ATC140319: Report of the Portfolio Committee on Higher Education and Training on its activities undertaken during the 4th Parliament (May 2009 – March 2013) dated 12 March 2014
Higher Education, Science and Innovation
Report of the
Portfolio Committee on Higher Education and Training on its activities
undertaken during the 4th Parliament (May 2009 March 2013) dated 12 March
2014
Key highlights
1.
Reflection on
committee programme per year and on whether the objectives of such programmes
were achieved
The annual programmes of the Committee during the 4
TH
Parliament have been largely influenced by government priorities of improving
access to the post school education and training sector. The Department of
Higher Education and Training (DHET) was established in May 2009 as a new
Department, bringing together all post school education and training
institutions; 23 universities, 50 FET colleges, Public Adult Learning Centres,
two National Institutes for Higher Education (NIHE), 23 Sector Education and
Training Authorities (SETAs) which were reduced to 21 after the relicensing in
April 2011, formerly under the Department of Labour. The Department inherited a
diverse sector that operated in silos and with its limited capacity it had to
make sure that these institutions were integrated in one post school education
and training domain.
In 2009, the Committee focused more on understanding the mandate and
vision of this new Department particularly its plans to make sure the post
school education system was functional. The Department did not have an approved
organogram and it operated with very limited capacity. The Committee worked
closely with the Department to support it in its vision and provided support to
the Minister to obtain more funding to expand capacity of the Department. The
Committee managed to conduct its strategic planning workshop which developed a
working document influenced by the mandate of the Department.
In 2010, the Committee received three pieces of legislation namely;
Higher Education Laws Bill Act 24 of 2010, Skills Development Levies Amendment
Bill 25 of 2010 and Higher Education and Training Laws Amendment Bill 26 of
2010. The focus of the Committee was processing of these three pieces of
legislation and that was successfully completed. The Committee further
conducted two oversight visits to Gauteng, KwaZulu-Natal and Free State to meet
with higher education and training institutions.
In 2011, the Committee received once again three pieces of legislation
namely; Further Education and Training Colleges Amendment Bill 13 of 2011,
Higher Education Laws Amendment Bill 14 of 201 and Skills Development Amendment
Bill 15 of 2011. The purposes of these Bills were mainly to provide technical
amendments so as to make corrective referencing to the previous Acts since the
Department of Education was split. The Committee successfully processed these
pieces of legislation within regulation time. The Committee also attended the
National Skills Conference which was hosted by the National Skills Authority.
In 2012, the Committee received the Higher Education and Training Laws
Amendment Bill 23 of 12 and Further Education and Training Colleges Amendment
Bill 24 of 2010. Once again, these pieces of legislation were successfully
processed by the Committee. For the first time in 2012, the Committee undertook
a study tour to Germany to mainly observe the German dual systems of education
which was successfully implemented. The lessons learned from the study tour
were referred to the Department for further consideration and implementation.
The Committee managed to have a meeting with all SETAs under one roof and this
meeting yielded positive results considering the fact that SETAs are now
currently working closely with public higher education institutions and
colleges. This resolution was taken in this meeting.
In 2013, the Committee did not receive any pieces of legislation. The
focus of the Committee was to reach as many public Technical and Vocational
Education and Training (TVET) colleges as possible and this was achieved
through its strategic session which started in Limpopo and Mpumalanga in
July-August. Similar sessions were later held in September of the same year in
Gauteng and KwaZulu-Natal. In this way the Committee was able to interact with
all Colleges of these provinces for the first time and understood the nature of
challenges facing the TVET sector. It was also the first time that the
Committee interacted with the National Institutes for Higher Education (NIHE)
in Northern Cape and Mpumalanga. Year 2013 will be forever remembered by this
Committee since it was a year where the first ever two new universities were
established in the new democracy. The Committee prides itself of this
achievement and milestone since it was its call since the beginning of this
current administration.
