ATC240118: Report of the Portfolio Committee on Higher Education, Science and Innovation on Its Oversight Visit to Kwazulu-Natal, Limpopo and Mpumalanga, Dated 22 November 2023

Higher Education, Science and Innovation

Report of the Portfolio Committee on Higher Education, Science and Innovation on Its Oversight Visit to Kwazulu-Natal, Limpopo and Mpumalanga, Dated 22 November 2023

 

The Portfolio Committee on Higher Education, Science and Innovation (hereafter referred to as the Committee), having conducted an oversight visit to KwaZulu-Natal, Limpopo and Mpumalanga from 24 January to 3 February 2023, reports as follows:

1. DELEGATION LIST

 

1. Members of the Committee

Ms NT Mkhatshwa: Chairperson (ANC), Ms JS Mananiso (ANC), Mr T Letsie (ANC), Ms D Sibiya (ANC), Mr BS Yabo (ANC), Ms N Tarabella-Marchesi (DA), Ms K Khakhau* (DA) Mr S Zondo (IFP) and Dr W Boshoff (FFP).

 

1. Support staff

Mr A Kabingesi: Committee Secretary, Ms S Isaacs: Committee Secretary, Dr R Osborne-Mullins: Content Advisor, Ms M Modiba: Content Advisor, Dr A Arendse: Researcher, Mr J Majozi: Parliamentary Communications Officer (PCO) and Mr T Bottoman: Committee Assistant.

 

1. INTRODUCTION

The Constitution of the Republic of South Africa, 1996 and the Rules of Parliament (Rules of the National Assembly) mandate that the Committee exercise oversight over the Executive for the purposes of promoting good governance and accountability. In line with this constitutional mandate, the Committee resolved to undertake an oversight visit to KwaZulu-Natal, Limpopo and Mpumalanga. The oversight visit was twofold, the first part being dedicated to post-school education and training (PSET) institutions, and the second part to the Department of Science and Innovation (DSI) projects in these provinces.

 

1. Purpose of the oversight visit
   1. Post-School Education and Training

The main focus of the first part of the oversight visit was to assess the state of readiness of universities, TVET and CET colleges for the 2023 academic year and to monitor the registration and enrolment of first-time entering (FTEN) and returning students to these institutions. As part of the oversight visit, the Committee engaged with the institutional stakeholders such as the Council, Management, Student Representative Council (SRC), Institutional Forum (IF), and Labour Unions. Interactions with the stakeholders were aimed at assessing the state of affairs of the institutions from the stakeholders’ perspective. The stakeholders were also given an opportunity to present the challenges experienced by students and workers in order to get a balanced perspective regarding the state of affairs of the institutions.

 

The Committee also inspected the state of the institutions’ overall infrastructure, including infrastructure development projects that were underway. Inspections were conducted to assess progress made in relation to the spending of capital infrastructure efficiency grants (CIEG) from the Department of Higher Education and Training (DHET) and funds allocated by the National Skills Fund (NSF) and Sector Education and Training Authorities (SETAs).

 

The Committee had virtual engagements with some institutions, and areas of concern arose from the previous meetings. It was also on this basis that the oversight visit had to be undertaken to follow-ups to issues that had emerged during the engagements of the Committee with the institutions. The institutions visited included: Mangosuthu University of Technology (MUT), Durban University of Technology (DUT), University of KwaZulu-Natal (UKZN), University of Zululand (UniZulu), Coastal, Thekwini, Vhembe and Ehlanzeni TVET colleges, University of Venda (UNIVEN), University of Limpopo (UL), University of Mpumalanga (UMP).

 

The Committee’s oversight visits to the PSET institutions included actual site visits to facilities to view the infrastructure, including student accommodation, lecture halls, laboratories, and workshops.

 

The Committee was accompanied by the following DHET and representatives from the National Student Financial Aid Scheme officials:

• Dr M Socikwa – Deputy Director-General University Education.
• Ms N Gasa – Deputy Director-General Planning, Policy and Strategy.
• Mr S Zungu – Deputy Director-General of Technical and Vocational Education and Training.
• Ms T Futshane - DDG Community Education and Training.
• Mr MF Ramonyatse – Limpopo Regional Manager.
• Mr    Ngubane - KwaZulu-Natal Regional Manager.
• Dr N Balkrishen – Mpumalanga and North West Regional Manager.
• Mr D Mohlamme: Acting Parliamentary Liaison Officer (APLO) Office of the Director-General.
• Mr B Bingwa: Cabinet and Parliamentary Support Officer.

 

During the oversight visits in Limpopo and Mpumalanga, the Committee was also joined by members of the Portfolio Committees on Education of Limpopo and Mpumalanga Provincial legislatures.

 

1. Science and Innovation

Although the focus of the oversight was on higher education and training, the Committee visited selected DSI-funded or supported institutions and projects at the universities in KwaZulu-Natal, Limpopo and Mpumalanga. The Committee had gained much insight about DSI and its entities’ research and innovation programmes through briefings but was keen to visit the institutions and projects to gain first-hand experience of these programmes and engage on the intended socioeconomic impact.

At UKZN, the Committee was briefed by the Aerospace Systems Research Institute (ASRI), the DSI/National Research Foundation (NRF) Centre in Indigenous Knowledge Systems (CIKS), and the KwaZulu-Natal Research and Innovation Sequencing Platform (KRISP). The Committee then paid a brief visit to KRISP, which was followed by a visit to the Council for Scientific and Industrial Research’s (CSIR) Biorefinery Industry Development Facility (BIDF) located at the CSIR’s Durban Campus.

At DUT the Committee visited the Reinforced and Moulded Plastics Technology Station (RMPTS) and at MUT, the Technology Station in Chemicals (TSC). The Committee then visited the Agro-Food Technology Station at UL and concluded the science and innovation programme by visiting the Lithium-Ion Battery Precursor Development Facility in Mbombela.

 

 

1. POST-SCHOOL EDUCATION AND TRAINING
   1. KwaZulu-Natal Province
      1. University of Zululand (Richards Bay Campus)
         1. Onsite visit

The Committee conducted site visits/walkabouts to the facilities of the University of Zululand to assess active infrastructure development projects and monitor the state of readiness of some of the facilities to receive students for the 2023 academic year.

 

(i) Consumer Studies Department

The Committee began its site visit to the Department of Consumer Studies, which is one of the 13 departments in the Faculty of Science, Agriculture and Engineering. The Committee visited a junior Lab used by first-year students. The Lab accommodates 18 students, and they are split into two groups to conduct practicals on Mondays and Tuesdays. The Committee was informed that students were provided with theory and practical training on the course to equip them to be ready for industry upon completion of the programme. The kitchen was clean and equipped with relevant equipment and accessories for the practical component of the programme. The facility had a restaurant, which often hosted institutional activities, and students participated in the preparation of food for such events. Students were also trained on safety tips for the kitchen and the use of the equipment. The kitchen was fitted with fire extinguishers, which the university reported to be checked regularly. There were no students with disabilities in the programme; though, the facility can accommodate students with special needs.

 

The Department of Consumer Studies partners with stakeholders around Richards Bay, such as the Premier Hotel and lodges, to place students for work-integrated learning. It was reported that three students obtained permanent employment while doing their work-integrated learning.

 

(ii) Information Communication Technology (ICT) Computer Centre

The ICT Computer Training Laboratory is dedicated to assisting all registered students to improve their level of computer literacy and enhance their learning experiences both on-campus and off-campus. The facility was also used to offer short-term learning programmes and for interactive teaching and learning. The facility was very helpful during the COVID-19 period as lecturers were utilising it for remote learning. The computer lab also had Microsoft speaking programmes to assist blind students. The lab is open 24 hours for students.

The Committee was informed that there were more than 1200 WI-FI access spots around the campus.

(iii) Engineering Laboratory

The Department of Engineering was recently established at the University and was housed at the Richards Bay Campus. The rationale for establishing the Engineering Department at the Richards Bay Campus was motivated by the fact that Richards Bay is an industrial zone that boasts many industries ranging from mining, manufacturing, processing, and related industries. The University offered two Engineering qualifications: Bachelor of Mechanical Engineering and Bachelor of Engineering in Electrical Engineering. It was encouraging that the choice to offer these two qualifications was informed by a consultative process with the local industry and relevant stakeholders within the Zululand District.  The Engineering Council of South Africa (ECSA) also supported the University in offering the aforementioned qualifications. The University had plans to increase its Engineering qualifications soon in line with its capacity.

The Engineering lab was used by students registered in Mechanical and Electrical Engineering-related qualifications and it can only accommodate four students at a time. The University enrolled 100 students for both qualifications over a four-year period. The facility was relatively small to offer students adequate space to conduct their practical learning, however, the construction of the Engineering Building will offer much-needed relief to mitigate this challenge. The Committee was shown the equipment in the lab. The students are trained to operate an oscilloscope, which is primarily designed to measure voltage waves.

 (iv) New Engineering Building

As part of its programme to expand its engineering qualifications/offerings, the University embarked on a project to construct a two-storey engineering building. The building will comprise offices, four laboratories, lecture halls, and related facilities. The construction of the building was made possible through the allocation of capital infrastructure efficiency grants (CIEG) by DHET to the University. It is estimated that the project would cost R124 million for the first phase.

The construction project commenced in September 2022 and was estimated to be completed by October 2023. TEMI Construction was appointed as the service provider for the project, and it was encouraging that it also worked with local subcontractors on the project. It was also encouraging that the University did not anticipate any delays to its target completion date for the project.

(v) KwaDlangezwa Campus

The Committee had an opportunity to also visit the main campus which was situated 20 kilometres away from the Richards Bay Campus. Due to time constraints, the Committee was unable to conduct a walk-about at the campus. Instead, members were driven around the campus and shown the institution’s facilities. It was evident that some residences and other buildings required maintenance. The Committee was shown a student affairs building that was burnt by students in 2017. It was reported that the burnt building will be demolished, and a new student affairs building will be constructed. In terms of student residences, the University was busy renovating two residences to meet the new norms and standards specifications. There was construction of a new residence, which would add 1,500 beds upon completion. It was estimated that the construction will be completed by November 2023. It was encouraging to meet a team of women who were leading the construction and renovation of the student residences.

The University reported the disruptions caused by the community demanding that 30percent of the work be given to subcontractors. The University has appointed a Community Liaison Manager to engage communities. The University held biweekly meetings with community stakeholders.

 

1. Summary of the presentations

(i) University Council and Management

Ms N Caluza: The Chairperson of the Council began her remarks by thanking the Committee for its visit to the University. She indicated that the University was proud of being led by two females (Chairperson of Council and Vice-Chancellor). However, it has not been an easy journey to have two women at the helm of the institution. Patriarchy and tribalism used to be of great concern. In terms of governance, she said the Council and its committees were functional and the Council Charter was in place. Induction workshops for the Council members were held annually. The Council enjoyed a good working relationship with the management and stakeholders.

Prof X Mtose: The Vice-Chancellor began her presentation by providing a strategic map overview of the University and some of its major highlights for 2022. In terms of governance, she indicated that the University was functional, and the Council had its sub-committees, which were also functional, and their meetings were well attended. On registration, she indicated that registration for first-time entering (FTEN) students commenced on 30 January – 3 February 2023, and 6 – 10 February 2023 was registration for returning students. She alluded that registration would be extended if necessary, and the University established a call centre for online registration support. The University processed an excess of 192 799 applications.

In relation to teaching and learning readiness, she made reference to the orientation programme for FTEN students, which was scheduled for 6 – 10 February 2023, and it was in a hybrid mode with pre-recorded presentations to overcome loadshedding and COVID/19 threats. Regarding student academic support, she indicated that the University was committed to providing students with physical and epistemological access to learning. The University has an academic enrichment programme for 2023. Regarding academic staff development, the University is embracing technology as an enabler as the institution moves towards becoming a smart university, and hybrid and multimodal approaches to teaching and learning will continue.

In relation to the challenges of the University, Prof Mtose indicated that: the local business forums cause disruptions, especially in infrastructure development projects; loadshedding disrupts teaching and learning; water outages as a result of municipality delivery capacity; and vandalism and theft and inadequate student safety in external residences.

(ii) Student Representative Council (SRC)

Mr S Khumalo: The SRC President led the presentation. In relation to the state of readiness for the 2023 academic year, Mr Khumalo noted the following: payment plans/acknowledgement of debt forms have been prepared in 2022; the SRC was represented in all statutory structures of the university; and the SRC would set aside a portion of its budget to assist students with financial challenges and registration issues. The university has 18 percent of unfunded students, and the SRC will host a fundraising gala dinner to raise funds to assist this group of students.   

The President noted the following challenges affecting students at UniZulu:

• The delays by the NSFAS in processing students’ appeals and payment of allowances remained a concern.
• The safety and security of students who live in private accommodation or self-sourced accommodation made it difficult for the university to intervene. The SRC applauded management for launching a security App that is quick to respond to students’ safety challenges.
• Water shortages and cuts by the municipality affect the university community. It was noted that the university was planning to build a new water plant to address the water shortage.
• Student accommodation and the delays in obtaining the title deed for the land the university owns remained a concern.

In relation to the recommendations, he noted the following: NSFAS should release the list of approved students in time to allow institutions to allocate allowances at the beginning of the academic year; the government should fast-track mechanisms to aid the missing middle students; and the university should be assisted in securing title deed to build more residences and move students from private accommodation to university-owned residences.

(iii) Institutional Forum

Prof L Greyling: The Chairperson presented on behalf of the IF. She reflected on the IF committee structures, including its functions in an introduction to her presentation. She indicated that the IF is fully functional with its members being trained and that there were no university issues that necessitated IF intervention. Some of the IF ongoing reflections included the formulation of race and gender equity policies, the selection for appointment of candidates for senior management positions; the code of conduct for students and staff; mediation and dispute resolution procedures and the formulation of policy for fostering an institutional culture characterised by tolerance and respect for fundamental rights.

