ATC160824: Report of the Portfolio Committee on Higher Education and Training on its Oversight visit to the Western Cape, dated 24 August 2016

Higher Education, Science and Innovation

REPORT OF THE PORTFOLIO COMMITTEE ON HIGHER EDUCATION AND TRAINING ON ITS OVERSIGHT VISIT TO THE WESTERN CAPE, DATED 24 AUGUST 2016

The Portfolio Committee on Higher Education and Training (hereinafter referred to as the Committee) having conducted an oversight visit to higher education and training institutions on 21 - 24 July 2015, reports as follows:

1. Introduction

The Committee undertook an oversight visit to the Cape Peninsula University of Technology (CPUT), University of the Western Cape (UWC), False Bay Technical and Vocational Education and Training (TVET) College and College of Cape Town TVET College. This report provides a brief summary of the presentations made by the universities and colleges. Furthermore, the report includes the observations and recommendations made by the Committee.

2. Background

The oversight visit formed part of the Committee’s in-year monitoring of the post-school education and training institutions across the country to monitor these institutions on their governance, administration, financial management and progress with regard to the implementation of government policies for the post-school education and training sector. The oversight visit was also informed by the Committee’s desire to obtain insight into the challenges affecting the afore-mentioned institutions and to assist where possible.

The purpose of the oversight visit was to:

• Monitor the governance and administration of the institutions;

• Assess the financial viability of the institutions;
• Monitor the academic performance of students in relation to national targets;
• Assess the progress on research development and innovation at the institutions;
• Monitor the effective use of infrastructure development grants by universities for increased access and success to education and training opportunities;
• Monitor and assess the administration of the National Student Financial Aid Scheme (NSFAS) bursaries and loans;
• Conduct site visits at the institutions;
• Assess the progress made in reducing student housing challenges, and
• Assess the progress made by the institutions in partnering with industries for work integrated learning (WIL) and work based exposure for both the learners and staff.

In addition to the above-mentioned focus areas of the oversight visit, the Committee invited the stakeholders such as the Council, the Student Representative Council (SRC), the Institutional Forum (IF) and the Labour Unions of the institutions to make inputs on behalf of their constituents. The Department of Higher Education and Training (DHET), National Student Financial Aid Scheme (NSFAS) and the Office of the Auditor-General South Africa (AGSA) officials were also part of the meetings.

3. Delegation list

3.1 Portfolio Committee on Higher Education and Training

Mr D Kekana (ANC), Ms J Kilian (ANC), Ms S Mchunu (ANC), Ms M Nkadimeng (ANC), Ms Y Phosa (ANC) Chairperson, Mr Y Cassim (DA), Mr S Mbatha (EFF) and Mr J Mahumapelo (AGANG).

3.2 Parliamentary support staff

Mr A Kabingesi: Committee Secretary, Ms T Majone: Committee Assistant and Mr L Komle: Researcher.

4. Summary of presentations

4.1 Cape Peninsula University of Technology

4.1.1 Governance

The Higher Education Act, supplemented by an Institutional Statute provided for various governance structures at the University. The Council was the highest decision-making body responsible for good order and governance. The Senate was the highest decision-making body responsible for the curriculum, assessment, research and other key academic activities and was also accountable to the Council. The Committees of Council and Senate performed functions delegated by the Council and Senate. The Vice-Chancellor and Principal were responsible for the management and administration of the institution as well as the implementation of institutional policies and decisions. The Institutional Forum (IF) advised Council on all issues affecting the institution. The Student Representative Council (SRC) represented students in all aspects of student life.

4.1.2 Campuses and academic profile

CPUT was established on 1 January 2004 through the merger of the former Cape Technikon and Peninsula Technikon. It comprised of six campuses, namely: Athlone, Bellville, Cape Town, Mowbray, Granger Bay and Wellington. The institution had six faculties, namely: Applied Sciences, Business and Management Sciences, Education and Social Sciences, Engineering, Health and Wellness Sciences and Informatics and Design.

4.1.3 Enrolment

The University had a total enrolment of 32 345 students for the 2015 academic year of which 8 049 were First Time Entering (FTE) students. With regard to gender distribution of the student population, female students were in the majority at 54.4 percent of the total enrolment while males were 45.6 percent. In relation to the distribution of the student population by race, Black (African) students were in the majority at 60.4 percent followed by Coloured 26.8 percent, White 11 percent and Indian 1.1 percent.

4.1.4 Student success and pass rate

The overall pass rate of the University increased from 77 percent in 2012 to 79 percent in 2014, and the target for 2015 was 81 percent. The majority of the University’s graduates (49.75 per cent) were enrolled in the National Diploma followed by the Bachelor of Technology (B.Tech) (32.08 percent) and the others in other programmes. The overall throughput rate of the 2011 student cohort was 35.3 percent and 9 percent for postgraduates.

4.1.5 Student housing

The University had student residences in all its campuses which accommodated approximately 7 597 students or 23 percent of the total headcount enrolment for 2015. The majority of the student residences was owned by the University and eight were leased. The students who were accommodated in the University residences had highest pass rates in comparison to their counterparts who commuted daily to the University.