In 2014, the Committee commenced its work by conducting oversight visits
in the Western Cape and Eastern Cape. Two strategic sessions were held with all
the TVET colleges of the Western Cape and Western Cape. The Colleges
appreciated the opportunity because they were able to share their successes and
challenges and also drawing good practices from those that were doing extremely
well. Two institutions of higher learning of higher learning, Rhodes University
and Nelson Mandela Metropolitan University were also visited during this last
leg of oversight in the fourth Parliament.
2.
Committees focus
areas during the 4
th
Parliament
The focus areas of the Committee during the 4
th
Parliament were as follows:
·
Processing of legislation to regulate the post school education and
training sector,
·
Exercising robust oversight over the executive,
·
Development of the Committees strategic plans,
·
Enhancement and development of Members capacity to effectively exercise
their oversight functions,
·
Increasing access to post school education and training through expansion
of the Technical and Vocational Education and Training (TVET) Colleges sector
and establishment of two new universities in Mpumalanga and Northern Cape.
·
Collaboration of Sector Education and Training Authorities (SETAs) with
public higher education and training institutions on skills development
programmes,
·
Improvement of quality education, graduation and throughput rates at
universities and public TVET Colleges,
·
Monitoring implementation of the National Skills Development Strategy (NSDS)
II / III goals,
·
Articulation between higher education and TVET College sector,
·
Increased funding for the National Student Financial Aid Scheme (NSFAS),
·
Policy development and implementation of Recognition of Prior Learning
(RPL).
3.
Key areas for future
work
The Committee should explore the following in
its future work;
·
Working closely with the Select Committee on Education and Recreation in
the National Council of Province (NCOP) in exercising oversight over the
executive,
·
Collaborating
with the Portfolio
Committee on Science and Technology in understanding the role of higher
education and training in the multi billion rand Square Kilometre Array (SKA)
project,
·
Understanding the role of the National Research Fund (NRF)
in development of black postgraduates
especially in scarce skills,
·
Investigating the role of higher education in development of the green
economy,
·
Review legislation that will make it possible for the Auditor-General of
South Africa (AGSA) to audit performance information of TVET Colleges and
universities,
·
Review the FETCA Act of 2012 so as impose sanctions to people guilty of
examination irregularities,
·
Conduct more oversight visit with special focus to the adult education
and training sector as well as SETA and NSF projects.
·
Implementation of the Recognition of Prior Learning by TVET Colleges,
universities and SETAs.
4.
Key challenges
emerging
The following were the main challenges
encountered by the Committee during the 4
TH
Parliament:
·
Demand for financial aid is outstripping the amounts available through
NSFAS,
·
Current funding modalities present multiple challenges across the post
school education system,
·
The academic staff at most universities remains largely white and male,
·
The majority of disabled students continue to experience discrimination
in the post school education and training sector with regards to access and
their learning needs,
·
Workplace based training opportunities for students especially in TVET
Colleges to complete their qualifications remains a concern,
·
Shortage of young black academics in universities and low enrolments of
Black South Africans in doctoral studies remains a serious concern,
·
The post school education and training sector does not function as a
single co-ordinated system hence articulation is stagnant,
·
Success and certification rates of the National Certificate Vocational
NC(V) programme have been generally poor,
·
The NC(V) curriculum has been problematic particularly for lecturers
teaching two different cohorts of students (those with Grade 9 and those with
Grade 12) in the same classroom,
·
Employment and retention of suitably qualified lecturers especially in
scarce skills programmes is a challenge for colleges,
·
The delay in the finalisation of the migration process of college staff
from provincial and council employ to the Department
remains a concern,
·
Moderation of examinations in the TVET College was not properly managed
compared with basic education,
·
The provision of food allowance to students if often spent on other goods
other than food by certain students (fraud).
5.
Recommendations
The Committee recommends the following:
·
The Department should review conditions of employment for lecturers in
TVET colleges to ensure that working in colleges is an attractive and stable
career,
·
The funding formula for higher education should accommodate a
differentiated system of universities,
·
The mergers in some higher education institutions need to be monitored
and supported,
·
Management and governance in higher education and TVET sector need to be
strengthened,
·
Collaboration between universities on research projects as well as
teaching and curriculum initiatives should be encouraged,
·
The university system must become an integral part of the post school
system, interfacing with TVET colleges, SETAs and other stakeholders in the
sector,
·
The expansion and improvement of essential academic infrastructure and
student accommodation should become a priority for the Department,
·
Student support particularly at undergraduate level should be prioritised
by universities and TVET Colleges to improve retention and success rates,
·
The expansion of medical schools and Veterinary Science programmes should
be prioritised by the Department,
·
Establishment of the medical faculty at NMMU should be explored.