(iv) Employee Management Forum

Ms R Mandimutsira: The External Chairperson explained to the Committee that the university did not have recognised trade unions due to low membership numbers or not meeting the threshold. However, to advance labour relations issues and ensure that employer and employee relations are not compromised, the university decided to establish a management and employee consultative forum. The forum provided a platform for engagement, consultation, and communication between management and staff. Despite the absence of unions, the forum continues to advance issues affecting workers in the university and holds management accountable in relation to labour relations matters. The forum has four meetings per year with the management.

The Forum Chairperson indicated that salary negotiations and staff disciplinary issues are not part of the Forum’s terms of reference.

 

1. Umfolozi TVET college
   1. Onsite visit at the Esikhawini Campus

(i) Civil Engineering Workshop / Construction Centre of Excellence

The workshop was constructed by the college in partnership with the Construction Education and Training Authority (CETA) and was further sponsored by Germans. The workshop is designed to offer practical training for students registered in programmes/trades such as plumbing, carpentry and joinery, ceiling installation, bricklaying, electrical engineering, geyser installation and related programmes. The facility has received accreditation as a trade test centre and has qualified assessors and moderators from the college. The facility boasted equipment imported from Germany and was reported to have been installed by German artisans. It is the only facility in the country with modern mobile bathroom training stands for plumbers.

The Committee was also shown a low-cost three-bedroom house, constructed with cost-effective materials.

(ii) Student Residence

The student residence visited by the Committee accommodates 68 students and contains three beds in each block. The residence did not have a laboratory, and there was no Wi-Fi connectivity for the students. The building required refurbishment, in general, to be in a good state and new stoves and fridges for students to have a good living and learning experience.

(iii) Maritime Academy

Umfolozi TVET is the only college among the nine colleges in KwaZulu-Natal that offers maritime studies to students. The Academy was renovated and comprised of refurbished classrooms, teaching and learning materials, and training equipment, which were made possible through financial support from the National Skills (NSF) and Transport Education and Training Authority (TETA). The Academy also boasts equipment imported from Norway and Sweden. It was encouraging to hear that the furniture in the classrooms was built by the students at the college.

The Committee visited the simulation room where students were trained to operate the vessel/ship. The simulator system consists of physical controls and a dynamic screen, that can portray virtual sea surroundings. The programme targets students with an interest in maritime studies and ocean economy. The programme includes short courses, certificate and diploma programmes. A phased-in approach will be undertaken in offering different programmes as the institution increases its capacity over time. The College is working to secure workplaces for students in Panama, and this will also inform the student intake into the programme. The college plans to expand the programme, and it also acquired land from the municipality to build a maritime campus by the seaside. However, funding remains a challenge given that the programme is not funded under the Ministerial programmes. Thus, the college should raise funding to expand the programme.

 

1. Richtek Campus

(i) Rigging Workshop

 

The Committee had an opportunity to visit more college facilities at the Richtek Campus. The campus started with the rigging workshop, which is used for training students to gain knowledge and understanding when using rigging equipment for lifting, moving, and positioning heavy items. The Campus was also accredited as a rigging trade test centre and it’s a Centre of Specialisation for Rigging and Millwright. The Committee also undertook a walkabout to other workshops such as fitting and turning, electrical and mechanical engineering and millwright. The Committee interacted with students from industry who were in millwright training sessions at the time of oversight.

 

1. Summary of the presentations

1. Council and management

The Council Chairperson, Mr SS Zondi presented an overview of the College governance, noting that the college spreads across three district municipalities. The college has nine main campuses and six skills centres, and it prides itself on the impact it has on young people. Mr Zondi indicated that the term of office of the College Council was coming to an end in November 2023 and further raised a concern regarding the delays in constituting TVET college councils. He implored the Department to start the process of appointing new TVET councils earlier. He raised a concern regarding gender representation on the Council, stating that only five out of the 16 council members were female. The Council ensured that all Chairpersons of the Council committees were females. Mr Zondi shared with the Committee the role that the college can play in responding to local economic needs, especially with its Maritime Academy, skills for the new airport that is going to be built, and skills to support oil and gas industries.

The Principal, Mr B Jacobs began the presentation by providing an overview of the college’s administration hierarchy. He noted that the college had 277 academic staff and 271 support staff.

On the state of readiness for the 2023 academic year, he indicated that the college had put in place plans to ensure that the 2023 academic year started smoothly and that there had been a good start to the new academic year. The registration of students started smoothly through online registration, and information desks were available at the college to assist students who required assistance related to registration. He also noted that the college implemented entrepreneurship initiatives for installations, repairs, and maintenance and that new programmes were being developed.

In relation to the challenges faced by the colleges, Mr Jacobs noted the following:

• Premature implementation of the Post-Provisioning Norms (PPN), especially at the Nkandla and Bambanana campuses where staff prematurely migrated to PERSAL.
• Water shortage within the locality – the college had been buying water for the Esikhawini Campus for three weeks, and the costs were not budgeted.
•  The current college funding model does not cater for the needs of rural colleges where there is no provision of municipal bulk services. for example, the rural colleges have to run their own sewer systems.
• The colleges run student accommodation at a loss.
• Infrastructure Efficiency Grants (IEG) were not fully utilised due to the district’s contractors’ forum distracting the college’s supply chain management (SCM) processes.
• Loadshedding impacted connectivity and high spending on diesel to run generators.
• Salary packages not market-related for staff employment, especially in finance and SCM.

(ii) Student Representative Council

Mr Z Zulu: The SRC President led the presentation. In relation to the 2023 registration process, he indicated that there were a high number of students but few staff at registration, resulting in long queues. There was a need for a registration committee to ensure that registration runs smoothly. In relation to infrastructure, he indicated that lecture halls were not in good condition, and there were lecture halls with broken windows and poor ventilation.

In relation to teaching and learning, the President noted the following challenges:

• Shortage of lecturers and inadequate academic support given to students.
• Students with disabilities were not properly catered for by the college because they could not access some of the facilities because the infrastructure was not disability friendly.
• The delays in the delivery of textbooks and general shortages were also raised as a concern.
• The delays in the release of students’ engineering results and how they impacted the registration of the affected students.
• The delays by NSFAS in paying students’ allowances.

(iii) Labour Unions (NEHAWU)

Mr BS Ntshangase: The Secretary led the presentation. He indicated that the leadership of NEHAWU at the college has tried to reach out to the college Principal to no avail. The Principal has been intimidating union leaders and unfairly dismissing others. Consequently, this compromises labour peace and affects the relationship between management and labour. Some of the other issues observed by the union since the arrival of the Principal included the following: unilateral changing of terms/conditions of employment, which kills labour morale; the Principal regards organised labour as and when it suits him; poor maintenance of campus buildings and structures; late payment of service providers; utilisation of labour brokers, who exploit maintenance workers; inadequate action to mitigate against water shortages; and the crew of private security personnel and hired cars for the Principal.

In terms of recommendations, Mr Ntshangase noted the following: stakeholders’ relationship must be restored; reversal of unilateral decisions; the act of intimidating and dismissing union leaders should be stopped; and staff functions and team building activities should be resumed.

Mr Ntshangase concluded his presentation by noting that based on the union’s assessment of the college, it was not ready for the 2023 academic year.

 

1. Thekwini TVET college, Asherville Campus
   1. Onsite visits

Due to time constraints, the Committee was not able to conduct a thorough site inspection of the college campus. However, it undertook a quick walkabout of the campus where it visited the Central Office, administration building; skills development and training unit; auditorium, computer lab, and one student residence.

 

The college’s administration building was relatively old and required refurbishment. This office provides administrative support to management, and registration queries were also referred to this office. The Committee inspected student ablution facilities, which were not in good condition.

 

Computer lab: The Campus manager informed the Committee that the computers were old and that the campus was repackaging some. There was full access to the Internet at all computer labs. It was also reported that all campuses have WI-FI; however, it did not reach all areas.

 

Auditorium: This was a 500-seater auditorium, which is mainly used for graduation ceremonies and mass meetings.

 

The skills development and training unit provides support to students registered in different occupational skills programmes. During the Committees’ walk-about, there were staff members who were sorting out and packaging students’ personal protective equipment (PPE). It was noted that the college sourced funding to support the skills development programmes at all the college campuses. The college offers the Assistant Chef Programme, which is funded by the National Skills Fund. Other skills development programmes offered include electrical, plumbing and furniture making. The Centre was also preparing for the induction of students.

 

In relation to student residence, Asherville is the only college campus that has a student residence. The residence has two wings for male and female students. There were house mothers who were responsible for the residence, including hostel committees comprising students. The residence did not have common rooms. The Committee was extremely shocked by the state of the residence and the fact that students were allowed to stay in such bad conditions. The residence was not conducive for students and required major refurbishment. The Committee’s view was that it should be shut down completely and renovated.

The campus had a swimming pool that was dysfunctional due to its bad condition.

 

1. Summary of the presentations

(i) Council and Management

Mr M Phakathi, The Council Chairperson, welcomed the Committee and indicated that they had waited for so long for the Committee to visit the college. He thanked the Committee for pushing the Department to come to the college to resolve the issues that plagued it.

Mr NE Mchunu: The Principal began the presentation by providing an overview of the college’s profile. He indicated that the college is situated within the urban or metropolitan area of Thekwini, and it has six campuses located within a 10-kilometre radius of its Central Office. The college campuses comprised Asherville, Cato Manor, Centec, Melbourne, Springfield, and Umbilo. On governance, he said the college Council was functional, including its sub-committees.

In relation to the college’s finances, he indicated that the total budget of the college based on 31 December 2020 estimates amounted to R80 million. The principal gave an overview of the college’s partnerships with industry for WIL.

(ii) Student Representative Council

Mr S Ndlovu: The SRC President began the presentation by outlining the roles and responsibilities of the SRC. In relation to students’ issues, he highlighted the following: the college had one residence that accommodates 220 students and students ended up renting unsafe places since they are cheap and near their campuses; insufficient workshops to do practicals; dumping of waste near the Springfield Campus, which poses a health hazard for staff and students, and the delays by NSFAS to pay students allowances, which affect their attendance.

In relation to the highlights of the SRC, he noted that the SRC worked with Higher Health and hosted a gender-based violence (GBV) campaign; students participated in national sports competitions; and the SRC leadership worked hard and always assisted students.

(iii) Unions (NEHAWU)

Mr S Buthelezi: The Chairperson led the presentation. He presented the challenges of the college workers, which included inadequate resources and tools of trade for employees; college-paid Council staff appointed on yearly contracts; termination of college Council-paid staff at the end of 2020; unfair treatment of college contract staff who did not receive their monthly salaries; and inconsistency of the Principal in dealing with employee disciplinary matters, especially senior managers.

Mr Buthelezi raised a concern regarding the shortage of lecturers. The Union was concerned that the classes had commenced but there were lecturers to teach some programmes. He also noted that the college was offering a Computer Practice Programme, but labs were without computers.

In relation to the recommendations, Mr Buthelezi recommended the following: the college needs to source additional funding to purchase more computers for teaching and learning, and there is a need to regulate employment contracts for TVET lecturers.

 

1. Durban University of Technology, Steve Biko Campus
   1. Onsite visit

 

(i) Student Centre

The new student centre building was under construction during the site inspection by the Committee. The student centre will provide essential social facilities for students, such as food outlets, social space for students to interact and administrative services. The project was made possible through funding from DHET, which was estimated to cost R270 million. The building project was expected to be completed by June 2023.

 

(ii) Time Capsule

The Committee visited the ENVISION2030 DNA double helix monument and Time Capsule, which is adjacent to the university library. The monument comprised two intertwined strands, which symbolised, people-centred and engaged, and innovative and entrepreneurial, which is the University’s pride and symbolises its identity. The VC indicated that the time capsule is expected to be unsealed in 2031 by the person who will be the VC and hoped that the University would be in a position to celebrate the achievement of the ENVISION2030 strategy.

(iii) Student Registration Centre

The University’s new student centre was still under construction during the Committee oversight visit to the institution. The facility will provide essential social facilities for students and enable social spaces for interaction among students and staff. It was noted that the construction was delayed in 2020/21 due to COVID-19 pandemic restrictions. The building was 95 percent complete, and the University targeted to complete the project by June 2023. The estimated cost of the project amounts to R270 million.

 

It was reported that the University has appointed four directors for different infrastructure projects. The Committee was taken to different infrastructure projects that were active, including the Real Estate Management building, library, and engineering building that were undergoing renovations.

 

(iv) Registration Hall

The Committee had an opportunity to visit the registration facility and interact with students and parents who accompanied their children to register. The University implemented online registrations, however, first-time entering students (FTEN) who could not register online were provided with physical support at the registration hall. Students who register online, upon receipt of the confirmation of admission, students come to the registration hall to finalise registration and receive student cards. The facility was a one-stop shop comprising the financial aid unit, residence and housing unit and disability unit; admission, academic and security stations and cashiers for students who paid their own fees. Senior students were hands-on in assisting FTEN students in terms of module selection and other related academic needs. The registration system often experienced problems, and students were required to return the next day to finalise registration. It was encouraging that the University offered free accommodation and buses to residences for students who had not completed their registration.

 

(v) Student Residence

The Committee visited the Stratford and Steve Biko residences, which have a capacity of 130 and 358 beds, respectively. It was noted that the students were allocated according to their qualifications. The residences were well maintained and had amenities such as a laundry area with washing machines and dryers; kitchenettes, equipped with stoves, micro-ovens, fridges, and lockable grocery cupboards; bathrooms, common rooms/TV rooms, and Wi-Fi connection. The Committee was impressed with the cleanliness of the residence.

 

The University management raised a concern regarding the taxi rank, which posed a risk to students, including the busy road that separated the campuses.