4.1.6 Staff profile

The permanent staff personnel of the University in 2015 was 1 872 employees. With regard to the race classification of the permanent staff, Coloured employees were in the majority, constituting 42 percent of the total workforce, followed by Africans 32.9 percent, White 22.5 percent and Indian 2.6 percent. The gender balance of the permanent staff was fairly even at 50.37 percent females and 49.63 percent males. The total number of academic staff with Doctorates was 155 and Masters 372 in 2014. The University aimed to increase the number of staff with Doctorates to 209 and Masters 354 by the end of 2015. There were various developmental programmes to support emerging researchers, which included the National Research Foundation (NRF) grants, CPUT In-house research development support programmes, Erasmus Mundus and the DHET’s Staffing South Africa’s Universities Framework (SSAUF).

4.1.7 Infrastructure projects

The infrastructure projects from 2013 – 2015 cost the University R626 million. The capital projects were funded through the partnership between the University, the DHET infrastructure grants, the National Skills Fund (NSF) and other donors. The infrastructure projects under construction included: Teacher Education (Mowbray and Wellington) at a cost of R77.6 million expected to be completed on 29 January 2016, Life and Physical Sciences (Wellington) at a cost of R15.6 million to be completed on 30 June 2016 and Chemical Engineering (Bellville) at a cost of R93 million to be completed on 30 June 2016. The completed projects for this phase included: Electrical Engineering (Bellville) at a cost of R180 million, South African Renewable Energy Technology Centre (SARETEC) (Bellville) at a cost of R60 million, Sandenberg Residences (Cape Town) and other minor projects and enabling works costing R61 million. The 2016 – 2018 infrastructure projects were estimated at R297 million.

4.1.8 Finances

The University received an unqualified audit opinion in 2014. The audit findings decreased from 55 in 2013 to 49 in 2014. The overall net surplus in 2014 was R161 million. The operating expenses increased by 10.8 percent compared to 9.8 per cent in 2013. The total payroll expenses increased by 10.3 per cent to R1.07 billion as compared to R986.2 million in 2013. Income from tuition and residence fees increased from R332 million in 2008 to R698 million in 2014. Student debt increased from R136 million in 2008 to R343 million by the end of 2014.

The applications for financial aid were received from 11 725 students. The University was allocated R237 million by NSFAS which could assist 6 567 students. There were a further 2 309 eligible students who could not be assisted due to insufficient funding. The University had written to the NSFAS requesting a further allocation amounting to R65.3 million for fees and R73.9 million for allowances for these students. A total of R142 million had been claimed from the NSFAS of which only R30.3 million had been received.

4.1.9 Research and innovation

The University had 10 Research Chairs and five further Chairs would be appointed before the end of 2015. The total number of Rated Researchers in 2014 was 29, and the target for 2015 was 40. The University launched the CPUT mobile application that was aimed at supporting staff and increasing student mobility. The mobile app was launched in mid-December 2014 and students could access their information through their mobile phones. Live video streaming was also launched to broadcast the University events live. Other innovations included the first cube satellite in Africa (Tshepiso), three technology stations, SARETEC and the Product Lifecycle Management Competency Centre in Africa.

4.1.10 Council

The following were the key issues that emanated from Council:

• The living conditions of students in residences concerned the Council and a plan to improve student housing was underway;
• The institution used to operate with a loss and the interventions developed by the Council assisted the institution to improve its financial management;
• The student protests at the University declined, partly due to the good relations between the Council and SRC;
• Council had an approved Alumni Association with its own constitution and established Alumni Chapters across the country and neighbouring countries. However, there had been very little funding given to the University by its Alumni;
• The Council supported the University’s plan to appoint 200 professors to improve teaching and learning;
• A Mediation Sub-Committee of Council was established to specifically deal with all major disputes of the institutions; and
• The relationship between the management and the Council was good and Council did not interfere in daily operations of the University.

4.1.11 Student Representative Council

The following were the key issues that emanated from the SRC:

• The majority of students in the University were from poor family backgrounds and relied heavily on NSFAS bursaries  and loans to fund their studies;
• The pace of transformation at the University was slow;
• The SRC raised R1.6 million from the student levy and spent half of its budget meant for operations to assist financially needy students to register;
• The SRC initiated a feeding scheme to eliminate student hunger and it participates in community outreach programmes;
• There were 2 309 students who were financially needy and qualified for NSFAS bursaries and loans, but could not be assisted given the R80 million shortfall from the NSFAS allocation to the University;
• The University did not have its own bursary provision for students that could not be assisted by NSFAS funding;
• The shortage of student residences and sport facilities remained a serious concern for students;
• The living conditions of student in residences did not meet the DHET’s norms and standards for student housing;
• Students were lectured by underqualified lecturers (some with B Tech) with inadequate pedagogy which affected the overall student success rate;
• The increasing student debt remained a serious challenge owing to an insufficient funding for poor students who were not covered by NSFAS funding;
• NSFAS should allocate additional funding to the University to cover the  funding shortfall for needy students;
• The DHET should allocate additional funding for the infrastructure expansion and maintenance; and
• The University should provide subsidies to students who were accommodated in leased residences.

4.1.12 Unions

The following were the key issues that emanated from the unions:

• Unions had a good relationship with the management and the Joint University Task Team (JUTT) was a good forum to discuss labour related issues;
• The outstanding harmonisation of conditions of service for staff remained a serious concern;
• The delays by the institution in meeting employment equity targets, particularly at senior management level of the University was a concern;
• The outsourcing of certain core functions of the institution to external service providers was a serious challenge;
• The inconsistencies in the implementation of labour legislation were a challenge in the institution; and
• Transformation was very slow at the institution, particularly from employees who had been at the institution for a very long time.