·
Expansion of African languages programme in universities should be
encouraged especially at undergraduate level,
·
The Department should develop a national policy on disability that guides
education and training institutions in the post school education and training
sector,
1.
Introduction
1.1
Department/s and
Entities falling within the committees portfolio
The Department has 21
Sector Education and Training Authorities (SETAs), 50 Technical and Vocational
Education and Training (TVET) Colleges, 25 universities, four entities which
receive their funding from the voted funds namely; South African Qualifications
Authority (SAQA), National Student Financial Aid Scheme (NSFAS), Council on
Higher Education (CHE) and Quality Council for Trades and Occupations (QCTO).
a)
Department of Higher Education and Training:
Core
mandate/strategic objectives:
-
Increasing
the rate at which the key skills necessary for economic growth and social
development are delivered;
-
Serving
the growing number of young people and adults;
-
Providing
alternative entry points into and pathways through the learning system;
-
Providing
quality post-school learning irrespective of where learning takes place
(i.e. college, university or workplace); and
·
Providing easy pathways across the various
learning sites.
b)
Entities:
|
Name of Entity
|
Role of Entity
|
|
Council on Higher Education
|
To give advice to the Minister on higher education
matters
|
|
National Student Financial Aid Scheme
|
To disburse student loans and bursaries to higher
education institutions and Further Education and Training colleges
|
|
South African Qualifications Authority
|
To ensure further development and implementation of
the National Qualifications Framework
|
|
National Skills Fund
|
To allocate funding for national and provincial
skills development projects
|
|
National Skills Authority
|
To advise the Minister on skills development issues
|
|
Finance, Accounting, Management Consulting and Other
Financial Services SETA
|
To provide skills development in the finance sector
|
|
Banking SETA
|
To provide skills development in the banking sector
|
|
Chemical Industries Training Authority
|
To provide skills development in the chemical
industry sector
|
|
Food and Beverages SETA
|
To provide skills development in the food and
beverages sector
|
|
Insurance SETA
|
To provide skills development in the insurance
sector
|
|
Mining Qualifications Authority
|
To provide skills development in the mining sector
|
|
Agriculture SETA
|
To provide skills development in the agriculture
sector
|
|
Services SETA
|
To provide skills development in the service sector
|
|
Transport and Education Training Authority
|
To provide skills development in the transport
sector
|
|
Health and Welfare SETA
|
To provide skills development in the health
and welfare sector
|
|
Education, Training and Development Practices SETA
|
To provide skills development in the education
sector
|
|
Public Service SETA
|
To provide skills development in the public sector
|
|
Construction Education and Training Authority
|
To provide skills development in the construction
sector
|
|
Energy and Water SETA
|
To provide skills development in the energy sector
|
|
Local Government SETA
|
To provide skills development in local government
|
|
Safety and Security SETA
|
To provide skills development in safety and security
sector
|
|
Manufacturing and Related Services SETA
|
To provide skills development in the manufacturing
sector
|
|
Wholesale and Retail SETA
|
To provide skills development in the wholesale and
retail sector
|
|
Culture, Arts, Tourism, Hospitality and Sport SETA
|
To provide skills development in the arts, tourism,
hospitality and sport sector
|
|
Media, Information and Communication Technologies
SETA
|
To provide skills development in the media,
information, communication and technology sector
|
|
Fibre Processing and Manufacturing SETA
|
To provide skills development in the fibre
processing and manufacturing sector
|
1.2
Functions of
committee:
Parliamentary committees are mandated to:
-
Facilitate
public participation, monitoring and exercise oversight function over the
work of the Department;
-
Confer
with relevant governmental and civil society organs on higher education
and training matters;
-
Enhance and develop the capacity of its
Members to exercise effective oversight over the Executive Authority in
higher education and training;
-
Monitor whether the Department of Higher
Education and Training fulfil its mandate;
-
Process and recommend legislation,
international protocols and conventions relating to higher education and
training;
-
Participate in National and International
educational conferences; and
-
Engage in any activities and programmes aimed at
the development and delivery of quality public education to all South
Africans.