 

1. Summary of the presentations

(i) Management

Dr M Nkonoane: The Registrar began the presentation by providing an overview of the state of readiness of the University for the 2023 academic year.  He indicated that the applications and selection processes for the 2023 academic year intake commenced in 2022. As per the approved enrolment plan, DUT has a planned enrolment target of 8 564 first-time entering students for the 203 academic year. As of 17 January 2023, the university received 181 612 applications for FTEN students for 2023, and student admissions had made 16 897 offers to applicants.

On the 2023 registration and enrolment process, Dr Nkonoane noted that registration at the University was done online, and all students would register at the beginning of the year for semesters 1 and 2. Registration for FTEN would be taking place from 23 January to 3 February 2023 and lectures would commence on 6 February 2023.

(ii) Student Representative Council

Mr V Mthethwa: The SRC President led the presentation. In relation to the 2023 registration planning, he indicated that the SRC was pleased that it had been included from the very first meeting of the registration planning that occurred in 2022 and that their views had been considered. He indicated that the registration venues allowed the registration process to be faster and that the different faculties were involved, making the registration process smooth. Stakeholder meetings were convened every Thursday to discuss issues experienced during the week and to find common ground.

In relation to NSFAS, he said the delays by the entity in sending the confirmed list of funded students to the University caused serious delays to the registration process as some students were blocked from registering. He also noted that appeal outcomes always come after the registration period and recommended that students who have lodged appeals with NSFAS should be allowed to register while waiting for the outcomes. Regarding the state of residences, he indicated that the SRC was pleased with the pre-allocation of residence to students; however, there were other residences that students were unhappy with. The leased residences did not meet the DHET Norms and Standards for student housing.  The students wanted the residence to be closed. In conclusion, he appreciated the good working relationship between the SRC and students.

(iii) Unions

Mr M Mayeko: The NEHAWU Representative made the presentation and noted that the University had a Labour Management Consultative Forum (LMCF), which serves as a platform to engage with management on labour issues. Regarding registration, he indicated that the staff were more concerned about the outstanding NSFAS list, especially for returning students who could not register because they were blocked.

On transformation, he indicated that the union’s engagements with the management were ongoing, however, the union was concerned with the slow pace of this process to address issues of gender equity. He mentioned that the University grappled with issues of highly qualified staff reporting to those with low qualifications, and this affected staff morale. On salaries, he indicated that the union concluded its negotiations with management towards the end of the 2022 academic year and the agreement had been implemented in January 2023. Mr Mayeko raised the challenge of a high student-staff ratio, which made the workload heavier.

Dr N Sentoo: The Chairperson of NTEU made a presentation on behalf of NTEU and TENUSA. He began the presentation by apologising for not having presented a consolidated presentation with NEHAWU. He said there was a strained relationship between DUT management and the unions; however, the role of unions is to protect the rights and interests of workers. Regarding readiness for 2023, he said the unions did not have a direct involvement in the institution’s preparations for the start of the 2023 academic year, but individual staff. He noted that the student-staff ratio created challenges with the delivery of teaching and learning. He also noted the challenges of overcrowded classrooms, and damaged infrastructure and called for students to take responsibility for that and loadshedding.

In relation to the challenges faced by the unions, he noted the following: marginalisation of labour; erosion of conditions of service in terms of benefits; retrenchment of staff, which resulted in increased teaching workloads of the academics; and disregard of the prescript of the Recognition Agreement by management. He concluded by undertaking to submit a more detailed report to the Committee regarding the challenges faced by workers.

(iv) Institutional Forum

Dr Z Mbadlwa: The IF Chairperson began his presentation by explaining the role and composition of the IF at the University. In relation to the state of readiness for the 2023 academic year, he said that the University prepared for the 2023 academic year in 2022, and the academic calendar was also issued the previous year. Dr Mbadlwa indicated that the University was ready to start the academic year and that the academic programme preparation was going smoothly. In relation to the challenges faced by workers, he highlighted challenges related to staff promotion; the impact of loadshedding on teaching and learning; and technological issues and legacy issues of the merger of the University.

In relation to the recommendations, he said DHET needs to influence the Department of Basic Education (DBE) on the date of the release of matric results; consult the tertiary institutions in relation to the entrance requirement for first-year student and NSFAS must fast-track the payment of funded continuing students.

 

1. Mangosuthu University of Technology
   1. Onsite visits

1. Engineering Building

The new Engineering Building was completed in August 2022 at an estimated cost of R160 million from a budget of R164 million, recording a saving of R4 million. The building was meant to increase the capacity of the institution in offering electrical engineering- construction management-related programmes, given that 60 percent of its students are registered in science, technology, engineering, and mathematics (STEM) programmes. The project was hampered by disruptions because the first two contractors abandoned the project.

 

The University also experienced challenges with local business forums demanding a share in the construction projects of the institutions. It was also noted that not all infrastructure projects meet the 30 percent of local SMMEs participation. However, the University could negotiate with local business forums to support the institution’s long-term infrastructure development projects. The building houses laboratories for students’ practicals, computer labs, research labs for academics in water reticulation and renewable energy, and staff offices. The Minister will launch the opening of the building.

 

1. Cafeteria

The cafeteria was closed and no longer functional because it was not compliant with the health and safety requirements. The building required refurbishment, which the University promised would be done during 2023. The budget for the refurbishment has been approved, and tenders for roof repairs and internal refurbishments have been closed. The closure of the cafeteria has negatively affected students living in on-campus residences, given that they were compelled to cook and dine in their rooms. The most affected students were students with disabilities who could not use the kitchens and were unable to get their meals from the cafeteria.

 

1. Student residences

The Committee visited the Nkandla Block H new residence. It was reported that the residence plans were approved in 2010 before the minimum norms and standards for student housing were gazetted; hence, the rooms did not meet the criteria in terms of size. The Committee also visited some old residences, which required refurbishment due to inadequate maintenance by the University. The buildings were solid; however, delayed maintenance has contributed to the decay of facilities such as kitchens and bathrooms.

 

1. Summary of the presentations

(i) Council and Management

Dr P Masala: The Registrar began the presentation with an overview of the state of readiness for 2023. He indicated that MUT 2023 registration took place from 30 January – 10 February 2023, and FTEN students registered from 30 January – 3 February, whilst returning students would register from 6 February to 10 February 2023. The commencement of the academic programme was expected to occur on 13 February 2023 and the 2023 Faculty Teaching Plans were ready. The University had put in place contingency measures to address the impact of loadshedding on registrations. The team responsible for orientation was prepared and ready to roll out the orientation programme. The University was ready to return all students to the physical teaching mode.

On registration and enrolment, he noted that MUT implemented an online registration process that enabled students to register where they reside; however, the University made plans for students who experienced challenges in registering off-campus. The target for FTEN was set at approximately 3 700, and the University enrolment target was 14 500. He said the University provided concessions to students who had historical debt so they could be allowed to register. The University did receive the NSFAS-approved list for FTEN students; however, it had not been received for returning students. Failure to receive NSFAS lists within five days prior to the start of registration would lead to extended registration.

It was noted that students were pre-allocated residence space and were waiting on the NSFAS to confirm the qualifying students.

(ii) Student Representative Council

The SRC President reported that management has considered all issues raised by the SRC. In relation to the 2023 registration process, the President indicated that the University conducted online registration, which made it easier for students to register, and those who experienced registration challenges were allowed to return to campus and get assistance. The SRC also established a Task Team to assist first-time entering (FTEN) students with registration. Temporary accommodation was provided to students who required physical registration.

The President mentioned that the SRC’s biggest concern regarding the registration process was NSFAS delays in confirming the list of funded students. The delays hindered returning students from registering for the 2023 academic year. He welcomed the reasonable concessions made by the management to allow returning students with debts to register. In relation to the challenges faced by students, he expressed concern in relation to the inadequate infrastructure maintenance and repairs by the University, especially student residences and water shortages, which affect teaching and learning.

(iii) Labour

Mr L Mthimkhulu: The Branch Chairperson NEHAWU made the presentation and noted that labour welcomed the Committee’s intervention, which resulted in the appointment of an Administrator. In relation to the state readiness for the 2023 academic year, he said the union believed that the University was ready to start with the academic because the preparations had been done in December 2022. He raised concerns about the state of residences and lecture venues, which were not in good condition; safety and security; delays in the receipt of the list of funded students from NSFAS; and inadequate student accommodation.

In relation to the challenges faced by the workers, he noted that several challenges made it impossible for the workers of DUT to be productive; workers were frustrated with the delays by the Executive Management in making decisions, and some of them did not understand their roles; the University had many vacant posts, which needed to be filled urgently. He likened the University to Bollywood, where senior management positions were filled on an acting basis. This was creating an expectation for those acting to be appointed. He recommended that substantive people should be appointed to these positions.

In relation to job security, he indicated that most workers were not sure about their future employment considering the University organogram that had been approved by the Council. He further recommended the extension of the Administrator’s duration to bring stability to the institution. Salary negotiations were still underway during the Committee’s oversight.

(iv) Institutional Forum

Dr Kweyama: The IF Acting Chairperson began her presentation by explaining the role of the IF at the institution. She said the University was ready to start with the 2023 academic year and staff were prepared to support the smooth start of the new academic. She indicated that IF was concerned about the state of the institution’s infrastructure, which needed to be refurbished. She mentioned that the challenges faced by the workers and students were very similar to those raised by the SRC and NEHAWU.  She also indicated that the IF would elect its permanent chairperson during the 2023 academic year.

 

1. Coastal KZN TVET college (Swinton Campus)
   1. Onsite visit

(i) Registration Centre

The Committee conducted a walk-about of the facilities of the college campus, but due to time constraints, it could not see most of the institutional facilities. The first facility visited was the registration centre. The college had online registration, and students who had challenges with registration were assisted at the registration facility. During the visit of the Committee, some students who were waiting to be assisted with the 2023 academic year registration, and the college did not report major challenges with the registration process.

(ii) Computer Laboratory

The college has seven computer laboratories at the Swinton Campus, which are used by students in the morning until evening classes. The NC(V) students were mostly registered for the morning session whereas Report 191 students came in the afternoon. The lab was very instrumental in helping students learn and complete their research and assignments. The students were also able to acquire digital skills and improve their computer literacy skills, which are critical in the modern workplace. Most students in the college did not have laptops, and the computer lab was an important resource for them.

(iii) Hospitality Workshop

The workshop was in a good state and well maintained and mostly catered for the practical component of the NC(V) Level 2- 4 students in the course. The students registered for the programmes were very resourceful, and as part of their practicals, they cooked for the guests who attended the college’s event. The Committee was impressed with the conditions of the workshop. The Campus received most of the workshop equipment from Kenwood. The Campus has placement officers who are responsible for placing students in hotels for work-based learning.

(iv) Toyota Automotive Workshop

The college had a partnership with Toyota South Africa, which was highly commended by the Committee. The main aim of the Toyota Manufacturing Academy is to train and upskill young people from the communities surrounding the college with skills relevant to the automotive industry. The project was supported by the government of Japan and the United Nations Development Programme (UNDP), which donated the equipment worth R300 million to the facility.

The Committee was informed that the learners were recruited by Toyota and registered for the National Diploma in Engineering. The selection criteria of the students were based on merit, and most of the students were selected from the local schools. Most of the students came from Lamontville and Umlazi and they walked to the campus. Learners with good marks in mathematics and physical science were prioritised for the programme. The college had an intake of 24 learners who started the programme in 2022 majoring in electrical and mechanical engineering. A new intake of 40 students was planned for February 2023.

The students received stipends paid by Toyota, and they spent most of their time learning about the car manufacturing process. At the college, students attend morning classes for theory, and in the afternoon, they go to Toyota Plants to acquire technical skills.  The college has a good success rate of the programme. The College and Toyota had a marketing programme aimed at ensuring that graduates of the programme could be employed by any motor industry in the country. The college lecturers involved in the programme will be exposed to the Toyota industry.

In terms of the curriculum offered, it was noted that it will change as and when technology changes. It was also reported that Ford donated new engines to the campus by the end of 2022.

 

1. Summary of the presentations

(i) Council and Management

Mr J Zwane: The Acting Principal began the presentation with an overview of the college’s vision and mission. He further gave a background of the college and indicated that the Coastal KZN TVET college was established from a merger of Durban Technical College, Swinton Road College, and Umlazi Technical College. It also includes the former Umbumbulu and Appelsbosch Colleges of Education. Consequently, the college is the largest in KwaZulu-Natal, with an average of approximately 15 000 full-time equivalents and 800 staff members.

In terms of governance, he noted that the college was placed under administration by the Minister in November 2022 and the term of the Administrator ended on 30 August 2022. This culminated in the appointment of the Acting Principal for six months from 1 September 2022 and the induction of the new Council was undertaken in December 2022. The Council comprised five Ministerial appointees and two SRC members, and the college was awaiting the appointment of four external members and two employee representatives. The Acting Principal committed that all the Council Committees will be established by 1 April 2023.

In relation to the state of readiness, Mr Zwane indicated that the registration process at different campuses was underway, and students applied online, which made registration more efficient. Students who needed help with registration came to the college campuses and were assisted. The college did not experience major disruptions at the start of the 2023 academic year. He further noted that the ICT system is very slow and delays student registration.

In relation to the challenges, Mr Zwane noted that the CIEG for the college has been withheld; there are three campuses with residences and two of the three are non-functional; there was the need to revamp workshops; upgrade computers; and replace stolen computers for effective teaching and learning. Other challenges mentioned were litigation against the college, security threats for certain senior management officials who are provided with bodyguards; the cash flow problems resulting in the college paying half-salaries to employees, and the cancellation of contracts awarded irregularly.

(ii) Student Representative Council

In relation to the 2023 registration process, the President indicated that the SRC was actively involved in assisting new and returning students with registration, and it had been progressing without major challenges. The college utilised online registration and students were also assisted in completing the registration.