4.1.13 Institutional Forum

The following were the key issues that emanated from IF:

• The institution operated with an old statute which had to be amended;
• The recent climate survey conducted by the University showed the existence of entropy between the management and employees; and
• The role of the IF at the institution was limited, only to advise Council and the Higher Education Act should be amended to give more functions and powers to IFs.

 

4.2 University of the Western Cape

4.2.1 Governance and management

The Council of the University was the supreme governing body and was responsible for ensuring good governance of the institution. The Senate was the highest decision-making body in relation to academic matters and was accountable to the Council. The Institutional Forum advised the Council on issues affecting the institution. The SRCs had jurisdiction over student matters and was accountable to the Council. The University had all governance structure in place. The Rector was supported by three DVCs, Registrar and two Executive Directors who formed part of executive management. The academic departments of the University were divided into seven faculties, namely: Arts; Community and Health; Dentistry; Economic and Management Sciences; Education; Law and Natural Sciences.

 

4.2.2 Transformation

The transformation imperatives of the University were embedded in the Institutional Operating Plan (IOP) with more emphasis on the student experience, teaching and learning, research and innovation, diverse talent, campus development and leadership. The University had a proud tradition of critical engagement, it repudiated its apartheid founding and had proven its intellectual seriousness about the transformation of the South African society and its global participation.

4.2.3 Admission policy

In order to study at UWC, candidates were required to adhere to the statutory admission requirements with programme specific point scores and subject-level requirements. Alternative access was permitted through the formal process of Recognition of Prior Learning (RPL) and Senate Discretionary Admission. The re-admission of students had been delegated to faculties, in accordance with specified minimum criteria.

 

4.2.4 Student and staff profile

The total headcount enrolment in 2014 was 20 583, with the majority of students being Coloured females. With regard to the classification of the student population race, Coloured students were the majority at 47 percent of the total enrolment followed by African 43 percent, White 5 percent and Indian 5 percent. The parents of 69 percent of the University’s graduates (undergraduates) in 2010 did not have any post-school qualifications and 45 percent did not have matric. Student enrolment was expected to increase from 20 583 in 2014 to 25 623 by 2019. The number of permanent staff was slightly above 1600 with Coloured employees being the majority. The University was committed to the development of the Next Generation of Academics (NGAP) programme through its partnership with the DHET’s Staffing South Africa’s University Framework (SSAUF) and its internal staff profile change initiatives.

 

4.2.5 Research and innovation

The University’s research niche areas had grown significantly in the medical and natural sciences, with the work in astronomy bio-informatics, biotechnology and molecular biology, nano electro-chemistry and public health being internationally recognised. The University hosted the Centre of Excellence in Food Security, the South African Institute for Advanced Materials Chemistry (SAIAMAC), the National Nano-science Postgraduate Teaching & Training Platform (NNPTTP) and the Institute for Microbial Biotechnology & Metagenomics (IMBM). The University also hosted eleven Research Chairs. Publication units increased from 114 in 2002 to 485 in 2014 and research Masters increased from 89 in 2002 to 255 in 2014. The University’s per capita research output placed it in the tenth position in 2013 nationally. The growth in overall research output in the University (59 percent) was the third highest of the top eleven universities since 2005. The University was ranked in seventh position in the top fifteen universities in Africa based on its research influence.

 

4.2.6 Infrastructure and student housing

The expansion of infrastructure had a significant impact on the academic programme and the general experience of staff and students. The previous infrastructure phase focused on the completion of the Life Sciences complex, the South African Institute for Advanced Material Sciences (SAIAMAC) and the Chemical Sciences building. The new capital projects included the refurbishment and expansion of the former Science complex, the building of a new complex for Multi-lingualism and Diversities Research and expanding the South Campus to consolidate the Education Faculty. The University had twelve residences, eight on campus and four off-campus with a capacity of 4000 students or 20 percent of the total headcount enrolment.

 

4.2.7 Finances

The University received its largest component of income from the state subsidy (49 percent) followed by student income (29 percent) and the remainder from other sources of income. The total revenue of the University for 2014 was approximately R1.2 billion. The University received an unqualified audit with no matters of emphasis.

 

4.2.8 Academic performance

The overall student success rate for 2014 was 80 percent. The total graduates as a percentage of the total headcount enrolment was 22 percent in 2014, whereas the Doctoral graduates as a percentage of doctoral headcount enrolment was 13 percent in 2014. The percentage of graduates in scarce skills was 63 percent, a 3 percent decline in comparison with 2013.

 

4.2.9 Council

The following were the key issues that emanated from the Council:

• In the past two years, there were tensions between some members of the Council and members of the University’s Executive Management, which unfortunately exposed the University to negative publicity;
• Council appointed a Committee of Eminent Persons (comprised of Archbishop Ndungane, Adv Masuku and Dr Maphai) to deal specifically with the conflicts between the Council and Management. All Council members were interviewed by the Committee and a report was produced in March 2015;
• Council had already implemented some of the recommendations from the report of the Committee, which brought stability at the institution. The Chairperson and VC also issued a joint statement on 07 May 2015 on the way forward for the institution;
• Council acknowledged that there had been a slow pace of transformation, particularly in the senior management of the University. However, the Committee responsible for senior appointments had prioritised the appointment of suitable black academics to meet the employment equity targets; and
• The University had good financial management capacity which improved its financial feasibility.

