6.1 University of Zululand

• The university was under administration for the past six months and majority of the university’s stakeholders were concerned that the Vice-Chancellor was working with the administrator. This was an unfamiliar situation particularly within higher education.
• The Committee commended the fact that the university had a functional SRC in place which was represented by multi party organisations of the university.
• The university had a serious challenge of infrastructure backlog and an amount of R750 million would be required to address this challenge. The university relied heavily on infrastructure grants from the Department, R156 million had already been spent on infrastructure.
• It emerged that the majority of students at the university came from disadvantaged family backgrounds and they depended on the NSFAS bursary to study. Unfortunately, some students dropped out of the university since NSFAS did not cover all their needs.
• It emerged that the university had insufficient financial reserves for its sustainability and it had R8 million deficit in 2012 and R161 million accumulated debt. The student debt was a serious concern for the university since R54 million was owed by students.
• In terms of admissions, students applied via the CAO if they were interested to study at the university. Approximately 49 000 students applied to the university for 4 600 places. Walk-ins were no longer accepted in the university and they also had to apply through the CAO.
• Although the university was classified as comprehensive, it had not moved at the pace required for a comprehensive university.
• The administrator discovered many registration irregularities in his investigations. There were 15 staff members who had been served with charge sheets and the disciplinary hearing would commence at the month of February 2012.
• The university had a challenge of students dropping out owing to financial difficulties. The decline in the graduation and throughput rates remained a serious concern.

 

6.2 Umfolozi FET college

• It was noted with serious concern that workers employed by Council in the college were employed on a short term contract with insufficient employment benefits.
• The college had a serious challenge of a low pass rate in the NC(V) programme and one of the reasons highlighted by the college was a shortage of suitably qualified lecturers to teach the NC(V) programmes. It was noted that the NC(V) pass rate was 40% and the college targeted a 50% certification rate by 2012
• The college was commended for having medical aid for its staff members and that it had developed partnerships with various industries in its vicinity.
• It emerged that FET college students were not required to repay the NSFAS bursary upon completion of their studies on condition that they passed all their subjects. However, when students fail one or more subjects, the bursary was withdrawn and many students dropped out as a result.
• The college had a serious challenge in attracting professional artisans due to the low remuneration offered by the college compared to that of the private sector.
• There was a delay in the delivery of textbooks and the Committee was concerned that this will have a negative impact on learning.
• It emerged that there were delays in the issuing of certificates by the college since some of the 2011 results were not yet released by the Department.
• The college was commended for its refurbished workshops funded by the recapitilisation grant.

 

6.3 Umgungundlovu FET college

• It emerged that the majority of students in the college came from rural areas and most of them had a challenge with accommodation since the college had insufficient residences.
• It was noted that the majority of students failed the NC(V) progrmmes since its curriculum was of a high standard compared with the school curriculum. Learners who passed Grade 9 were enrolled in the NC(V) programmes and owing to the nature of its curriculum, students did not cope. The overall NC(V) drop-out rate was 20% in the college.
• It emerged that the college did not conduct any Recognition of Prior Learning (RPL) programmes.
• The college had a partnership with the Belgian Government for 3 years and every year there were delegates from the country who were sent to monitor progress in the programme.
• In terms of articulation, the college had a partnership with the Durban University of Technology (DUT) where students who completed the N6 programme were eligible to study at the university. However, articulation in the NC(V) programme was a serious concern since students needed to pass at least 70% to obtain university entrance.

 

 

6.4 Central Applications Office

• It emerged that all students who were applying for public higher education and training in KwaZulu-Natal had to submit all their applications through the CAO. Prospective students were obliged to pay the R175 application fee and some poor students were being disadvantaged in the process.
• The CAO had no other sources of income besides the revenue it obtained from application fees.
• Unfortunately, learners from the deep rural areas were not aware of the CAO and were only informed of it when they approached their institution of choice during the registration period. This resulted in many learners being turned away since the application process was centralised and walk-ins were no longer accepted.
• The CAO had a challenge in that students submitted fraudulent results for the purposes of being admitted to higher education institutions.
• It emerged that the CAO had plans to expand to other provinces. The main challenge of the CAO was its current capacity.