In relation to the challenges faced by students, the President expressed concerns with regard to: the Internal Continuous Assessment (ICASS) system, which has problems for the college; the delays by DHET in releasing examination results, and sometimes the results the college receives contain errors; inadequate infrastructure development and maintenance; utilisation of chalkboards in classrooms; limited work-integrated learning (WIL) opportunities available for students; broken classroom windows and malfunctioning air conditions; delays in the payment of stipend for WIL by the SETAs, which impacts the commuting of students from home to the workplace, and inadequate control of who accesses the campuses. The President mentioned that students did not have student cards, which compromised their safety as outsiders could access the college easily.

(iii) Unions

The NEHAWU Branch Secretary led the presentation. She indicated that workers at the college were represented by four unions and that the presentation consolidated the views of the different unions. In relation to the state of affairs of the college, she indicated that the college did not have a permanent Principal for the past eight years and that there has been the deployment of Acting Principals in the past without the necessary skills and capacity to turn around the fortunes of college. The workers of the college even went as far as chasing the Administrator who was appointed to bring stability to the college in 2022.

In relation to the challenges of the workers, she noted that the college staff experience challenges in relation to the shortage of tools of trade, in particular laptops and routers; staff at the college were not remunerated for acquiring qualifications, which demotivates staff to improve their qualifications; inadequate student support services; delays by NSFAS in disbursing funds and allowances to students, which contributed to poor pass rates. She recommended that NSFAS should establish a committee within the region. She also noted that GEPF deducted R1500 from staff salaries monthly. The Union representative recommended that the TVET curriculum should be reviewed.

 

1. Limpopo Province
   1. Capricorn TVET college, Polokwane Campus
   2. Onsite visits

(i) Registration and examination rooms

The Committee visited the room where registration took place. Registration at the college was done online and students went to the college to receive their proofs of registration, and financial aid. The space in the registration room was limited and the college committed to expanding the space. The room also had an examination control room/strong room where examination papers and students’ certificates were stored. Access to the room was restricted. Two staff members were employed to manage the strong room, and the Exam Officer was assisted by an intern. It has been reported that private colleges collect their examination papers from the campus. The examination control room was small, and the Department recommended that it should be expanded.

(ii) Computer Laboratory

The college has 15 computer labs on campus, which are used by students for life orientation and other programmes. There were Wi-Fi connectivity hotspots within the campus, but they did not cover the entire area, and the college planned to expand the hotspots. The campus also has a resource centre, which caters for students. The resource centre had computers used by students to work on their assignments. The college management reported that there was once an attempted burglary, and a case was opened with the police. It was later found that it was an employee of a former security company who was involved in the attempted burglary. The college has since strengthened security by installing cameras to monitor the facilities.

(iii) Hospitality Centre

The Centre was used by students registered in the hospitality programme to conduct their practical component of the course. The facility had kitchens, a restaurant, and a bar. The bar was used by students to conduct practicals for mocktails and cocktails. The kitchen was equipped with industrial ovens, steamers, roasting and deep fryer appliances. The facilities were clean and in good condition. The facility has a mass caterer kitchen with the capacity to cater for 600 people. There was another kitchen with gas stoves and a braai area. Due to loadshedding, the college was planning to acquire more gas stoves for students to undertake their practical tasks even during loadshedding. The college had a placement agency, which was responsible for the placement of students for WIL in the local hospitality industry and internationally.

Students were also taught food presentation and health and safety protocols. It was recommended that the Quality Council for Trades and Occupations (QCTO) consider including food presentation as part of the course or a short course as it is important for students.

(iv) Mechatronics Workshop

The workshop was utilised by NC(V) Level 4 students registered in Mechatronics trained in programme logic controller (PLC). Fifty students were registered in the programme and the majority were females. The college is the only one in Limpopo that offers mechatronics. The Mechatronics lecturer demonstrated to the Committee how students connect the PLCs to control the circuit. He said that the old PLCs are used for teaching and the assessment of students as per the curriculum.

He indicated that the Mechatronics curriculum lacked the developments that are taking place in the industry. In ensuring that students have relevant and up-to-date skills, the college procured new PLCs similar to those used in the industry to afford students an opportunity to acquire skills that are at the same level as those currently in the industry. This will boost students’ employability. The Committee commended the lecturer and the college for putting efforts in place to ensure responsiveness of the curriculum.

The lecturer raised the following challenges: outdated curriculum, which required a review; inadequate learnerships opportunities that are focussed on Mechatronics and recommended advocacy and marketing of the programme to the automotive industry; inadequate placements for students; articulation of TVET graduates to universities; and loadshedding that negatively impact teaching and learning. Students lose critical tuition and practical time during loadshedding.

He concluded his presentation by indicating that the college was working hard to ensure that students from the programme are placed in industry and that Mechatronics is a multidisciplinary programme that combines electrical, mechanical, and computing skills in one.

In terms of security. The lecturer indicated that there was never a burglary in the workshops, as they were equipped with cameras.

(v) Wellness facility & Student Residence

The college has a wellness facility that is used by students for their health and wellness needs. Higher Health was in charge of the facility, and there was also a clinic with a nurse to assist students who required medical attention. The facility had consultation, counselling, and isolation rooms. The office was also responsible for raising awareness about GBV and other development challenges faced by students.

The Committee did a walk-about of the male student residence and looked at the rooms, kitchen, and dining hall. The campus residence was not in a bad condition, however, like other colleges, it required some refurbishment.

 

1. Summary of the presentations

(i) Council and Management

Mr WMP Mohapi: The Chairperson of the Council gave a brief overview of the college governance and its structures. He assured the Committee that the college Council was functional and under good governance. The Council has approved the 2023 budget for the college to function efficiently. The College was the best performing in the province and ranked fifth nationally.

Mr L Mamabolo: The Principal began the presentation by providing an overview of the college’s vision, mission, motto, and values. He gave a brief history of the college and noted that it was a product of a merger of three former colleges, Pietersburg Technical College, Bochum College of Education, and the Former Northern Province Community College.

In relation to the 2023 registration and enrolment, he noted that the college utilised online applications and received a total of 47 258 online applications in 2022, and only 3 081 applicants were accepted due to enrolment targets.

In relation to challenges, Mr Mamabolo indicated the following: community unrest demanding jobs; lack of sufficient funding for new infrastructure development projects; delays in project completion because of college programmes; Treasury moratorium on tenders, and aged bulk infrastructure of the college.

(ii) Student Representative Council

In relation to the state of readiness of the college for the 2023 academic year, the President said the college was ready and registration proceeded smoothly. Students applied online, and induction for new and returning students was conducted at college campuses. The majority of the college students were NSFAS beneficiaries.

In relation to student challenges, he indicated that the infrastructure on some campuses was dilapidated, which affected teaching and learning; there was a shortage of classrooms on some campuses and the college did not have sufficient student accommodation. The late payment of NSFAS students’ allowances led to student unrest and the late release of examination results by DHET, which contributed to academic exclusion.

In relation to the recommendations, the SRC recommended that the DHET provide additional funds to address infrastructure backlogs at college; DHET release students’ results on time, and that NSFAS should process allowances immediately after registration. 

(iii) Labour

Mr AP Ntshivhambe: The Chairperson led the presentation. He began the presentation by indicating that the workers of the college were more than ready to deliver as expected by the employer and students, and they were all in good spirits. In relation to the challenges of workers, he noted the following: consumables were not always available; unreliable WIFI, which impacted the ability of the lecturers to conduct research to improve teaching; the delays by DHET in appointing senior managers affected service delivery; backlog of payments for improved qualifications; lack of change rooms for general workers; staff who engaged management of workers issues were sidelined when positions became available; and inadequate professional development for lecturers.

 

1. Limpopo Community Education and Training College, Seshego Community Learning Centre

The Centre operates within a local school, and it is allocated two classrooms to conduct its teaching and learning activities. It had limited office space for the Centre Manager, and the small office lacked basic office equipment and furniture. There was no electricity in the allocated classrooms. The space was not inspiring and conducive for adult learning as the classrooms were very hot and without air-conditioners.

 

The Centre did not have resources to offer occupational skills. However, some satellite learning centres offer beadwork and dressmaking (some of the products done by the students were displayed at the Centre during the oversight visit). It was also reported that no new textbooks were received. The College management indicated that the challenge of textbooks will be addressed as textbooks. It was also reported that the Provincial Department of Education was closing some schools, and the vacated schools will be used as community learning centres.

The Limpopo CET college has 20 Community Learning Centres spread across the five districts and 225 learning sites (satellites), which are attached to the main centres; and more than 90 percent of these are accommodated in schools.

 

1. Zurel Brothers South Africa - Mining Qualifications Authority (MQA) Diamond and Jewellery Process Beneficiation

The Committee requested to visit a SETA-funded project in Polokwane, and the Department arranged the MQA beneficiation project in partnership with the Zurel Bros Training Academy. Zurel Training Academy is an accredited skills development provider and trade test centre, that offers a range of qualifications such as electrical, goldsmith, diamond cutting, millwright, fitting and related trades. The focus of the visit was on MQA-funded students enrolled in diamond and jewellery cutting. The academy was the largest diamond cutter and the only diamond processing workshop in Limpopo.

Students enrolled in learnership were paid stipends amounting to R2000 and R3000 for an apprenticeship. The academy had a canteen that could accommodate up to 150 students and they were also provided with a daily meal. Members could observe students polishing diamonds using the equipment provided by the academy. It was encouraging to observe that most students in the programme were females. One of the key challenges raised by the students was the impact of loadshedding on their training. Students were unable to train when there were power cuts. It was indicated that students who graduated from the programme could open their jewellery businesses.

 

1. University of Limpopo
   1. Onsite visits

1. Reakgona Disability Centre

The Centre provides appropriate and specialised support services to students with disabilities and other special needs at the University. Support services are offered through education, training, and other developmental programmes to promote a conducive teaching and learning environment for students with disabilities. There were 146 students with disabilities registered in the 2022 academic year.

The Committee was taken to different facilities within the Centre. The Centre comprised a library that provided braille and audio learning materials for students with disabilities; a braille production room where the conversion of print to braille takes place, low vision reading facilities for partially sighted students; and a computer laboratory with computers equipped with the JAWS programme for use by blind students and an examination room. The Centre ensures access to academic support for students with disabilities.

The Centre was undergoing renovations at the time of oversight. The Committee was concerned that the Centre was not yet ready for the commencement of the 2023 academic year. It was also observed that some computers were not functioning due to the electricity cable that was cut off during the renovations. Additionally, the Committee noted that a stool in the toilet was broken, and the toilet seat was loose.

1. VA – Khanya House Residence

The residence accommodates students with severe disabilities. The Committee, upon arrival, met disabled students with different forms of severe disabilities and interacted with them. The Committee assessed the facilities at the residence. Each student occupies a single room with a bathroom and toilet. One room had two beds and upon inquiry, the Committee was informed that one bed was for a family member who took care of the students. The rooms were disability friendly, and some students with severe disabilities were allowed to bring an assistant or relative to assist them. Some amenities provided at the residence included laundry, a kitchenette, and an entertainment room with a television and couches. To support the needs of the students at the residence, the University has appointed a dedicated administrator whose office is within the residence.

 

1. MBH Residence (Nkandla Student Residence)

The residence was built in 2016 and accommodates 356 Masters and PhD students. The residence has a hall for recreation, which students use for studying and watching sports during the weekend. There are common spaces, a kitchenette, a lounge, and a dining room. The block has six single rooms. Each room has a bedroom, bathroom facilities and a study area.

 

Students were not allowed to cook in their rooms. Masters’ students were allowed to stay in the residence for a maximum of two years. The residence manager informed the Committee that the University-owned residences accommodate 7 322 students, and the University was in the process of constructing new residences. This will include new residences for students with disabilities.

 

1. Summary of the presentations

(i) Council and Management

Mr PJ Nefolovhodwe: The Chairperson of the Council indicated that the University’s council and its structures were fully functional. In relation to the readiness of the University for 2023, he said the Council had meetings with management where it presented measures put in place for the smooth start of the 2023 academic year. The Council was confident that the University was ready to start the academic year, and there had not been any major disturbance during the registration period.

Prof M Mokgalong: The Vice-Chancellor shared similar sentiments with the Chairperson of the Council. He said that the University has been utilising online registration successfully since 2021, and there have not been major challenges with the registration process for 2023. He further noted that students who experienced challenges with remote online registration were assisted by the University.

The VC indicated that the University received a total of 203 400 applications for 2023 for 5 143 FTEN spaces and that parents were coming daily to the institutions to request admission spaces for their children. The VC indicated that the University experienced protests from the Mankweng Community Forum demanding admission and placement of their children in the University. However, the University explained the capacity limitations in admitting more students. NSFAS-funded students were allowed to register, however, the delays by the entity in sending the list of funded first-time entering students created confusion for the University.

The VC noted that the University was putting a plan in place on how to bring back students on campus given unreliable electricity, water shortages, and COVID.

The VC further shared infrastructure development plans regarding the digital extension of the library and the construction of the earth science building. The University is also planning to expand on-campus student accommodation. The University has a huge land that will make it easier to expand.

 

(ii) Student Representative Council

Mr V Makamu: The SRC President led the presentation. He said the University was ready to start the 2023 academic year, and it made plans for students to return to campus from their respective homes. He welcomed the commitment and concessions made by the VC to allow students with historic debt to register.

In relation to the challenges faced by students, he expressed concern about the lack of funding for postgraduate students; and blamed the National Research Foundation (NRF) for not playing a major role in assisting many financially needy postgraduate students. He further noted that most students at the University were poor and in need of financial assistance to further their studies. The SRC had also made an agreement with students that there would not be destruction or burning of the University’s infrastructure.

(iii) Labour

Mr Z Simayi: The NEHAWU Branch Chairperson made the presentation. He indicated that the University opened on 9 January 2023, and workers had been ready to start with the 2023 academic year, and they had submitted their teaching plans. He indicated that the School of Medicine had started with lectures and that medical students were already on campus participating in teaching and learning. The administrative staff of the University were very professional and assisted with the 2023 registration process to ensure its smoothness.