 

4.2.10 Student Representative Council

The following key issues emanated from the SRC:

• Inadequate NSFAS funding remained a serious challenge at the University since the majority of students (60 percent) came from poor family backgrounds;
• The SRC used R100 000 from its budget to assist financially needy students to register;
• The shortage of student housing at the University was a critical challenge that had to be prioritised;
• The safety and security of students who were accommodated in leased off-campus residences was a serious concern, and the University did not keep proper records of students in these residences; and
• The SRC was concerned that the Alan Boesak Residence was demolished to make way for the Kovacs Student Village, which charged students high fees that ranged from R20 000 – R30 000 per annum.

 

4.2.11 Institutional Forum

The following key issues emanated from IF:

• The IF did not participate in the forum of Chairpersons of IFs facilitated by DHET;
• The IF’s agenda during 2013 was dominated by the discussions of selection of candidates for senior management;
• IF embarked on a workshop which helped to induct its members on the main role and functions of the IF in July 2014; and
• IF was concerned that its advice and recommendations were not taken into account by Council.

 

4.3 False Bay TVET College

4.3.1 Governance and management

The previous College Council’s term of office expired on 31 December 2013. The College Council was fully constituted and it had five scheduled meetings per annum. In total, 29 governance meetings (including Academic Board) took place per annum. The college was led by the Principal / CEO, followed by two Deputy Principals, Chief Financial Officer and five Campus Heads. The Deputy Principal for Innovation and Development post had been vacant since January 2012 since the DHET did not grant the college permission to fill this post due to the finalisation of its organogram. The college had five campuses along the South Metropole (Fish Hoek, Muizenberg, Westlake, Mitchell’s Plain and Khayelitsha). 

4.3.2 Infrastructure and student housing

In 2005, the college commissioned research which clearly indicated that the training needs were so vast, such that the Khayelitsha Campus needed to be expanded and that a separate campus had to be constructed in Mitchell’s Plain. The future Mitchell’s Plain Campus would accommodate approximately 2500 students, and the college shared a space with a school (Spine Road High School) for the Mitchell’s Plain Campus. The college identified the Denel Swartklip Site as a better option for the new Mitchells Plain Campus, since the site had existing workshop infrastructure, and was also easily accessible for both the Khayelitsha and Mitchell’s Plain communities. The infrastructure at the Swartklip site could accommodate in excess 3000 students in occupational programmes. The college held meetings with the Sector Education and Training Authorities (SETAs), DHET, Department of Human Settlement (DHS), Department of Public Enterprises (DPE) to discuss the possibilities of gaining the site. However, it seemed that the Airports Company of South Africa (ACSA) was interested in the site due to the expansion of the runway at the Cape Town International Airport. The college had one student residence at the Westlake Campus that had 160 beds.

4.3.3 Finances

The budgeted income for 2015 was R210.5 million of which R99.2 million was a state subsidy and R14.3 million was from the NSF. Salary expenses amounted to R127.8 million (60.7 percent of the budget). The allocation from the NSFAS for bursaries in 2015 amounted to R31.3 million. Since its inception, the college had always received an unqualified audited financial reports.

4.3.4 Student and staff profile

The total student headcount enrolment for 2015 was projected to be 11 120 when the registration process was completed. With regard to the gender distribution of the student population, 56 percent of the students in the college were females and 44 percent males. In terms of racial classification, African students were in the majority making up to 55 percent of the total enrolment, followed by Coloured 41 percent and White 4 percent. The college admitted 62 percent of learners with Grade 12 qualification and 38 percent with less than Grade 12. With regard to the Programme Qualification Mix (PQM) of 2015, the majority of the students were enrolled in the NATED (N4 – N6) programmes (35 percent), N1 – N3 (24 percent), National Certificate Vocational NC(V) (18 percent), Occupational programmes (22 percent) and Higher Education programmes (1 percent). The college had a total of 237 (58 percent) lecturing staff and 172 (42 percent) support staff. Coloured employees were in the majority making up to 50 percent of the total workforce, followed by African 26 percent, White 23 percent and Indian 1 percent.

4.3.5 Academic performance

The overall subject pass rate for 2014 in the NC(V) programme was 81 percent, N1 – N3 63 percent and N4 – N6 83 percent. Student retention for the NC(V) programme in 2014 was 84 percent, N1 – N3 94 percent and N4 – N6 96 percent. The certification rate for NC(V) in 2014 was 56 percent, N1 – N3 44 percent and N4 – N6 65 percent.

4.3.6 Challenges

The college had a challenge of unfunded students with a shortfall of R16.7 million in 2015. Lack of suitable infrastructure at the Mitchell’s Plain and Khayelitsha Campuses remained as a concern to meet the education and training needs of these communities. There was no infrastructure grant from DHET and the college used to get R8 million annually from the Province for infrastructure improvement and maintenance. There was no special subsidy for additional support for students with disabilities in the programme funding, and the NSFAS also discontinued the special budget allocation for students with special needs. The average bursary for students with special needs was almost double that of an able bodied student. DHET had not finalised the college organisational structure.