 

6.5 Thekwini FET college

• The college was commended for having a centre for students with special needs. However, it emerged that parents of students with special needs were responsible for the daily transport of students since the college did not have funding to transport them.
• It emerged that the college made provision for all staff to have medical aid and a housing allowance irrespective of whether they were state employees or not.
• Accommodation was a serious challenge for the college, the residences had 200 beds for a student population of more than more than 8 000.
• The college had a partnership with DUT and there were programmes accredited for articulation to enable students to articulate to the university upon completion of their programmes.
• It emerged that work based experience was still a major challenge for the college since companies were resisting to take students for workplace learning.
• The college received financial support from the Education Training and Development Practices (ETDP) Seta for the development of lecturers.
• It was noted with concern that many students received their NSFAS bursary late during the course of the year. The main reason cited was the insufficient capacity of NSFAS.
• It emerged that the college received a disclaimer in 2009 due to fraud committed at the college. The college had an outstanding audit for 2010 and 2011 financial years.
• The Committee noted with concern that the NC(V) pass rate in the college remained at 14%. This was well below the national average for FET colleges which was between 20% - 40%.

 

 

6.6 University of KwaZulu-Natal

• The university was commended for having had no financial irregularities for the past ten years. The leadership skills of the VC were also commended by the Committee.
• It was noted that the CAO was assisting the university since it had already obtained statistics of students for 2013. The university received 61 000 applications for 9 000 places for the 2012 academic year.
• It emerged that the university had support programmes in place for young and upcoming academics. Although the term of the VC expires in 2014, there were academics who were ready to replace the VC.

 

6.7 Mangosuthu University of Technology

• It was noted that the university required SRC members to obtain a minimum 60% pass rate in their programmes to be eligible as student leaders. This was implemented with a view of having student leaders who completed their studies on time and would be an inspiration to students.
• It emerged that student organisations wanted to take control of the registration process hence the management of institutions regulated activities of these organisations during registration.
• It was noted that the majority of students at the university came from disadvantaged backgrounds and the NSFAS bursary was the only means for them to afford higher education. Owing to top slicing of the NSFAS allocation, some students dropped out of the university since the allocated funding for their studies was insufficient.
• Admission to the university was administered through the CAO and the university received 30 000 applications for 3000 places. The university had already registered close to 3000 first year students during the month of January 2012.
• It emerged that staff members of the university received bursaries for themselves and their immediate family members from the university. The university rewarded its staff members for continuing with their studies, depending on the type of qualification.
• The Committee noted with concern that some students who were indebted to the university were excluded owing to outstanding debts that were not settled by the beginning of the new financial year.
• The university was commended for its turn around strategy in place which was aimed at addressing the past challenges of the university.
• The Committee noted with concern that the university had not yet developed a statute.

 

 

 

7. Summary

The four days oversight visit of the Committee to public higher education institutions and some public FET colleges in KwaZulu-Natal focused specifically on the subject of enrolment and registration for 2012, graduation and throughput rate, staff profile, admissions policy and challenges of students. In essence, the Committee managed to obtain the information requested from the institutions visited. The meetings of the Committee with the institutions and colleges visited were open to other stakeholders such as the SRC and trade unions. What emerged as the major concern of the Committee was that there was an insufficient harmonised platform of engagement between management and stakeholders of universities and colleges. As a result, council members present in the meetings of the Committee were often taken by surprise with certain matters raised.

 

The negative perception of FET colleges as places of learning for those who did not meet university requirements still persisted. The Department had a huge task of marketing colleges to young people as places of learning. This was proven by the slow student intake in FET colleges as compared to higher education institutions. Unfortunately, FET colleges experienced the challenge of having low pass rates in their programmes and the production of skilled artisans remained a serious concern.

 

The Central Applications Office was a fully functional project that was utilised by all higher education and training institutions in KwaZulu-Natal. The Committee was in full support of the system since it gave students flexibility in having one application form for different institutions. However, the fact that all prospective students had to pay an application fee irrespective of their background remained a concern. The Committee was also in support of the CAO to expand to other provinces.