In relation to the union’s relationship with management, he indicated that the union enjoyed a good working relationship with management and that there was a platform for consideration of workers’ issues. The union always receives attention from the executive management. The union was still engaging in salary negotiations and was hopeful that with the management, they would find each other.

 

1. Vhembe TVET College, Makwarela Campus
   1. Onsite visits

1. Centre for Entrepreneurship and Rapid Incubation (CFERI)

The purpose of the centre is to inculcate entrepreneurial thinking in the delivery of the college’s vocational and occupational programmes. The model used by the college entails identifying students/graduates and even external community members who meet the criteria for being entrepreneurs and guiding them through the steps of becoming an entrepreneur and ultimately establishing their own businesses.

The Committee interacted with a former travel and tourism graduate of the college who established his own travel agency (Mutshidzi Travel & Tours). He used the centre to advertise his business and interact with his clients. On the day he was at the Centre, he was busy booking accommodation and flight tickets for his company’s clients. He informed the Committee that his travel agent business has assisted clients to travel within the country and internationally. In 2022, the company will assist the clients to travel to Zanzibar, and in 2023, they will go to Dubai. The Centre is focussing on job creation through working with entrepreneurs in areas such as laser printing, coffin making, drone projects, wood and glass printing and advising community members on solar installation. 

1. Vhembe Multimedia Centre for special needs students

The High-Tech Multimedia Centre for special needs students was donated by the Department of Social Development in partnership with the MTN SA Foundation. The Centre caters specifically for students with disabilities and other special needs, especially the blind and partially sighted. The facility was fitted with equipment such as an interactive board, a live web camera connected to the board to enable students to see the lecturer or presenter from different angles; computers fitted with software to enable them to communicate or talk as the students use them; braille printers, scanners, magnifiers to enlarge the print and talking calculators. It was encouraging to hear that most of the disabled students were able to complete their examinations within the prescribed time using the technology in the facility.

1. Clothing Manufacturing Centre/Clothing Plant

The Centre provides work-integrated learning for N6 students who have completed Clothing Production theory and are working towards acquiring a diploma. The Centre is equipped with industrial sewing machines and modern design printers that use coding to print designs.  

Students registered for the programme were able to produce 40 000 masks during the COVID-19 pandemic period. The college minimises costs by producing personal equipment (PPE) or work suits for students doing engineering–related programmes and for the college’s general workers. The college also supplies other colleges in the province with PPEs. Students conduct their 18 months of practical training in the facility. Upon completion, students apply for machines from the Small Enterprise Development Agency (SEDA) to start their own businesses. Some students have grouped themselves and established businesses to supply school uniforms.  Upon graduating, students seek employment opportunities or establish their own clothing businesses. CATHSSETA provides funding for students in the programme.

The College Principal informed the Committee that the Ministerial-Funded Clothing Production programme excludes embroidery. However, the college has introduced it to provide students with additional skills. 

Students are assisted through the Centre for Entrepreneurship and Rapid Incubation to establish their own businesses, and when they leave the college, they have registered businesses.

The Committee was highly impressed with the college’s initiatives to establish work-integrated learning for students through the Clothing Manufacturing Centre.

1. Engineering-related workshops

The Committee undertook a walkabout at the following: Mechanical Engineering (Fitting and Turning), Mechanical Engineering (Plater and Welding), and Technical and Manufacturing Learning Centre. The Committee interacted with lecturers and students who were busy with practicals. The workshops were fitted with Fourth Industrial Revolution (4IR) equipment, including 4IR tool production equipment. The equipment in the workshops used coding. One of the workshops used both new and old equipment. The Committee was informed that the old manual equipment works during loadshedding and that students can continue with their practical training during the loadshedding period. 

The college Principal informed the Committee that no college funds were used to purchase the new equipment. The college wrote a funding proposal to the Industrial Development Corporation (IDC), which was accepted, and the college received the requested funds to purchase the equipment. Some new equipment was yet to be installed to replace the old equipment.

The college places most of its engineering students at the Venetia Mine and other industries in Lephalale. There is a challenge in sourcing workplaces for student work-integrated learning.

The Technical and Manufacturing Learning Centre focuses on supporting SMMES. Some of the services provided include, amongst others, business coaching and mentorship, student entrepreneurship training, advertising, access to markets, product development, access to finance and the organisation of exhibitions. The Committee was also shown a Mahala Water Pump, which pumps water without electricity. The pump was ready to be released into the market.

1. Campus Clinic

The clinic provides health and wellness services to students and staff of the college. All college campuses have clinics, with professional nurses. The clinic has two social workers who move around the college campuses to provide psychosocial support to students. Students and staff of the college were no longer leaving the campus when in need of emergency assistance and other psychosocial needs since the clinic opened. Higher Health officials were also placed at the college clinic. The clinic was used as a COVID-19 vaccine facility. Services provided at the clinic include psychosocial counselling, HIV/AIDS, relationship matters, LGBTQI, gender-based violence, teenage pregnancy, and family-related issues. Social workers visit student homes in cases where student psychosocial challenges emanate from the home. 

The college clinic interlinks with student support services. There are peer educators who are trained to identify those who experience challenges and refer them to the clinic as most students are not willing to come forward and seek intervention.

1. Vhembe Fourth Industrial Revolution (4IR) Stream Laboratory

The 4IR lab was established in 2019 and funded by the Education, Training and Development Practices SETA. The Committee started its walk-about at a computer Centre and interacted with students. The Centre had 30 laptops, which were donated by FASSET. The building had ramps to facilitate access of students with disabilities to the Centre and other labs.

The 4IR lab has four state-of-the-art, including an industrial production line (distributor, joiner and sorting system), a robotic arm, a 3D printing machine and a soldamatic welding simulator.  The lab was also established to create an environment where students could enhance and develop their IT skills and capabilities to remain relevant to the fast-changing world through an understanding of 4IR. Students demonstrated to the members how some machines worked, including the robotic arm.

Members were also shown another facility sponsored by Hewlett Packard (HP), which offers business skills to students, staff, and community members. Participants in the programme can download the link to enrol in the course and are also provided with a certificate upon completion. The programme was offered for free. Members could also interact with students enrolled in the NC(V) Robotics programme where students demonstrated how the robotic arm is operated.

The Committee was also shown a hair salon, spa, and hospitality simulation centre.

 

1. Summary of the presentations

(i) Council and Management

Dr TI Ravhura: The Chairperson of the Council began his presentation by briefly explaining the role of the Council in the college. He indicated that the Council was functional, including giving an overview of its composition, structures, compliance with systems, and procedures and highlighted some of its achievements for 2022.

Ms B Hlekane: The Principal began her presentation by giving an overview of the college and its geographical spread. She said the college had approximately 23 000 students and also 639 (556 on Persal and 83 on college payroll) full-time staff members with 150 interns, which makes the total of 750 staff members.

On registration for the 2023 academic year, the Principal said the college used online applications, which proved to be very useful for students’ admission process. The college’s total planned headcount was 11 890 students, and the total funded FTEs was 7 303. Some of the challenges encountered with registration included: loadshedding, which affected the network connectivity; students not uploading required documents; students not responding to due dates; late release of final examination results; students deregistering, and delays in the issuance of certificates.  

In relation to teaching and learning, the Principal said classes commenced on 18 January 2023 and lecturers and support staff were available to assist students. Teaching and learning resources were also made available to students and staff.  Furthermore, the college’s website contains teaching and learning materials for students, and a remote learning unit team was established to cover distance learning students. Lecturers had already loaded the system with subject contents, and where teaching and learning activities could be tracked daily.

The Principal concluded by listing the critical challenges of the college, which included: demand versus supply for student enrolment due to funding; CIEG funding allocated in tranches of R3 million, which limits focus on bigger projects; limited industry placements for students’ practical and no online examinations.

(ii) Student Representative Council

Ms P Khosa: The SRC Secretary led the presentation. She began the presentation by providing a brief overview of the college, the elections of the SRC, and the structures and responsibilities of the SRC. She referred to the activities of the SRC, which included: four quarterly meetings with management; community projects; resolving student matters, and providing leadership during registration, induction and examination.

In relation to students’ challenges, she indicated the following: water challenges at the Mavhoi and Shingwedzi campuses; inadequate student accommodation; delays by NSFAS in paying student allowances; delays in the release of Grade 12 results; postponement of meetings by management and non-commitment by some students for their educational responsibilities resulting in failure.

(iii) Labour

Mr Rathogwa: The Chairperson led the presentation on behalf of the college’s unions. In relation to readiness for the 2023 academic year, he said lecturers still had classes with more than 30 students in theory and 25 in practicals, which was against the gazetted ratios; the college had few lecturers without professional qualifications, and the placement for WIL was inadequate. In relation to infrastructure, he indicated that the contingency plan for extra classes was insufficient, including offices for staff; the workshops and computer labs were not enough, and some workshops were outdated. In relation to students, he noted that online registration was user-friendly and that the late release of Matric results affected planning and the start of lectures. He said the college had a high pass rate, which made it difficult to find work placements for students.

In relation to the challenges faced by workers, he noted the following: lack of funding for the TVET sector; salaries not attractive to attract skilled employees; lack of recognition of improved qualifications was a challenge and discouraged lecturers from upgrading their qualifications; ICT not considered important in the sector and marking centres were disadvantaging markers from other colleges.

Mr Rathogwa concluded the presentation with the following recommendations: more funding should be injected to address staff turnover and infrastructure in the TVET sector; marking centres should rotate amongst qualifying colleges; the DHET should consider remunerating staff for acquired qualifications, and bargaining councils should be established to address employer and employee interests.

 

1. Limpopo Community Education and Training College

Dr AC Tshivashe: The Principal began the presentation by providing an overview of the Limpopo CET college. He said the college had one principal supported by the three deputy principals who were responsible for overseeing the entire province. He indicated that the college had 20 Community Learning Centres (CLCs) and 225 learning sites, which were attached to the main centres, and five pilot centres across the five districts of the provinces. In terms of the budget, he indicated that the college’s preliminary budget estimates for 2023 amounted to R24.2 million, which was insufficient to cover the needs of the province.

In relation to challenges, Dr Tshivhase noted the following: insufficient contact time; poor enrolments in some centres and inconsistent attendance in all centres; insufficient human resource capacity in the college, with only five permanently employed officials; lack of dedicated infrastructure; non-certification of a combination of results leads to drawback in student enrolments; no proper training facilities for implementation of skills programmes and lack of qualified lecturers to introduce skills programmes.

 

1. University of Venda
   1. Onsite visits

(i) School of Education Building

The building forms part of the University’s infrastructure development projects, which were affected by poor quality workmanship and delays in completion. The building needed additional funding to correct deficiencies due to poor quality workmanship, and it was not in a good state to welcome students for teaching and learning. The University undertook to prioritise fixing the deficiencies in the building and indicated that it would not be utilised for teaching and learning until all the refurbishments were completed.

(ii) New Health Sciences Building (active project under construction)

The building also forms part of the University’s infrastructure projects that were abandoned by contractors and left incomplete. The University requested R123 million from DHET to address the deficiencies, in the main to reinforce the foundation. There was a disjuncture between the building plans and the physical building, including poor quality. The construction has been progressing well since the appointment of new contractors. The University indicated that the building was at 70 percent completion and would be completed in May 2023. The process of litigation to recoup monies from contractors who abandoned the project was before the courts.

The University informed the Committee that it had to collapse the dome because of poor quality.

 

1. Summary of the presentations

(i) Council and Management

Mr J Lekgetha: Chairperson of the Council welcomed the Committee to the University and indicated that the University looked forward to meaningful engagement through oversight. He requested the VC to make the presentation.

Dr B Nthambeleni: Vice-Chancellor began the presentation by providing a brief overview of the UNIVEN Strategic Plan 2025. In relation to the state of readiness of UNIVEN for the 2023 academic year, he indicated that: the 2023 academic calendar was developed and approved by the Senate at its last meeting in November 2022; all undergraduate and Honours online applications for admission for the 2023 academic year closed on 31 December 2022; the application process for Master’s and PhD qualifications had no closing dates, and run throughout the academic year; the total number of headcount applicants as of 31 December 2022 was 26 776; the University reopened for the 2023 academic year on 8 January 2023.

In relation to teaching and learning, he said the University’s teaching and learning philosophy is based on the institutional vision of becoming a university leading in engaged scholarship. The University used a blended and multimodal approach to teaching and learning, which has been adopted since 2020 (75 percent face-to-face learning and 25 percent online learning).

 

(ii) Student Representative Council

Mr T Godani: The SRC President led the presentation. In relation to readiness for the 2023 academic year, he said the SRC had engagements with management in preparation for the start of the 2023 academic year, and it was agreed that all FTEN students would be allowed to register. The concessions made by management have enabled the smooth start of the new academic year, including the registration process.

In relation to students’ challenges, he mentioned the following: withholding of certificates of students with outstanding debt by the University affected students when they needed to look for employment opportunities; students were required to pay for their academic records; there was a lack of women representation in the executive management level and other strategic positions of the University; overcrowding in lecture halls; dysfunctional air condition, which creates an inconducive teaching and learning environment during summer time; loadshedding, which affects teaching and learning; no backup generators at student residences, and inadequate maintenance of the University’s infrastructure. The President rejected NSFAS’s plan to use the Univen and University Limpopo to pilot their direct payment of accommodation allowance to landlords.

He concluded by recommending the release of the students’ certificates by the University, the appointment of women in senior management positions, the insourcing of UIGC employees, and the installation of backup generators at all residences.

(iii) Labour

Mr N Tshitavhani: The NEHAWU representative led the presentation. In relation to the readiness of the University for the 2023 academic year, he commended the University for implementing online registrations, which eliminated long queues. He mentioned that the online registration processes were on track and the infrastructure was available for students to learn. However, students’ historical debt remains a serious problem, but management has been dealing with it.