4.3.7 Successes

The college enrolled 151 students with disabilities and it had the capacity to develop Distance Learning. The college had well established student support services and financial management capacity. The college paid stipends which amounted to R2.1 million monthly to 1 171 students placed in internships, and the job placement rates for students was high. The college’s trade test centres assessed 438 candidates in 2014 with a competency rate of 74 percent. The college had strong partnerships with the SETAs, government departments and industry. Since 2009, 75 students who resided mainly at Khayelitsha and Mitchell’s Plain areas, had the opportunity to visit colleges abroad. The college received national awards for excellence in financial management and the National Disability Award for Inclusion in Higher Education from the Department of Social Development (DSD).

4.3.8 Student Representative Council

The following key issues emanated from the SRC:

• The SRC had a good relationship with the management of the college and it was also represented in the Council;
• The DHET Bursary Scheme Rules and Guidelines for travel allowance remained a serious challenge for students who resided within a radius of 10 kilometres from the college. The guidelines prohibited these students from accessing the travel allowance;
• The unclaimed travel allowances should be used to cover the shortfall in tuition fees in the college;
• The Means Test should be reviewed to accommodate the parents of students who earned just above the NSFAS threshold of R122 000 per annum;
• The SRC participated in outreach programmes targeting nearby schools to create awareness of the college; and
• The SRC approached the Western Cape Provincial Legislature to assist its members with legislative interpretation so that they could contribute to the Bills and other legislation passed by the legislature.

4.3.9 Unions

The following key issues emanated from the Unions:

• The collective agreements signed at the bargaining chamber had not been implemented at the college;
• Training and development, particularly for support staff should be expedited in the entire TVET sector;
• The NC(V) administration load remained a serious concern for lecturers, and the DHET should consider appointing administrators so that lecturers could dedicate more time to teaching;
• The delays in the payment of employee claims by the Government Employees Medical Scheme (GEMS) remained a serious challenge for employees; and
• Transformation at the Khayelitsha Campus was very slow and the college appointed senior managers from other campuses to manage the campus.

4.4 College of Cape Town TVET College

4.4.1 Governance and management

The college had a fully functional Council and sub-structures as prescribed by the Continuing Education and Training Act (as amended) (Act 16 of 2006) and standard statute. The operational executive management was responsible for the day to day management of the college and was comprised of a Principal and four Deputy Principals. The college had eight campuses in the central area of the Peninsula (Athlone, City, Crawford, Gardens, Gugulethu, Pinelands, Thornton and Wynberg).

4.4.2 Academic performance

A steady improvement was experienced in the year 2014 with regard to the certification and pass rates in funded programmes. The actual certification rate for NC(V) Level 4 in 2014 was 63.3 percent (46.1 percent in 2013), N3 30.5 percent (9.2 percent in 2013), N6 Engineering Studies 37.14 percent (32.39 percent in 2013) and N6 Business Studies 51.58 percent (15.35 percent in 2013). An Academic Support Unit was established in 2014 to support and strengthen academic performance.

4.4.3 Student and staff profile

The total headcount enrolment for 2015 was 12 101 students. In terms of race classification of the total headcount enrolment, African students were in the majority, 68.6 percent, followed by Coloured 29 percent, White 1.9 percent and Indian 0.4 percent.  Female students made up 58 percent of the student population while males were 42 percent. The number of unfunded students for 2015 was 2 704. The college had a total of 582 staff with Coloured females constituting the majority, 30.9 percent, followed by Coloured male 24.9 per cent, African female 14.1 percent, White female 11.2 percent, White male 8.4 percent, African male 7.7 percent, Indian female 1.5 percent and Indian male 1.2 percent.

4.4.4 Finances

The operating income of the college for 2015 amounted to R271 million, the largest portion coming from state subsidy of R146 million, and the college-generated income amounted R125 million. The operating expenditure for 2015 amounted to R260 million, leaving a net operating surplus before capital expenditure of R10.8 million. The capital expenditure for 2015 amounted to R10.6 million and the net surplus after capital expenditure amounted to R145 886. The college received an unqualified audit from external auditors. The AG would audit the college in 2016. The allocation from the NSFAS for 2015 amounted to R45.5 million and, to date an amount of R39.3 million had been claimed from the NSFAS benefitting 3 680 financially needy students.

4.4.5 Infrastructure and student housing

Due to growth in student numbers and the expansion of the college’s Programme Qualification Mix (PQM), the college had a serious capacity challenge that would hamper its future growth and development. The Campus Development Plan would see the development and expansion of the Crawford, Thornton and Athlone Campuses. The college had three residences with a capacity of 64 beds situated in the City, Crawford and Thornton Campuses. The college residences were self-funded and the funding formula did not make provision for any state support for the operating costs of the residences.

4.4.6 Student Representative Council

The following key issues emanated from the SRC:

• The students registered for the NC(V) Primary Health qualification were unable to articulate to higher education or find employment since the qualification was not recognised by the industry. The Early Childhood Development (ECD) Level 5 programme did not get credits from the University of South Africa (UNISA). The SRC recommended that all qualifications should be aligned with the National Qualifications Framework (NQF) to promote seamless articulation;
• Expansion of student accommodation and infrastructure should be prioritised by the college;
• The SRC was concerned with the DHET TVET Colleges Bursary Scheme Rules and Guidelines, particularly, with the non-payment of travel allowance to students who resided outside the 10 kilometre radius from college. The SRC proposed that the 10km radius be removed from the Guidelines so that students would be able to meet the 80 percent attendance requirement;
• NSFAS allocation should be expanded to fund programmes such as haircare and beauty therapy;
• University first year programmes should be aligned with NC(V) Level 4 vocational subjects at TVET Colleges to address the existing articulation blockages;
• Government should assist the DHET to speed up the delay in issuing outstanding NC(V) certificates; and
• The efforts and support of government to increase access of poor students in colleges was highly commended by the SRC.