1.3
Method of work of the
committee (if committee adopted a particular method of work e.g. SCOPA.)
The Committee meets
every Wednesday during plenary and on Tuesdays when there is no plenary.
1.4
Purpose of the report
The purpose of this report is to provide an account of the Portfolio
Committee on Higher Education and Training work during the 4
th
Parliament and to inform the Members of the new Parliament of key outstanding issues
pertaining to the oversight and legislative programme of the Department of
Higher Education and Training and its entities.
This report provides an overview of the activities the Committee
undertook during the 4
th
Parliament, the outcome of key activities,
as well as any challenges that emerged during the period under review and
issues that should be considered for follow up during the 5
th
Parliament. It summarises the key issues for follow-up and concludes with
recommendations to strengthen operational and procedural processes to enhance
the committees oversight and legislative roles in future.
2.
Key statistics
The table below provides an overview of the number of meetings held,
legislation and international agreements processed and the number of oversight
trips and study tours undertaken by the Committee, as well as any statutory
appointments the Committee made, during the 4
th
Parliament:
|
Activity
|
2009/10
|
2010/11
|
2011/12
|
2012/13
|
2013/14
|
Total
|
|
Meetings held
|
16
|
30
|
30
|
30
|
23
|
130
|
|
Legislation processed
|
N/A
|
3
|
3
|
2
|
N/A
|
8
|
|
Oversight trips undertaken
|
3
|
2
|
3
|
2
|
3
|
13
|
|
Conferences / Workshops
|
1
|
4
|
2
|
2
|
1
|
10
|
|
Study tours undertaken
|
N/A
|
N/A
|
1
|
N/A
|
N/A
|
1
|
|
International agreements processed
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
|
Statutory appointments made
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
|
Interventions considered
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
|
Petitions considered
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
N/A
|
3.
Stakeholders:
The stakeholders of
the Committee include all the labour unions and other organisations in the
higher education and training sector.
4.
Briefings and/or
public hearings
The public hearings of the
Committee during its legislation processing were effective and contributed to
the amendments made to the legislation.
5.
Legislation
The following pieces of legislation were referred to the committee and
processed during the 4
th
Parliament:
|
Year
|
Name of Legislation
|
Tagging
|
Objectives
|
Completed/Not Completed
|
|
2009/10
|
N/A
|
N/A
|
N/A
|
N/A
|
|
|
|
|
|
|
|
2010/11
|
Higher Education Laws Amendment
Bill
Skills Development Levies
Amendment Bill
Higher Education
and Training Laws Amendment Bill
|
B24 2010
B25- 2010
B26 2010
|
To
amend
the Adult Basic Education and
Training Act, 2000, so as to amend certain definitions; to make provision for
the employment of educators at public centres by inserting provisions in the
said Act with regard to employers of
educators,
salaries and other conditions of service of educators, the
educator
establishment, powers of employers, appointments and the filling of posts,
the transfer of educators, the secondment of educators, the retirement of
educators, the discharge of educators,
incapacity and misconduct and the
performance of other work by educators; to provide for transitional arrangements
with regard to public centres; to make provision for the determination of
national education policy for public centres, for directive principles of
national education policy, for consultation on policy and legislation, for
the publication of national education policy and for the monitoring and
evaluation of adult education and training; and to provide for quality
assurance in respect of the qualifications offered by public and private
centres; and the Further Education and Training Colleges Act, 2006, so as to
amend certain definitions; to make provision for the determination of
national education policy for colleges, for directive principles of national
education policy, for consultation on policy and legislation, for the
publication of national education policy and for the monitoring and
evaluation of further education and training; to make provision for the
Council of Education Ministers and the Heads of Education Departments
Committee and for their administrative functions; to provide for transitional
arrangements with regard to colleges; and to provide for quality assurance in
respect of the qualifications offered by colleges; and to provide for matters
connected therewith,
To amend the Skills
Development Levies Act, 1999, so as to amend the definitions of
Director-General and Minister; and to provide for matters connected
therewith
To amend the
Higher Education Act, 1997, so as to provide afresh for the establishment of
a national institute for higher education; to extend the functions of a
national institute for higher education; to provide for the appointment of an
administrator for a national institute for higher education; and to provide
for the closure of a national institute for higher education; to amend the
National Qualifications Framework Act, 2008, so as to change the date on
which the annual report of the South African Qualifications Authority must be
submitted to the Minister; and to provide for matters connected therewith.