In relation to the challenges faced by workers, he mentioned the following: resignation of employees to join better-paying institutions; insufficient office space and lecture halls; overcrowding in lecture halls and non-functional air-conditioning in many lecture halls; limited time allocated to research; and loadshedding, and its impact on connectivity.

He concluded the presentation by recommending a review of the pay structure to attract and retain staff members; discontinuation of the manual papers process in the context of 4IR and reduction of workload to provide more time for research and publication. He stated that NSFAS funding approval must be done timeously.

(iv) Institutional Forum

Ms M Mulaudzi: The IF Chairperson began her presentation by explaining the role composition and role of the IF. In relation to the state of readiness for 2023, she said that the academic, administrative, and service staff were back on campus; there was no dispute between labour and management, which may have the potential to lead to work stoppage and the replacement of retirees, especially academic staff was at an advanced stage.  All 2022 undergraduate results have been released, and the lecture timetable for 2023 is available.

In relation to the challenges faced by staff and students, she mentioned that: the NSFAS delays in finalising the list of funded students lead to delays in the start of lectures, shortage of office space and lecture venues and ageing infrastructure. She concluded by recommending that: NSFAS should provide the list of funded students timeously; DHET should provide funding for additional buildings for the expansion of infrastructure; and the University’s maintenance should be implemented.

 

1. Ehlanzeni TVET College, Mapulaneng Campus
   1. Onsite visits

(i) Student Support Services (SSS)

The SSS facility of the college provides support to students to pursue their academic goals and have a good learning experience. Some of the services provided by the SSS included student wellness services, where students were assisted to remain healthy and provided with medical and counselling services at the primary healthcare level, and bursary applications. The mobile clinic was available at the college every Monday, and on other days, students with emergency medical requirements were referred to the nearby public health facility.

The office also assisted students with counselling services, which helped them to deal with their personal, emotional and psychological problems. The college had peer educators who assisted students with their wellness requirements. The college did not have a full-time counsellor dedicated to the campus; however, students in need of counselling were referred to social workers from the Department of Social Development.

The college management informed the Committee that there were CCTV cameras to enhance security at the campus and a biometric system was installed at the gate to control access, which would be activated by the end of February 2023. The server room was yet to be fireproofed so that data was not lost in the event of a fire. 

(ii) Electrical Workshop

The workshop was dedicated to providing practical training for students registered in the Electrical Engineering programme. The workshop was assessed by the Manufacturing, Engineering and Related Services Sector Education and Training Authority (MerSETA), and the documentation was submitted to the Quality Council for Trades and Occupation (QCTO). The college had been waiting for accreditation from the QCTO to become a trade test centre so that students could be assessed to become qualified artisans. It was encouraging to observe that the workshop was clean and well-maintained, although the building was old.

(iii) Sports Ground

The sports facility/ stadium was under construction during the visit of the Committee, and it was informed that the renovations had been ongoing since 2019. The college forged a partnership with the local municipality to take over the renovations of the sports facility, and an astroturf surface was installed to accommodate multiple sports codes. The agreement between the college and the municipality was that nearby communities would also have access to the facility. It was indicated that the SRC was putting pressure on the Municipality, and the Mayor committed to meeting with the college Principal. The Committee’s concerns were poor communication, lack of transparency from the municipality regarding the projects, and delays without clear explanation.

 

(iv) Civil and Automotive Workshop

The civil engineering workshop was used for practical training for students enrolled in the NC(V) Engineering and Related Design programme. The programme is a full-year programme from NC(V) Level 2–4 and students are issued with a certificate of completion on the successful completion of each level. The plumbing and masonry trades were among the popular options among students at the college. The issue of the outdated curriculum was also highlighted as a major concern, which hampered innovation during practical training. It was reported that masonry students used the workshop to do practicals in tiling. They assisted the campus in constructing ramps for students with disabilities.

The automotive workshop of the college had a servicing bay where students were trained to conduct minor services on cars. Students were also trained to strip car engines and related parts, and it was encouraging that more females were enrolled in the programme.

(v) Student Residence and swimming pool

The student residence of the college was in a bad state and not conducive for students to live there. The college management informed the Committee that the residence was closed due to structural issues identified by the engineers and had been cordoned off due to renovations that would be undertaken, and no students using it. However, it emerged that due to the shortage of lecture rooms at the campus, tourism students had utilised some of the rooms in the building as classrooms. The Committee was extremely concerned about the dishonesty of the management of the college regarding the use of the building and cautioned management about the risk of misleading Parliament in terms of accountability and endangering the lives of students and lecturers.

The Campus had a swimming pool, which was dysfunctional. The Committee was concerned about the state of the pool and noted that it should be fixed and training students in lifesaving skills, especially in unpredictable weather and floods.

 

1. Summary of the presentations

(i) Council and Management

Dr FA Yende: The Chairperson of the Council began her remarks by welcoming the Committee to the college and indicated that the college was grateful for having been visited by the Committee. She said that the college Council was functional and exercised its oversight role over management. She further noted that the Council was mainly concerned about the lack of funding in the TVET sector for its expansion, and the constant delays in the filling of senior management vacancies. She said that the college has opened, and it has tried to resolve all the challenges experienced. There was calm and were not expecting any disturbances.

Mr E Mbuyane: The Principal began the presentation by providing an overview of the college’s vision and mission, including its footprint in Mpumalanga. He said that the programmes offered by the college respond to the needs of the local economy. In relation to the state of readiness for the 2023 academic year, he said the preparations for 2023 started in 2022 and the planning documents were shared with the relevant stakeholders; the enrolment plan was developed and communicated. The advocacy and marketing of the programmes started in August 2022, and the application process opened in September 2022. Textbooks were ordered and academic staff returned to campus on 9 January 2023.

In relation to registration and enrolment, the Principal indicated that applications at the college were done fully online, the college is constantly seeking efficiency to use technology in the registration of students; the college enrolment was fully guided by the enrolment plan contained in the college Strategic Plan, and the college implements the Standard Operating Procedure (SoP) on applications and enrolment.

The Principal also noted that the implementation of the post-provisioning norms (PPN) was still underway. Regarding infrastructure, he noted that the college was grateful for the allocation of CIEG as it has changed the look and feel of the campuses. He also noted the challenge of interference by communities, which impacted the utilisation of the CIEG.

(ii) Student Representative Council

Mr T Sibiya: The SRC President led the presentation. In relation to the state of readiness from students’ perspective, he indicated that the college introduced an online application system for the 2023 academic year; thus far, the system has been successful in registering students.  The NSFAS applications were well conducted, and students were assisted in applying online at the college’s computer labs. Classes commenced well, except for one campus because of the late release of examination results, and the academic performance of students in 2022 improved.

In relation to the challenges faced by students, he noted the following: accreditation of private accommodation, which was not conducive for students; delays in the disbursement of learning gadgets for students and poor internet connection; delayed payment of allowances by NSFAS and delays in the release of students’ results.

(iii) Labour

Mr RV Khoza: The Labour Representative made the presentation on behalf of the colleges’ four unions. In relation to the state of readiness for the 2023 academic year, he indicated that the unions had engagements regarding the college’s state of readiness, and there were differing views, but teaching and learning continued, the unions thought that the college was not ready. He alluded that on some campuses, renovations were not going according to plan because of community disruption, and they also interfered with registration. Thus, urgent political intervention was needed to address interference from the surrounding community.

In relation to challenges, he noted the following: dilapidated infrastructure in some campuses; outdated teacher-learner material; shortage of water and sanitation due to municipal inefficiencies; inadequate infrastructure; slow implementation of resolutions and recommendations of the labour forum; delays in the filling of vacant funded posts; and lecturers rated as ordinary school teachers and recommended that this should be reviewed.

 

1. Mpumalanga Community Education and Training College

Mr M Mokone: The Principal began the presentation by providing an overview of the college. He indicated that its Central Office was situated in Siyabuswa, and the college had 25 main centres and 163 satellite centres with an academic staff of 1 162 and an average student enrolment of 8 362. Only one learning site had its own structure, but the rest were hosted by schools, and some were in rented buildings.

In relation to the state of readiness of the college, Mr Mokone indicated that preparations for 2023 started in 2022, including the advocacy and marketing of programmes. Registration opened on 9 January 2023 and classes started on 11 January 2023. Mr Mokone also gave an overview of the programme qualification mix of the college.

He concluded by providing an overview of the college’s audit outcomes from 2019, which were a clean audit, an unqualified audit in 2020, and a clean audit in 2021. He also gave the Committee an idea of the different products produced by the college learners in their skills development programmes.

1. University of Mpumalanga
   1. Onsite visits

The Committee undertook a walkabout to different facilities around the Mbombela Campus.

1. Tfokomala Hotel and Conference Centre and main entrance

The Committee started the walk-about at the Tfokomala Hotel and Conference Centre, the School of Hospitality and Tourism Management. The hotel is a four-star with 25 rooms, which costs approximately R1000 per night for guests. The hospitality students were trained in the facility on different aspects of hotel management. The Committee visited the state-of-the-art kitchen, which was fully equipped with appliances. The kitchen had workstations for students and was well-maintained.

The Committee also visited the University’s 500-seater auditoriums and 250-seater lecture halls, which were very clean and in good condition for teaching and learning. The lecture halls were fitted with interactive boards and were also accessible to students with disabilities. The Committee had an opportunity to visit the main entrance where the new student centre was constructed. The entrance will provide for a public transportation drop-off and pick-area / zone for students and staff, as well as traffic lights to enable better control of traffic.  The overall state of the infrastructure at the University was good and well-maintained.

1. Student residences

The Committee conducted a walkabout of the student residence. The residence had three floors and accommodated 205 students, both male and female. Each floor has a kitchenette equipped with a fridge, boiler, stoves, and a common eating area. The residence had self-contained rooms/bachelor flats, which housed senior students, PhD and Masters students and SRC members. It was also reported that the campus’ old residence does have rooms dedicated to students with disabilities. The Committee was informed that the University had 827 on-campus beds, 536 at the Siyabuswa Campus and 291 at the Mbombela Campus. It has also accredited 8 058 private accommodation beds.

 

1. Summary of the presentations

(i) Council and Management

Prof D Mabunda: The Chairperson of the UMP Council, welcomed the Committee and delegates from the Department of Higher Education and Training. He gave a brief context of the University and how it has evolved since 2015 when the University looked like what some other critics termed “a glorified high school”. Prof Mabunda further shared with the Committee the Council and management’s vision of the future University of Mpumalanga. He said the University of Mpumalanga will be the type of university that is driven by radical disruption, new work order, globalisation, rapid technological change, and all other sorts of changes that are happening across the globe. He added that the University to be linked to the ecosystem of the society and make its knowledge resources freely available. The University will promote research that finds solutions to crises such as energy, dysfunctional municipalities and other public entities, and the high number of trucks on the roads.

Prof Mabunda indicated that, in the future, the University will not just offer degrees, as the world changes, workers and people in general should top up their skills, through short and long-term basis, from a one-day course to a PhD. Future universities should become spaces where universities; and industries are co-located and collaborate on projects that solve real-world problems. They should also become precincts of innovation that actively apply research for community impact. These universities should broker relationships between entrepreneurs and mentors, support and funders. The Council was there to guide them to maturity and to follow them up after graduating to know where they end up. This will assist in addressing the skills mismatch.

Prof T Mayekiso: The Vice-Chancellor began her presentation by giving a brief overview of the history of UMP. She indicated that the University was launched on 31 October 2013 and had two campuses, namely: Mbombela (Main Campus) and Siyabuswa (Second Campus).

In relation to the state of readiness for 2023, she indicated that: the University opened on 3 January 2023; lectures would commence on 20 February 2023; the University was ready and well-prepared for the 2023 academic year; the lecture halls and other venues were cleaned; and academic and support staff were back on campus to contribute toward the smooth commencement of the 2023 academic year. She said that the University will also offer new qualifications in 2023.

 

(ii) Student Representative Council

Mr M Mnisi: The SRC President led the presentation. He indicated that the views expressed in the presentation came from the students at the University. In terms of readiness for 2023, he alluded that the University has attempted to follow its plans to fulfil its objectives and aims to enable the 2023 academic year to start smoothly. Reservation of space through admission for FTEN students was conducted as per agreement and plans.

Mr Mnisi indicated that, despite the many efforts to ensure a smooth start to the 2023 academic year, there were challenges faced by students, which included: historic debt that prevents continuing students from registering; inadequate student accommodation (800 out of 8000 students accommodated in the University residences); limited options on transportation for students living at off-campus accommodation; break-ins at off-campus accommodation; catering system, which does not consider the different dietary requirements of students such as vegans; limited freedom of speech and suspension of student leaders, and gap between management and students on the ground.

In relation to recommendations, he recommended that all students with historic debts be granted an opportunity to register; all students who applied for NSFAS must be enabled to register for free; and improved security in student residences and backup system during loadshedding.

(iii) Labour

The NEHAWU Shopsteward made the presentation on behalf of the two recognised University unions (NEHAWU and NTEU). He said organisational agreement regulates the terms and conditions between labour and employer. In relation to challenges, he indicated that there have been delays in the harmonisation of the conditions of service of the former employees of Lowveld College of Agriculture, who were incorporated into the University in 2015. The matter was a labour dispute that needs to be resolved by the Labour Court, and the total cost to company remuneration structure disadvantages lower-earning employees.

He ended his presentation by making recommendations for improvement in the speed with which issues are resolved at the University; reconsideration of the UMP Remuneration Policy to cater for lower-earning employees, and budget support for the implementation of the UMP Strategic Plan.

(iv) Institutional Forum

Prof H Israel: The IF Chairperson began the presentation by outlining the mandate and role of the IF at the University. She noted that the IF launched a campaign of zero tolerance in relation to GBV at the University. In relation to the challenges in the implementation of the academic project, she noted that loadshedding is an epidemic that is impacting the University’s efficient and effective delivery of the Academic Project and was worse than COVID-19.