4.4.7 Unions

The following key issues emanated from the Unions:

• The workers in the college were not aware of the role and importance of labour unions;
• The job titles of certain employees were incorrectly captured on PERSAL of the college since the migration process, and there was a need for an audit on job descriptions of staff;
• There was uncertainty in the pension and service benefits of staff since the migration to the DHET;
• The college did not comply with the employment equity targets in the appointment of staff and there had been a steady increase in appointment of foreign nationals at the college; and
• The college should establish a management and employee forum to discuss all the employee related disputes.

 

 

5. Site visits

5.1 Cape Peninsula University of Technology

The Committee visited the following sites:

5.1.1 South African Renewable Energy Technology Centre (SARETEC)

SARETEC was the first national centre for renewable energy training and education in South Africa. It delivered specialised training, education and services to the Renewable Energy (RE) industry and would lead Africa to a more sustainable future. The vision for SARETEC was a skilled workforce for the renewable energy industry in Africa with the mission being the provision of accredited renewable energy training and education. SARETEC’s core training offering included the Wind Turbine Service Technician which was a seven months fulltime course, including in-service training at a wind farm, and Solar Photovoltaic (PV) Technician which provided learning on solar photovoltaic cells, modules and systems components. This was an eighteen months course including in-service training.

5.1.2 French South African Institute of Technology (F’SATI)

F’SATI was the hub of CPUT’s flagship Space Science and Technology Focus Area. F’SATI offered an international Master of Science programme in Electronic Engineering, and provided scarce skills training for space professionals and engineers in South Africa, in collaboration with ESIEE-Paris, a graduate school in electronic engineering in France. F’SATI hosted the facilities in which SA’s and Africa’s first nano-satellite was designed and built. The ZACUBE-1 was designed and built by postgraduate students at F’SATI in collaboration with the South African National Space Agency (SANSA). The ZA-CUBE 1 was successfully launched into space in November 2013 from a Yasny Launch Base in Russia and placed in orbit at an altitude of 600 kilometres.

5.1.3 Solar Powered stove

The Solar Powered stove was designed by a group of CPUT students and submitted in the environmental category of the 2015 International Xplore New Automation Competition in Germany. The design won the first prize in the renewable energy category.

 

5.1.4 Adaptronics Advanced Manufacturing Technology Laboratory (ATML)

The ATML was one of the leading innovation facilities at CPUT, having filed several patents to date. ATML was a specialist national manufacturing, research and education resource centre for Adaptronic Technologies in South Africa.

5.2 University of the Western Cape

The Committee visited the following sites:

5.2.1 Highly Immersive Visualization Environment (HIVE)

The HIVE was a state of the art 3D visualization facility within the Earth Sciences Department. This facility had been established through a reciprocal investment agreement between BP and the University and was aimed at creating modernised virtual environment for advanced research in academia, especially Earth Sciences.

5.2.2 South African Institute for Advance Materials Chemistry (SAIMAC)

The SAIMAC was a research institute active in hydrogen production, separation and storage, fuel cells and battery research. Within this institute, there was Hydrogen South Africa (HySA) and Hydrogen South African Systems Integration and Technology Validation Centre of Competence (HySA Systems) as part of SAIMAC. This facility introduced students to the real world of industry technology development and research. R500 million had been invested in this facility which employed 70 people. The facility was responsible for the development of the largest lithium battery development in Africa, and the factory was situated off-campus. The lithium battery that was produced by this facility could be used to power golf carts, electric cars and forklifts. The University had a partnership with Impala Platinum to offer lithium powered forklifts.

5.2.3 Kovacs Student Village

This was a private public partnership between the University and Kovacs and was aimed at providing attractive modernised student housing. The newly built units were located within the main campus and offered quality contemporary features, privacy and pleasant surrounding for students. Kovacs had six blocks of residences with a capacity of 1100 beds. The University demolished the Alan Boesak residences for the construction of this contemporary student village. Kovacs sent a notice to dispose its obligation as a partner in this project and the Council authorised the Executive Management to renegotiate a favourable business arrangement.

5.3 False Bay TVET College

The Committee visited the following sites:

5.3.1 Computer Laboratory

This facility was used by students of the college to conduct their research, write assignments and to browse the internet. This facility opened during the normal operating hours of the college.

5.3.2 Open Learning Centre

This facility was used by students to lease books, study for examinations and also to browse the internet. The Centre was also open to learners from nearby schools to use.

5.3.3 Motor Mechanics Workshop

This facility was used to train students in motor mechanics for their practical learning. Students had an opportunity to do their practicals on the demonstration vehicles available in this facility which belonged to the college. The workshop assisted the lecturers to assess the learner’s competency in performing the listed trades.

5.3.4 Electrical Workshop

This facility was used by students to conduct their practicals in the electrical engineering. The practical sessions were designed for students to get an understanding of electrical safety and wiring. The workshop also assisted lecturers to assess the learner’s competency in performing the listed trades.