|
Completed
Completed
Completed
|
|
|
|
|
|
|
|
2011/12
|
Further
Education and Training Colleges Amendment Bill
Higher
Education Laws Amendment Bill
Skills
Development Amendment Bill
|
B13 11
B14
11
B16-11
|
To
amend the
Further Education and Training Colleges Act, 2006, so as to remove all
references to provincial authority; to assign functions previously assigned
to the Member of the Executive Council to the Minister; to remove all
references to Head of Department and replace them with Director-General;
to regulate the conduct of members of the council and staff of a public
further education and training college engaging in business with the relevant
public college; to provide afresh for the appointment of staff; and to
provide transitional arrangements; and to provide for matters connected
therewith.
To amend the Higher Education Act, 1997, so
as to regulate the conduct of members of the council and staff of a public
higher education institution engaging in business with the relevant public
higher education institution; and to adjust the period within which an
independent assessor appointed by the Minister must finalise an
investigation; to amend the National Student Financial Aid Scheme Act, 1999,
so as to empower the Minister to intervene in the case of poor or
non-performance or maladministration by the Board of the National Student
Financial Aid Scheme; to provide for the dissolution of the Board, as well as
the procedure for such removal; to provide for the appointment of an
administrator to temporarily take over the management, governance and
administration of the Board; and to repeal the provisions placing an
obligation on the employer of a borrower to make deductions from the
remuneration of the borrower; and to provide for matters connected therewith.
To amend the Skills Development Act, 1998, so as to define certain
words or expressions and to delete certain obsolete definitions; to amend
provisions relating to the establishment, amalgamation and dissolution of
SETAs; to provide for the incorporation of a subsector of one SETA into
another SETA; to provide for the composition of an Accounting Authority for
each SETA; to regulate the eligibility to become a member of an Accounting
Authority; to provide for the approval of a constitution for every SETA; to
regulate the conduct of a member of an Accounting Authority, or of a member
of the staff, of a SETA when engaging in business with the SETA; to require
members of Accounting Authorities to disclose any conflict of interest with
the relevant SETA; and to repeal certain provisions which became obsolete as
a result of the transfer of the administration of the said Act to the
Minister of Higher Education and Training; and to provide for matters
connected therewith.
|
Completed
Completed
Completed
|
|
|
|
|
|
|
|
2012/13
|
Higher Education and Training
Laws Amendment Bill
Further Education and Training
Colleges Amendment Bill
|
B23-12
B24-12
|
To amend the Higher Education Act, 1997, so as to provide afresh for
the establishment of a national institute for higher education; to extend the
functions of a national institute for higher education; to provide for the
appointment of an administrator for a national institute for higher
education; and to provide for the closure of a national institute for higher
education; to amend the National Qualifications Framework Act, 2008, so as to
change the date on which the annual report of the South African
Qualifications Authority must be submitted to the Minister; and to provide
for matters connected therewith.