She recommended that the efficient administration of NSFAS funding is needed for students to plan their studies better; the Department of Basic Education (DBE) needs to prepare students better for a changing world in terms of ethics, 4IR, and the global village, and employment opportunities; there is an urgent need to resolve the Eskom crisis and DBE curriculum should be reviewed.

 

1. SCIENCE AND INNOVATION

KwaZulu-Natal Province

1. University of KwaZulu-Natal

The Committee’s first engagement for the science and innovation component of the oversight programme was at UKZN, where the Vice-Chancellor, Prof. Nana Poku, and the Deputy Vice-Chancellors for Research and Innovation, and Health Sciences, Prof. Mosa Moshabela and Prof. Busisiwe Ncama, welcomed the Committee and expressed their appreciation for the opportunity to showcase a small part of the research and innovation taking place at the University. Thereafter, the Committee received briefings on the following:

1. The Aerospace Systems Research Institute (ASRI) - Department of Mechanical Engineering

Prof. Michael Brooks, supported by Professors Pitot and Snedden, prefaced his presentation by outlining the opportunities presented by the global space economy. South Africa has local satellite build capability but does not have local space launch capability; needing to outsource this function to foreign service providers at great cost and then also having to adhere to the launch timetables of these service providers. Prof. Brooks then outlined the reasons to pursue developing an indigenous space launch capability. These reasons comprised:

Strategic: sovereign access to space for economic development and for security;

Industrial: stimulation of South Africa’s aerospace and advanced manufacturing sectors, which are fundamental elements of economic advancement;

Commercial: driver of growth in the general technology sector;

Economic: affording employment, foreign investment, foreign currency earnings, and tax revenue – across multiple sectors; and

Social: generation of a powerful and entirely unique source of hope and a sense of national pride.

 

South Africa is advantaged in its effort to develop local space launch capability in that it possesses legacy infrastructure, innovative engineering capacity, good weather and provides an excellent location for polar launches.

 

Prof. Brooks then introduced the Aerospace Systems Research Institute (ARI), based within UKZN’s Department of Mechanical Engineering, highlighting that it is the only dedicated rocket propulsion research group in South Africa, and probably the only such research group on the African continent. The Institute is responsible for developing human capital and undertaking research in mechanical and aerospace engineering. They see themselves as being the leading developer of commercial launch vehicles (rockets) in South Africa and acknowledge that rocketry is challenging and relies on developing specialist launch vehicle engineers. Hence, ASRI’s primary aims are to have a fully operational commercial launch vehicle by 2028 and to have trained the approximately 40 to 50 engineers needed to sustain a sovereign, independent and indigenous launch programme for the country. Prof. Brooks re-emphasised that for countries like South Africa that have a fledgling satellite industry but no launch capacity, the outsourcing of payload delivery to foreign providers is costly and can also lead to unanticipated delays. Furthermore, ASRI uses the Denel Overberg Test Range (OTR) in Arniston in the Western Cape to test the rockets it develops. Hence, the protection and continued maintenance of OTR is critical to the continuation and success of ASRI, as well as the broader aerospace sector.

 

Prof. Brooks then provided an overview of ASRI’s three key areas of focus relating to the design, manufacture and testing of rocket propulsion systems, which involves designing and operating technically complex engineering systems that employ high-pressure, high-temperature and chemically energetic processes. These are:

 

Hybrid Rocket Propulsion - Hybrid rockets are propelled by a combination of solid fuel and liquid oxidiser and offer advantages over solid motors, such as improved safety and the capacity for throttling. The hybrid propulsion work takes place under the Phoenix Hybrid Sounding Rocket Programme (HSRP). This Programme aims to develop a series of flight vehicles leading to the deployment of a 100 km apogee (the point in the orbit of an object [such as a satellite] orbiting the earth that is at the greatest distance from the centre of the earth) sounding rocket for use by the African physics community. The hybrid research focuses on the design, testing and integration of various rocket sub-systems, including vehicle airframes, motors, avionics and launch facilities. To date, the Phoenix Hybrid Sounding Rocket Programme has developed two flight vehicles, with a third in development.

 

Liquid Rocket Propulsion – The liquid propulsion research programme focuses on component design for high-performance turbopumps. This work will lead to the complete design of ASRI’s South African First Integrated Rocket Engine (SAFFIRE), which comprises a small-scale booster engine capable of powering a small satellite launch vehicle to low Earth orbit. Prof. Brooks informed members that it would be approximately another two years of development before a complete engine will be ready for testing.

 

Launch Systems - ASRI’s work in propulsion requires the building and testing of launch systems that are capable of supporting hybrid rocket campaigns. Hence, the mobile launch platform is configured to enable static test firing of medium-scale hybrid motors, as well as providing an erectable gantry for vehicle launches. The platform can be towed to launch sites on public roads and incorporates a Laboratory Virtual Instrument Engineering Workbench (LabVIEW) controlled propellant handling system to fuel hybrid rockets remotely.

 

1. DSI/NRF Centre in Indigenous Knowledge Systems (CIKS)

Prof. Hassan Kaya, Director of the CIKS, provided a contextual overview of the policy and legislative framework around Indigenous Knowledge Systems (IKS). He explained that the CIKS falls under the NRF’s Directorate of Research Centres and Centres of Excellence. It is a virtual IKS Centre comprising five higher education institutions: namely, UKZN as the hub, North West University (NWU) and the Universities of South Africa (UNISA), Limpopo and Venda, and serves as the hub of the African Institute in Indigenous Knowledge Systems. The Centre is mandated to promote, protect and preserve IKS as a new area of enquiry in the knowledge domain through research, postgraduate training, knowledge/information brokerage, networking, service rendering and community engagement. He detailed the Centre’s partnership programme with institutions in its developmental route to becoming a Centre of Excellence; its impact on continental and global imperatives; and its efforts to advance the revisioning of the knowledge lifecycle through promoting national and international IKS-based digitalization.

 

Use of indigenous knowledge (IK) to fight current pandemics

Prof. Nceba Gqaleni stated that traditional medicine is an essential and undeniable component of health care delivery in all parts of the world. He identified South Africa’s major pandemics as HIV, Diabetes, TB and COVID-19 and argued that the lessons learnt from the COVID-19 pandemic showed an over reliance and dependence on western medicines and big pharma. Therefore, he advocates for all possible solutions to be explored and exposed to scientific investigation, as well as for the integration of African traditional medicine into the broader health system. Regarding the latter, Prof Gqaleni depicted African traditional medicine as a source of pride and heritage and explored its deep philosophical underpinnings. He contextualised indigenous knowledge, tradition and knowledge, as well as African healing. He then referred to colonisation and disempowerment, systemisation, and how the historic record corroborated that early Africans had documented their knowledge of disease aetiology and its progression (pathology), culture-based diagnostic methods, prognosis outcomes, treatment, disease categorization and medicines classification. He argued that with legislative and policy support the development of this sector, the demand for research, training and incubation of small and medium enterprises (SMEs) has huge potential. To assist the development of the sector, CIKS aims to support the decolonisation of the health science curriculum by planning a module on African Traditional Medicine for all health professions, foster inter-professional development and introduce traditional medicine to all health workers. The current research programme focuses on, among others, developing a cure for HIV and medicines for diabetes management, wound healing and tissue regeneration.

 

1. KwaZulu-Natal Research Innovation and Sequencing Platform

The KwaZulu-Natal Research Innovation and Sequencing Platform (KRISP) was created in 2017 through the coordinated effort of UKZN, the Technology Innovation Agency (TIA), the South African Medical Research Council (SAMRC) and with funding from the Department’s South African Research Infrastructure Roadmap (SARIR) Programme. Prof. Tulio De Oliveira (Director) prefaced his presentation by stating that KRISP and the South African Network of Genomic Surveillance is regarded as one of the three best genomics networks in the world. Through its genomics work, KRISP was the first institution to detect and identify the first variant of COVID-19 and has continued to be instrumental in supporting the public health response to the pandemic and in participating in the global research effort around COVID-19 and other infectious diseases. In developing this national genomics capability, it is KRISP’s vision to produce and analyse data at the same speed and quality as the top genomics centres in the world. This will produce cutting-edge research, support industrial development and capacitate the next generation of scientists in South Africa. A critical function of KRISP is to enable and facilitate access to genomics, epigenetics and bioinformatics technology to a broad community of users who might not otherwise pursue these technologies or use alternative international resources.

 

The South African Network of Genomic Surveillance and KRISP have garnered many awards and accolades, which has earned foreign direct investment for South African science and innovation, as well as contributed significantly to the country’s scientific standing. Prof. de Oliveira then outlined KRISP’s extensive national and regional training programme to ensure the expansion of genomics capability and the surveillance network. Prof. de Oliveira concluded his presentation by stating that KRISP, which possesses some of the biggest sequencers in the world, will be extending its research to focus on, among others, the validation of results for DNA profiling to assist, for example, efforts around gender-based violence, and look at diseases and epidemics that may be driven and/or exacerbated by the effects of climate change. A proposal and application have also been submitted to the NRF for the establishment of a National Pandemic Institute.

 

Due to time constraints, the Committee undertook a very quick visit to KRISP’s laboratories at the K-RITH Tower Building, Nelson R Mandela School of Medicine. Here members were introduced to the team responsible for handling genetic material and operating the sequencers.

 

1. Council for Scientific and Industrial Research – Durban Campus
   1. Biorefinery Industry Development Facility (BIDF)

The CSIR’s CEO, Dr Thulani Dlamini, introduced the BIDF by stating that if South Africa is serious about its efforts to re-industrialise, then investment in facilities like the BIDF is urgently needed. The reason being that there is not enough translation (commercialisation) of the knowledge being produced into products and services. However, a critical issue is that these facilities need continued investment to maintain and enhance its infrastructure and skills.

 

Dr Viren Chunilall, Research Group Leader at the BIDF, stated that the BIDF is one of four CSIR “industry-facing” programmes. It is based in the chemicals cluster and works with forestry, agro-processing, and other biomass industries to improve manufacturing technologies and to develop and implement biorefinery technologies to create additional high-value products from their waste. The BIDF provides access to specialised chemical fractionation equipment, advanced analytical and pilot facilities, and highly skilled chemists and engineers that enable the more efficient use of biomass resources, overcome significant organic waste challenges, and develop new products for the market. For example, with biorefinery technologies, the yield from an original product such as a tree can be increased to 90percent, versus a yield of around 47 percent without biorefinery technologies. Generating 47 percent yield from a raw product is not environmentally sustainable as it results in the generation of large amounts of waste that must be disposed of. The development of technologies that create new value chains from these wastes is important because the waste is converted into valuable products that will add additional revenues for mills or result in the creation of new enterprises utilising these waste streams.

 

The development of biorefinery technologies is accomplished via research and development (R&D) collaborations with industry, industry associations, universities, research and technology organisations as well as partnerships with international entities conducting similar R&D work. The biorefinery programme is structured around four objectives; namely, infrastructure, technologies to improve industry competitiveness and product quality, the development of new value chains from biomass and human capital development.

 

The BIDF briefing was followed by a walk-through of the plant, where the Committee was shown the following areas of research:

 

Demonstration Station 1: Valorisation of sawdust waste to produce a value-added product; namely, Xylitol

The rationale for this research is that South Africa has about 500 formal and informal sawmills. The concern is that 47 percent of the tree mass is used, and the remaining 53 percent is discarded as waste (chips, sawdust and shavings). This is where biorefinery technologies come into play, which includes the valorisation (enhancing the value) of sawdust waste into value-added products, or where further value is extracted from the by-products of the plant process-stream.

 

The study focuses on using sawdust as a starting material for sourcing xylose for conversion into xylitol. Xylitol is a natural sugar alcohol found in plants and is often used as a sugar substitute in food products such as chewing gum and yoghurt and used as a sugar alternative by diabetic patients and by the dental industries.

 

Demonstration Station 2: Reinforcement of polyvinyl alcohol (PVA) with cellulose nanocrystals for bioplastic applications in the food packaging sector

The food packaging industry, which is growing at a rate of approximately 12percent per year, raises consumer concerns about greenhouse gas emissions and increased carbon footprints. There is also the disposal of large amounts of plastic waste in rivers, landfills, or municipal waste recovery sites, where sorting and recovery consume energy and money.

 

The work at this platform explores the potential of replacing petroleum-based plastics with bio-based plastics. The idea is that it will reduce the reliance on petroleum fuels and alleviate the pressure on landfills caused by plastic solid waste.

 

Demonstration Station 3: Beneficiation of textile waste

The rationale for this research is the continuous rise in fibre production over the past decades and the prediction of tremendous increases in future. The majority of these fibres go into textile manufacturing. While natural fibres are generally preferred in the apparel industry because of their properties, synthetic fibres are used and in most cases blended with natural fibres. This has increased the complexity of the textile’s composition.

 

Hence, the research at this platform employs chemical recycling to recover fibres from end-of-life textiles for use in the production of new yarns and fabrics, which have the same properties as the original fibres. This will alleviate the pressure on cultivating and harvesting natural resources, as well as reduce the amount of waste that needs to be disposed of.

 

Demonstration Station 4: Beneficiation of sawdust and plastic waste for the development of wood plastic bio-composites for application in the building sector

The aim of the research is to evaluate whether sawdust can be used to reinforce biopolymers to develop bio-composites. Hence, the research seeks to identify a range of factors to enable the use of sawdust for the wood plastic bio-composite. In addition, the study evaluates the properties of the wood plastic bio-composite, determines the techno-economics of the wood plastic bio-composite and aims to identify commercial partners to upscale this technology.

 

Demonstration Station 5: Production of microcrystalline cellulose (MCC) from sawdust waste biomass

This PhD study focuses on a novel process to produce microcrystalline cellulose (MCC) from sawdust waste. MCC is a high-purity and value cellulose product used in several commercial applications in pharmaceuticals, food manufacturing, cosmetics and personal care, as well as the paint and coatings industries. Current market data highlights the accelerated growth of MCC markets globally.