 

In essence, out of this oversight visit, it was noted that there were no short term solutions to the challenges faced by the post school education landscape of the country. Issues such as shortage of accommodation, financial exclusions, inadequate infrastructure, low graduation and throughput rate, inadequate artisan development and ineffective governance were matters of priority for the Department to pursue. The Committee would continue to provide robust oversight visits to higher education and training institutions with the objective of assisting the Department in addressing the challenges of the post school sector of the country.

 

 

 

 

8. Recommendations

The Portfolio Committee on Higher Education having conducted an oversight visit to various higher education and training institutions in KwaZulu-Natal recommends that the Minister of Higher Education and Training should ensure the following:

 

a) FET colleges

 

• Financial Aid: In almost all of the colleges visited by the Committee, the issue of financial exclusions was highlighted as the major contributor to the increase in the drop-out rate. FET colleges should explore additional funding streams to assist students who do not qualify for participation in the NSFAS bursary scheme or who need additional financial support to support their studies.
• Academic Support: Academic support interventions aimed at improving lecturer development were urgently needed in FET colleges to improve the academic results of students. Suitably qualified lecturers were in serious shortage in FET colleges, and to attract and retain such skilled personnel, the Department should consider reviewing the remuneration of lecturers in FET colleges.
• Accommodation: All the FET colleges visited by the Committee complained about the shortage of accommodation for students. The Department should conduct institutional audits of colleges to determine the need for student accommodation.
• Work-Based Exposure: Finding work placement in any form for the majority of students remained a challenge. Colleges should actively pursue partnerships with local industries so that students can be absorbed smoothly.
• Transport: The majority of students who stayed out of campus made use of public transport to travel from their homes. Unlike learners in public schools, there were no bus services for college students and poor students were finding it difficult to maintain this expenditure. The Department should allocate more funding to assist needy students with travel allowances.
• NC(V) Results: The NC(V) pass rate was in desperate need of improvement throughout the country, with provincial and national pass rate in 2010 being 20% - 24% respectively. The Department should introduce more intensive academic support strategies and better career guidance methodologies.
• Artisan Development: With the growing concern for the shortage of skilled artisans in the country, artisan development should be a key focus area for FET colleges.
• Student Retention: The majority of students failed to complete their studies within the minimum required period in FET colleges. As a result, the NSFAS bursary was automatically withdrawn, causing students to drop out. This was a waste of taxpayers money since students in colleges were not required to pay back the bursary. FET colleges should improve student support services to ensure that students remain in the system until they graduate.
• Examination Results: There was a serious concern regarding the delays in the release of FET college results nationally. This affected students who were seeking employment or furthering their studies. The Department should play a leading role in ensuring that results in FET colleges are released on time and that students receive their certificates.

 

b) Higher Education Institutions:

• Governance: It was unfortunate that effective governance in higher education institutions remained a serious challenge. Of the three universities visited by the Committee, one was under administration and another had a previous administrator. The Department should ensure that universities appoint suitably qualified candidates with an interest in higher education to sit in university councils.
• Student Leadership: There were serious concerns regarding the lack of recognition of SRCs by management raised by student leadership in institutions visited by the Committee. SRCs were legally constituted structures of higher education institution and their participation and recognition in decision-making in the institution was vital. The Department should mediate the ongoing disputes between management and SRCs to eliminate the mass demonstrations which tarnish the image of higher education institutions.
• Financial Exclusions: There were cases of financial exclusions in all the institutions visited by the Committee. The Department should ensure that the public higher education institutions should cease the practice of excluding academically deserving poor students from continuing their studies due to indebtedness to the institution.
• Withholding of Results: The higher education institutions visited acknowledged that they withheld the results of students who owed the institutions. The Department should ensure that public higher education institutions should poor students should be given their results so that they can seek employment and repay the institution once they were fully employed.
• Graduation & Throughput Rate: The higher education institutions acknowledged that their throughput and graduation rates required room for improvement. The Committee recommended that student leadership should encourage students to study hard and develop a culture of learning. Academic staff should focus on serving the needs of students and commit themselves to this.
• Infrastructure: Insufficient infrastructure remained a serious concern for the previously disadvantaged higher education institutions and the Department should consider more allocation on infrastructure grants to these institutions.

 

 

Report to be considered