To amend the Further Education and Training Colleges Act, 2006 in order
to provide for the inclusion of a second type of institution within the
existing legal framework, the two institutional types will be Vocational and
Continuing Education and Training Colleges and Community Education and
Training Colleges, the proposed amendments seek to convert existing Further
Education and Training Colleges into Vocational and Continuing Education and
Training Colleges and Adult Education and Training Centres into Community
Education and Training Centres, to amend certain definitions; to amend the
provisions relating to the establishment of a public college; to establish
the South African Institute for Vocational and Continuing Education and
Training; to provide for the composition, functions and functioning of the
Institute; to provide for transitional arrangements, the repeal of the Adult
Education and Training Act, 2000, and the amendment of certain other laws;
and to provide for matters connected therewith.
|
Completed
Completed
|
|
|
|
|
|
|
|
2013/14
|
N/A
|
N/A
|
N/A
|
N/A
|
a)
Challenges emerging
The following challenges emerged during the
processing of legislation:
The legislation process of the Committee during the 4
th
Parliament was conducted in a suitable manner. Majority of stakeholders in the
post school education and training sector and the public were informed of all
legislation referred to the Committee by various forms of media. Public
hearings of the Committee were held in Parliament in all its legislation.
Majority of Bills referred to the Committee were mainly to effect technical
amendments to the original Acts since the Department of Education was split into
two separate Departments in 2009. One of key challenges during the processing
of legislation was submissions from members of the public that were not
relevant to the Bills.
Furthermore, pursuant to the introduction of the Higher Education and
Training Laws Amendment Bill [B23-12], the Minister of Higher Education and
Training introduced new amendments beyond the scope of the Bill. The Bill was
re-advertised and stakeholders were invited again to submit their inputs in the
new amendments introduced by the Minister. Public hearings were conducted and
few stakeholders submitted their new inputs in the new amendments. Of great
concern to many stakeholders was the insufficient time given for them to
interrogate the amendments and make proper submissions and the inclusion of
Section 49 concerning the types of directives which the Minister may
issue.
Many universities felt that the inclusion of this
section gave the Minister too much power to infringe of the autonomy of the
universities.
b)
Issues for follow-up
The 5
th
Parliament should consider
following up on the following concerns that arose:
·
Progress report regarding the engagement of the Minister with the working
group of the universities Council Chairpersons concerning Sections 42 and 49 of
the Higher Education and Training Laws Amendment Act 2012.
·
The HETLA Act 2012 provides for the establishment and closure of the
National Institute for Higher Education (NIHE). However, the NIHE in Mpumalanga
and Northern Cape were currently not certain of their future roles although the
Act is clear on the steps the Department needs to implement to disestablish
NIHE.
·
The Further Education and Training Colleges Amendment Act of 2012
provided for the establishment of the South African Institute for Vocational
and Continuing Education and Training (SAIVCET) and this institution is yet to
commence with its mandate and has never appeared before the Committee.
·
The FETCA Act 2012 also provided for the establishment of Community
Education and Training Colleges (CET) throughout the country and the Department
has
yet to provide progress report regarding the establishment
of these Colleges.
·
The FETCA Act 2012 amended the Further Education and Training (FET)
Colleges to Technical and Vocational Continuing Education and Training (TVET)
Colleges and so far the public is not aware of this change and most Colleges
have not changed their names into TVET Colleges.
·
The FETCA Act 2012 does not provide for extension of a term of council of
TVET Colleges once it expires. However, majority of TVET Colleges whose council
term expired are having interim councils in place and this is not legislated.
This further creates a serious concern since the decisions of the interim
councils of TVET Colleges may be challenged in court of law.
·
The FETCA Act 2012 provides for migration of employees of TVET from
provinces to national and yet this process is yet to be completed.
·
The Office of the Auditor-General South Africa (AGSA) noted that both the
HETLA Act and FETCA Act were silent on auditing TVET and universities on
performance information and this limits the AGs role in auditing these institutions.
·
The Committee should get a progress report regarding the financial and
operational viability of the Public Services Sector Education and Training
Authority (PSETA).
·
The review of the Skills Development Act to ensure that the public sector
pays 1 percent skills levy.
6.
Oversight trips
undertaken
The following oversight
trips were undertaken:
a)
Challenges emerging
The following challenges emerged during the
oversight visit:
·
During the site visits of the Committee to student residences at
University of Limpopo (Medunsa Campus), Walter Sisulu University and University
of Forth Hare; it was discovered that students lived in conditions not
conducive for learning. The infrastructure at these residences was dilapidated.