6. Committee observations

The following formed part of the key observations:

6.1 Cape Peninsula University of Technology

• The Committee was concerned about the increase in student debt from R136 million in 2008 to R343 million in 2014 as this might impact on the financial sustainability of the University.
• It emerged that there were 2 309 students who qualified for NSFAS funding and could not be funded owing to a funding shortfall of R65.3 million for fees and R79.3 million for allowances. The University indicated that it had written to the NSFAS to request additional funding.
• The decline in the pass and success rates, particularly in the Faculty of Informatics and Design was noted as a concern since there was a huge demand for scarce and critical skills graduates in the country.
• It was noted with concern that the DHET had not yet allocated an amount of R300 million to the University which formed part of the merger consolidation.
• The Committee was concerned that the academic staff demographics did not reflect the student body which was dominated by Black (African) students.
• The outstanding harmonisation of conditions of service for staff was noted as a serious concern that management should resolve. It was further noted that since the merger of the University in 2005, employees of the University had different service benefits.
• The University was commended for the launch of its satellite (Tshepiso) into space and other ground breaking innovations. However, the Committee was concerned that these great innovations were not well marketed and publicised.
• The relationship of the University with the TVET Colleges around the Western Cape was commended, especially for the articulation of NC(V) Level 4 students to Diploma programmes.
• The highest proportion of female students (54 percent) was commended, however, it was noted that the University should create more spaces for young males, particularly from the Coloured race group as they were more vulnerable to social ills. The University was also requested to expedite its community development initiatives, especially for the surrounding Belhar community.
• It emerged that the University did not release the certificates of students that owed until they settled their outstanding debt. The Committee noted that the employers and industry in large did not employ students without a proof of qualification, and this approach should be reviewed so that students were not deprived the opportunities for employment.
• It emerged that there were international students that owed the University although the study permits were granted based on the students’ affordability. It was noted that the Department of Home Affairs (DHA) should strengthen its visa regulations for international students.
• The decline in student enrolment (33 186 in 2014 – 32 345 in 2015) was noted with concern given the huge demand for higher education.
• The good relationship between the Council and other stakeholders of the University was commended and also the establishment of a Joint University Task Team (JUTT).
• The University was requested to increase the number of academics with Doctorates.

6.2 University of the Western Cape

• The decline in Science, Engineering and Technology (SET) graduates was noted as a concern given the huge demand for these graduates for economic development of the country.
• The low representation of Black academics, especially at senior management level of the University was noted as a concern that has to be addressed in compliance with the Employment Equity Act.
• The University was commended for implementing the Recognition of Prior Learning (RPL) as well as the recognition of the NC(V) qualification as an entry requirement in the admission policy of the institution.
• It emerged that the University had the highest proportion of online registration for its First Time Entering (FTE) students. However, the Committee noted that the students from rural areas had limited access to the internet, and they should be offered equal opportunities to access the University.
• The Committee was concerned that the University withheld the certificates of students with outstanding debts until they fully settled the outstanding balance. The University noted that the National Credit Act (34 of 2005) placed limitations for the Universities to recoup funds from students when they are employed, and withholding the certificate until they settled the outstanding debt was a strategy which worked for the University.
• The Committee noted with concern the Kovacs’ notice of intent to dispose its obligations in a partnership with the University for the Kovacs Student Village. The Committee was also concerned with the expensive fees charged by the University for student accommodation at Kovacs, which ranged between R20 000 – R30 000 per annum.
• The progress made by the current Council in bringing stability to the institution was highly commended.

6.3 False Bay TVET College

• The Committee was seriously concerned that were students who still had outstanding NC(V) certificates although they completed their programmes. The DHET noted that the NC(V) certification backlog from 2007 – 2008 had been cleared by the State Information Technology Agency (SITA) and a new project management service provider had been appointed to eradicate the certification backlog.
• The low representation of African (Black) employees at executive management (11 percent) of the college was noted as a serious concern since it was not in line with the employment equity targets of the country.
• The Committee was seriously concerned about the funding shortfall of R16.7 million in unfunded students, which had serious financial implications for the college. The DHET indicated that it had a funding shortfall of R3.2 billion for administration of bursaries in the TVET sector based on 2013 figures.
• The Committee conveyed its support to the college in acquiring the Swartklip Site to increase access to occupational training and mid-level skills for the communities of the Khayelitsha and Mitchell’s Plain.
• The student, staff and national awards awarded to the college were highly commended by the Committee, including the partnerships with industries, and the international student exchange programme.
• The delay by the DHET in finalising the organogram of the college was noted as a concern which also impacted on the filing of the Deputy Principal for Innovation and Development post.
• It emerged that the college had a total amount of R10 million in student debt and it experienced serious challenges in recovering the outstanding debts from students.

 

 

 

6.4 College of Cape Town TVET College

• The low representation of black academic staff in the college was noted as a serious concern that had to be addressed in compliance with the employment equity targets of the country.
• It was noted with concern that the students registered in the NC(V) Primary Health programme at Level 2 – 4 were not able to articulate to higher education or find employment owing to insufficient placement opportunities.
• The Committee was concerned with the absence of a management and labour forum where all issues affecting employees could be discussed and resolved.
• The Committee was concerned with the acute shortage of student housing in the college, although it served the urban communities.
• The good management, and governance as demonstrated by the unqualified audit by the college was commended.