Students were forced to share kitchens that were unhygienic for cooking and
some of the bathrooms did not have hot water. The computer laboratories were
very few and the residences did not have wifi connection.
·
The SRCs of most higher education institutions complained of
victimisation of their leaders by management especially in previously white
institutions. Transformation was a major challenge which often cause rift
between SRC and management at these institutions. SRCs at the TVET colleges
complained that they do not have budgets to run their offices effectively.
·
The institutional culture at previously white institutions was found to
be hostile especially among students up to council. Implementation of the
transformation policy remained a serious challenge at these institutions.
·
Withholding of results of poor academically deserving students remained a
serious concern for the Committee.
·
It emerged that there were unanimous fraudulent activities by students in
colleges and universities in the use of NSFAS bursary.
·
It emerged that the demand for financial aid for poor academically
deserving students exceeded the current allocation of NSFAS and this created
serious challenges for universities and colleges especially during the registration
period. Many poor deserving students were turned away owing to inadequate
funds.
·
Student housing in universities and colleges was a serious concern. In
all the institutions visited by the Committee, the main concern of students was
shortage of accommodation.
·
Infrastructure at previously disadvantaged institutions remains a serious
concern. Most colleges lacked basic facilities for students.
·
There was a dire shortage of suitably qualified lecturers in scarce
skills programmes at TVET colleges and skilled lecturers were leaving the
employ of the colleges for industry owing to unattractive remuneration packages
offered by colleges.
·
The poor pass and certification rate of the
NC(
V)
and Report 191 programme remained a serious concern for the country.
·
The delays in the migration process of employees of TVET colleges to
national caused remained serious
uncertainties
for
workers in colleges.
·
Majority of TVET colleges did not recognised political formations.
·
Outstanding certificates and results remained a serious concern for all
the colleges that met with the Committee.
·
Articulation of TVET college students to higher education remained a
serious challenge.
b)
Issues for follow-up
The 5
th
Parliament should consider
following up on the following concerns that arose:
·
The percentage of black academic personnel in universities was a serious
concern and required serious intervention.
·
Withholding of certificates and results of poor academically deserving
students owing to outstanding fees needs serious attending.
·
The funding norms of TVET colleges need to be reviewed.
·
Infrastructure at TVET colleges and previously disadvantaged institutions
needs to be improved.
·
Articulation of TVET college students to higher education remains a
concern.
·
Inconsistency and non-implementation of Recognition of Prior Learning
(RPL) by universities needs to be looked into.
·
Curriculum review of the
NC(
V) programme need to
be prioritised.
7.
Study tours
undertaken
The following study tours were undertaken:
|
Date
|
Places Visited
|
Objective
|
Lessons Learned
|
Status of Report
|
|
02 09 December 2011
|
Germany
|
The broader aim of the study tour was to
discover whether there were replicable best practices from the German
education system that could be applied to our education system to improve
alignment of the three spheres of our skills development, (higher education,
further education and training and the SETAs) in order to improve quality and
reliability of training.
|
Germany was a successful industrial nation
and the dual education system implemented by government was
key
to this success. Vocational Education and Training
(VET) was highly regarded in Germany more than higher education and most
students chose the vocational route since it provided more opportunities. The
infrastructure at post school education and training institutions was good
and use of latest technology was prioritised. Industries invested in training
and development of students who wish to take the vocational route. There was
a good partnership between government and industry for workplace training for
students.
.
|
Published
|
a)
Challenges emerging
·
No technical/operational challenges were experienced during the study
tour.
·
The South African Embassy coordinated the study tour as per the
requirements of the Committee.
b)
Issues for follow-up
The 5
th
Parliament should consider
following up on the following concerns that arose:
·
The
Department
should develop an effective and efficient tracer system to track all students
in the post school education system since it was well applied in Germany.
·
The Department should work closely with universities for development of
qualifications for a Green Economy.
·
Occupational programmes offered by TVET colleges should be linked with
industry needs and industry should contribute to the curriculum of colleges.
·
Workplace training remains a challenge for students in TVET colleges.
·
Qualification for TVET college lecturers should be developed.
·
Duration of qualification at TVET colleges should be extended to have
more content.
·
The Department is currently piloting the German dual vocational system;
there is a need to evaluate the successes and challenges of the pilot so that
it can be implemented to other Colleges. The Committee needs to make a
follow-up on the progress regarding the implementation of the pilot projects.
8.
International
Agreements:
There were no international arrangements
referred to the Committee during the 4
th
Parliament. The Department
signed its international agreements and informed the Committee during through
quarterly and annual reports.
9.
Obligations conferred
on committee by legislation:
The Money Bills Procedures and Related
Matters Act (No 9 of 2009) sets out the process that allows Parliament to make
recommendations to the Minister of Finance to amend the budget of a national
department.
In October of each financial year, the
Committee compiles a Budgetary Review and Recommendations Report (BRRR) that
assesses service delivery performances given available resources; evaluates the
effective and efficient use and forward allocation of resources; and makes
recommendations for consideration by the Minister of Higher Education and
Training and the Minister of Finance.
In preparation for the BRRR
process, the Committee considers, amongst others: The Annual Report of the
Department of Higher Education and Training, National Student Financial Aid
Scheme (NSFAS), South African Qualifications Authority (SAQA), Council on
Higher Education (CHE) and Quality Council for Trades and
Occupations(
QCTO)
at the end of each financial year. The Committee also conducts a meeting with
the Auditor-General regarding the audit outcomes of the Department and its
entities at the end of each financial year, considers quarterly reports of the
Department, considers Section 32 reports of the National Expenditures for each
first quarter as published by National Treasury, the Strategic and Annual
Performance Plan of the Department at the beginning of a financial and other
relevant sources of information.
a)
Challenges emerging
The Committee did not make any statutory appointments during the 4
th
Parliament.
b)
Issues for follow-up
The Department does not update the Committee
with responses to the recommendations made in the BRRR report. The
recommendations are submitted to the Minister from the Office of the Speaker.
However, feedback in implementation of recommendations remains a concern for
the Committee.
10.
Summary of
outstanding issues relating to the department/entities that the Committee has
been grappling with
The following key issues are outstanding from the Committees activities
during the 4
th
Parliament:
|
Responsibility
|
Issue(s)
|
|
Department of Higher Education and Training
(DHET)
|
Outstanding results and certificates in TVET
colleges remains a serious concern.
The process of appointment of new councils
in some TVET colleges was not complete.
Review of the funding model for TVET.
The migration process of TVET college
employees to national was not complete.
Student housing in both TVET colleges and
universities remains a serious concern.
The certification and pass rates for
NC(
V) and Report 191 in TVET remains a concern.
The Forensic Audit Report on Indlela was not
submitted to the Committee by the Department.
|
|
Entities
|
Employment of people with disabilities and
TVET college students remains a serious concern in all the entities including
the Department.
|
11.
Recommendations
·
The Department
should provide feedback on progress or implementation of recommendations
submitted by Parliament in quarterly.
·
The
Department and its entities should submit power-point presentations two days
before the meeting for Members to have an opportunity to peruse the
presentation.
·
The
Minister should ensure that strategic plans of SETAs are approved or signed on
time so that SETAs do not waste money by submitting strategic plans without
approval of the Minister.
12.
Committee
strategic plan
The Committee conducted three strategic plans
during the 4
th
Parliament on; 05 -06 August 2009, 03 -05 August 2011
and 15 17 February 2013. The key objectives of the strategic plans were the
following;
-
To
develop a draft programme of the Committee that was in line with the
mandate and objectives of the Department of Higher Education and Training.
-
To
enhance the knowledge capacity of Members with critical issues affecting
higher education and training.
-
To
develop a strategic framework for advanced monitoring and evaluation of
the work of both the Committee and the executive.
-
To
effectively scrutinize the progress report of the Department in its five
programmes with a view to conduct robust oversight over its policy
statement or goals.
-
To
further regulate the Department to consider issues of national interest in
higher education and training urgently.
-
To
deeply engage on mechanisms or plans that can be implemented to improve
the knowledge economy of the country.
-
To
understanding the significance of re-aligning the Sector Education and
Training (Seta) landscape.
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