7. Summary

The purpose of the oversight visit was mainly to interact with the post-school education and training institutions around the Western Cape, particularly on governance and administration to assess whether their plans were aligned with government priorities. Members had sessions to interact with the management and various stakeholders of the institutions which were insightful. Furthermore, site visits were undertaken after all the sessions were concluded to monitor the spending of infrastructure grants allocated by the DHET.

The Committee commended the overall undergraduate success rate at the two universities visited. The financial management capacity and good governance at these institutions was also noted. The Committee was not satisfied with the overall throughput rate of students at these universities. The number of students that dropped-out before completing their qualifications remained a serious challenge for universities, and this needed to be closely monitored and addressed. The low representation of young black and female academics remained a challenge in higher education although the DHET intervened by introducing the New Generations of Academics Programme (NGAP). Furthermore, the low representation of black academics at senior management of universities was highlighted as a serious concern during the interactions with the management of the two universities visited.

The funding shortfall was a serious challenge that was raised by universities given the inadequate state allocation which was unable to match the growing demand for financial assistance of eligible needy students. Nevertheless, the Committee was impressed with ground breaking research and innovation demonstrated by the universities which had the potential to contribute immensely to job creation and economic development for the country as envisaged in the National Development Plan. The Committee urged the universities to place more emphasis on marketing its products and services for commercialisation. 

The Committee was satisfied with the two colleges visited from a governance and management perspective. Both colleges received an unqualified audits for 2014 with very few matters of emphasis. Financial management in the college sector was a challenge, however, these two colleges demonstrated good financial management capacity. The main challenge which impacted on the image of colleges was the low certification rates of students in the NC(V) programme. Students in colleges were expected to pass all seven subjects in order to move to the next level or graduate.  Furthermore, students also had to wait for a very long time to receive their certificates owing to the certification backlog, which the SITA was in the process of addressing. The delays with the issuing of outstanding NC(V) certificates affected students, especially when they had to find employment or further their studies. The Committee noted that the issue of the certification backlog was prioritised in its programme, and the SITA was expected to submit quarterly progress reports on eradicating the NC(V) certification backlog.

The colleges expressed their concern with the absence of a dedicated funding from the DHET for infrastructure maintenance and development which had serious financial implications on their budget. The shortfall in the state allocation for bursaries also had serious budget implications for colleges which were expected to assist unfunded students from their budget. Apart from the challenges raised by the colleges, the Committee commended the strong linkages between the colleges and industry for work placement opportunities for students.

 

 

8. Recommendations

The Committee recommends to the Minister of Higher Education and Training to consider the following:

8.1 Funding

• CPUT had 2 309 unfunded  students registered for the 2015 academic year who qualified for NSFAS funding based on the Means Test, but could not be funded owing to a shortfall in the NSFAS allocation. The False Bay TVET College had a shortfall of R16.7 million in unfunded students who met the Means Test criteria and were unfunded. Similarly, UWC and the College of Cape Town faced the similar challenge. The Department should consider the possibility of allocating additional funding to these institutions to prevent possible financial exclusion of students.
• The DHET should prioritise the allocation of R300 million outstanding funding for merger consolidation of CPUT.
• Escalating student debt was a serious concern for universities and colleges mainly due to budget shortfall. Funding of post-school education and training institutions should increase commensurate with the growth in enrolments for the efficient and effective management of these institutions.

8.2 Withholding of certificates

• Withholding of students certificates or results should be reviewed so that students could have better opportunities to find employment. Prospective employers expected students to produce a proof of qualification before they could be placed in internships or employed permanently.
• The certificates and results of students who are indebted should not be withheld upon students signing a payment plan.

8.3 Infrastructure

• TVET Colleges did not have dedicated funding for infrastructure maintenance and development. The DHET should allocate infrastructure grants to colleges so that they can be able maintain and develop their infrastructure. This funding could also be used to alleviate the acute shortage of student housing at colleges.
• The DHET should assist the False Bay TVET College to acquire the Swartklip Site to expand its learning sites.
• The DHET should support the UWC in its quest to acquire the land belonging to Transnet, which was adjacent to the University for infrastructure expansion.

8.4 NC(V) Certification backlog

• The SITA should prioritise the eradication of the NC(V) certification backlog since it had a detrimental impact on the student’s future and aspirations.

8.5 Employment equity

• The low representation of black academic staff, particularly at senior management level of the colleges and universities was a serious concern. Post-school education and training institutions in the Western Cape should comply with employment equity targets of South Africa in the appointment of senior managers, and the DHET should closely monitor the appointment of new staff in these institutions.

8.6 Research and innovation

• The ground breaking research and innovation at universities should be marketed to create more jobs and for development of the economy as envisaged in the NDP.

8.7 Throughput and certification rates

• Student support services at post-school education and training institutions should be expedited to increase the overall throughput rates of universities and the certification rates of students in TVET Colleges.

8.8 E-learning

• The DHET should assist the post-school education and training institutions to develop good e-learning training programmes given the shortage of infrastructure to meet the training needs of the country.

 

8.9 DHET TVET College Bursary Scheme Rules and Guidelines

• The DHET should consider reviewing the bursary guidelines for 2016 so that students who resided within the 10km radius from the college could also access the travel allowance.

Report to be considered.