 

The process of producing MCC from sawdust seeks to reduce or eliminate some of the stages associated with traditional, complex commercial processes, making it less chemically, energy and water intensive.

 

Demonstration Station 6: Biogas and lactic acid production from food waste and cow dung

This project explores pilot-scale biogas production from food waste for the synthesis of industrially relevant compounds like lactic acid. Studies that focus on “food waste biorefinery” are still scarce in the literature and this work aims to provide a basis for future studies that will be conducted in this field.

 

In South Africa, biobased technologies are expected to play a significant role in social upliftment and economic development, and concerted efforts are being made to accelerate these technologies because many rural and per-urban communities use biogas as a cheap energy source for heating and cooking purposes, and it can also be converted into electricity.

 

1. Durban University of Technology (DUT)
   1. Reinforced and Moulded Plastics Technology Station (RMPTS)

The Technology Stations Programme (TSP) was established to enable Universities of Technology (UoT) to provide technology development services (such as assistance in product design, prototype development, tooling design, development and manufacturing) to small and micro-medium enterprises (SMMEs) within the related industrial sectors. The main objective is to assist these companies to become more competitive via technology transfer and related assistance from the University. There are 18 Technology Stations (TS) based at 11 Higher Education Institutions. The TSP Unit, based in Pretoria at the TIA, manages the programme. The DSI provides financial support, through TIA, to the Higher Education Institutions that house the TS. The kind of services and support provided to these companies heavily depends on the products they present, including their capacity.

 

AT DUT, the Committee briefly toured the RMPTS, which was established in 2005. The RMPTS specializes in composite materials (produced from two or more materials that have notably dissimilar chemical or physical properties. When combined, they create a material with properties unlike the individual materials) and plastic tooling technology (a way of producing custom moulds for plastic parts. The resultant components are affordable and functional since they are from custom-made steel moulds, which shape liquid plastic within the injection moulding machine). This TS consists of three operating units; namely, the Advanced Manufacturing Laboratory, the Design Unit and the Prototyping and Testing Unit. The RMPTS indicated that they do rocket mock-ups for the University of KwaZulu-Natal and mock-ups for Denel. It was noted that 90 percent of the work done at the Station is to assist SMMEs, especially women-owned in projects that will make an impact on job creation. Funds generated by the RMPTS are rolled back into assisting SMME projects. It was reported that few women were part of the station.

 

Limpopo Province

1. University of Limpopo (UL)
   1. Limpopo Agro-Food Technology Station (LATS)

The Limpopo Agro-Food Technology Station (LATS) aims to reduce the barriers of access to expensive high-end skills and equipment for agro-processing innovators. This is done by supporting technology-based agro-food processing products, processes and services through R&D. The TS essentially facilitates the development and improvement of agro-processing, technology innovation and commercialization of agro-food products by start-ups and existing SMEs in the Limpopo Province to help them meet national and international product market requirements. The strategic partners of the LATS comprise the Limpopo Department of Agriculture and the Limpopo Department of Economic Development, Environment & Tourism. LATS also helps in student training through internship programmes and postgraduate training in partnership with several departments within UL.

 

LATS offers the following services:

• Testing and analysis of processed and unprocessed foods that are ready for market.
• New product development - SMEs are trained by food technologists how to process the product of their choice based on regulated quality standards.
• Product and process improvement of low standard products or processes.
• Training SMEs on food processing.
• SMEs technology audits of newly installed machines/production plants to identify the potential for improvement.

 

The Committee toured the various laboratories and interacted with the researchers and students working in these laboratories.

 

1. University of Venda (UNIVEN)
   1. Life Sciences and Chemistry Building

Biochemistry laboratory

The Committee was shown the instrumentation for chemical analysis, which was reported to be worth R12 million and was funded by the University. The mass spectrometry instrumentation used in the laboratory needs to be powered continuously; hence, the laboratory has an uninterrupted power supply. The instrumentation analyses chemicals in low concentration for forensics, disease, metabolism of drugs, etc. Univen is the only historically disadvantaged institution that offers mass spectrometry and assists all the other universities, nationally and on the continent, that do not have mass spectrometry instrumentation. The laboratory’s core focus is medicinal plant analysis to determine whether they can be used to treat diseases.

 

The laboratory is used by students in the Biochemistry, Microbiology, Chemistry, Environmental Sciences and Nutrition faculties. Univen is the only institution that trains undergraduates in mass spectrometry and these students are highly sought after by prestigious universities. The laboratory does not have an instrumentation technician as students are required to know how to use the instrumentation to produce their own research. To date, approximately. 12 research papers have been published from the use of the equipment.

 

Water and Health General Research Laboratory

Microbiology TB Laboratory

This laboratory focuses on research and is not used for teaching. The laboratory was set up by Prof. Natasha Potgieter through grants from the Wellcome Trust. The research group is part of an international collaboration and is called the One Life Research Group. The laboratory currently includes 12 PhD, 14 Masters and 11 Honours students and over the last five years, the Group has produced 45 research papers.

The Research Group was granted money for a new capacity development project where students are funded to visit countries in Europe, Uganda, Tanzania and Ghana. They spend three months in each country and then return to the University to do their research work. They were also granted R2.4 million by the SAMRC’s TB Project.

The Committee was shown the different equipment used to isolate bacteria from DNA, the molecular laboratory and the DNA Extraction Room. It was also reported that during the COVID-19 pandemic the laboratory produced sanitisers, which allowed the University to save money.

The Committee also interacted with a PhD student from the North-West province, who currently manages the laboratory. The student said they play a role in advocating for the understanding of microbiology in communities and that they also invite school learners to the laboratory so that they can learn how microbiology functions.

Antimicrobial Resistance and Global Health Research Unit

The Unit focuses on HIV research through the sequencing of HIV genes from wastewater. The Committee was shown the different laboratories and equipment used to conduct the research. The University purchased the equipment through donations from the Solidarity Fund. The equipment has a backup energy system. However, the backup system is unable to withstand level 6 loadshedding. After level 6 loadshedding and higher, a technician from the company that sells this equipment is needed to return it to full operating status.

 

Mpumalanga Province

1. University of Limpopo Lithium-Ion Battery Precursor Development Facility located in Mbombela

 

The CSIR was the driving force behind the development of the world’s lithium batteries, which are used in laptops, cell phones and leading electric cars, and all major manufacturers have been licensees of CSIR intellectual property.

 

The Committee was welcomed by Prof Singh, the Deputy Vice-Chancellor for Research and Innovation at the University of Limpopo. The presentations that followed, included:

 

Dr C Chiteme, the Acting Chief Director: Hydrogen and Energy at the DSI outlined the Energy Storage RDI Programme that the DSI has been supporting since 2011. This Programme is geared towards developing the lithium-ion battery (made of manganese) value chain from precursor and material development to cell and battery manufacturing and testing, validation and recycling. A fundamental element of the Programme is to build skills and expertise in the country. A key aspect is to beneficiate key mineral resources, in this case, manganese, to support re-industrialisation based on low-carbon technologies since South Africa has 80 percent of the global, high-grade manganese ore reserves. The Programme is implemented through various universities and the CSIR, and in recognition of the expertise of residents at UL; a precursor battery pilot plant in manganese was established in 2017.

 

Mr D Theron, head of the Cathode Materials Group at UL, then explained that the Lithium-Ion Battery Precursor Development Facility was located in Mbombela because the company, Delta EMD (Electrolytic Manganese Dioxide), a global leader in EMD material for alkaline batteries, was shutting down. This was due to South Africa being far from the dominant market (Asia) and low renewable energy penetration. To preserve the expertise and infrastructure, the staff of Delta EMD were incorporated into UL’s Cathode Materials Group and the Lithium-Ion Battery Precursor Development Facility was located at Delta EMD’s offices at the Manganese Metal Company in Mbombela, which is the only successful manganese producer outside of China.

 

Mr Theron explained that this is not a battery plant, but that they beneficiate to create cathode precursor production and cathode materials, which are then shipped to cell and battery manufacturers.

 

The final presentation was given by Prof. Ngoepe, head of the Materials Modelling Group at UL. Prof. Ngoepe explained how mathematical modelling is used to inform the areas of experimentation in developing the precursor materials. This approach saves time, as well as money. The computers used by the Group are linked to the Centre for High-Performance Computing based in Cape Town, and a significant amount of intellectual property is being produced through the work undertaken. Prof. Ngoepe also outlined that future research will look at the development of manganese-rich cathodes and using earth-abundant elements in battery electrodes.

 

The Committee then toured the laboratories of the Lithium-Ion Battery Precursor Development Facility and was shown the infrastructure of the Manganese Metal Company, from which the facility sourced the manganese for its research.

 

1. KEY FINDINGS AND OBSERVATIONS

The Portfolio Committee on Higher Education, Science and Innovation, having undertaken an oversight visit to the KwaZulu-Natal, Limpopo and Mpumalanga provinces, made the following key findings and observations:

 

1. University of Zululand
   1. The University was commended for advancing the cause of women leadership (both the Vice-Chancellor and Chairperson of the Council were women). The Committee expressed concern regarding the alleged tribalism and regionalist connotation towards the VC.
   2. The University was commended for developing the Safety and Security App for students as part of its initiative to combat crime and promote student safety on and off campus. The SRC affirmed that the APP has assisted many students as they receive prompt intervention in risky situations.
   3. The University had a functional online application and registration system. Of great importance to note was that the University committed to extending its registration period to accommodate late registrations due to the many challenges experienced by prospective students.
   4. The University committed to reserving a portion of its budget to pay the allowances of NSFAS-funded students at the beginning of the academic year, given that NSFAS funding is allocated at the beginning of the new financial year in April. This was a progressive move by the University to ensure that students are not disadvantaged in accessing teaching and learning materials and meals during the crucial time while waiting for NSFAS allocation. Furthermore, it was noted that this move should be replicated at other institutions, where possible.
   5. The commitment by the University to expand its infrastructure to increase access to education and training was welcomed. The University was cautioned against incurring wasteful and irregular expenditures in its infrastructure projects.
   6. The University’s commitment to promoting and infusing indigenous languages such as isiZulu as part of its curriculum was welcomed. The University was encouraged to work with the DSI since it had similar programmes aimed at promoting IKS.
   7. The student leadership of the University was cautioned against vandalism and destruction of the University’s infrastructure during student protests. The University had a history of violent student protests, which led to the destruction of the institution’s infrastructure. The Committee further noted that it would encourage law enforcement authorities to act swiftly against those who vandalise university property during student protests.
   8. Concern was raised with respect to the absence of recognised labour unions to represent the challenges of workers to management. As an interim measure, the University had an Employee Forum, which was chaired by an external person, and this arrangement appeared unsustainable in terms of advancing labour relations issues of workers, especially because it was involved in salary negotiations and disciplinary processes of staff members.
   9. The SRC was commended for its active role in supporting management during the registration period to ensure a smooth start to the 2023 academic year. The SRC has progressive initiatives aimed at assisting new students to be admitted to the University.
   10. The majority of the students in the University were NSFAS-funded, which meant that the University largely served students coming from poor and working-class family backgrounds.
   11. The University’s commitment to providing laptops to first-year students was welcomed by the Committee.

 

1. Umfolozi TVET college
   1. The strained relationship between the college’s labour unions and the Principal was noted as a serious concern. The Committee noted that there needed a harmonious relationship between management and workers to advance the college’s core business, which is teaching and learning.
   2. The college’s partnerships with industries for advancing work-integrated learning opportunities for students were commended by the Committee. The college had some interesting international partnerships with countries such as Germany and Panama for advancing teaching and learning.
   3. Concerns were raised regarding the state of the student residences at Esikhawini Campus. The residence visited by the Committee did not have Wi-Fi and required refurbishment.
   4. The college was commended for establishing a Maritime Academy at Esikhawini Campus, which was the first TVET college in KwaZulu-Natal. The facility was established to advance the country’s aspirations of tapping into the Ocean Economy and to promote maritime studies in black communities.
   5. The college faced the challenge of water shortage at the Esikhawini Campus, which often affected teaching and learning. This problem was largely due to the municipality’s inadequate water and sanitation infrastructure, and the Committee encouraged the college to engage further with the municipality to resolve the problem.

 

1. Thekwini TVET college
   1. Concerns were raised with respect to poor infrastructure maintenance at the college, particularly at the Asherville Campus. It was noted that the buildings at the college were structurally solid, however, delayed maintenance would contribute to the further decay of the infrastructure. An example was made of student residence, which was not conducive for students to live in. The Committee was of the view that students could be encouraged to assist in the maintenance of the college, particularly those enrolled in those vocational skills programmes.
   2. Concerns were raised regarding the proximity of the dumping site to the Springfield Campus of the college, which posed health risks for students and staff, and had a negative impact on teaching and learning. The waste on the site came from informal settlements near the college. The college also incurred unnecessary costs in clearing the area without a permanent solution. The college was encouraged to engage further with the municipality to find a sustainable solution to this problem.
   3. Poor working relations between the colleges’ Council and management were noted as a concern. The Committee was of the view that the Council and management needed to urgently resolve their differences so that the college’s core business, which is teaching and learning was not affected.
   4. It was concerning that the college did not have an approved budget and fee structure for 2023 according to the DHET and this matter needed to be resolved urgently.

 

1. Durban University of Technology
   1. The ICT system glitches experienced by students during the registration process were noted as a concern. The University was encouraged to improve its online registration system to be effective.
   2. The presentation of the SRC was commended by the Committee, including its programmes aimed at assisting management during the registration period. The Committee also welcomed the good working relations between the management and students.
   3. The University had experienced disruptions and delays to the completion of some of its critical infrastructure projects due to demands from local business forums. The Committee was of the view that a sustainable solution was needed to protect universities against external forces that disrupt the progress of infrastructure projects.
   4. The University was commended for having student residences that were clean and well-maintained. The residence was in a good state and ready to receive students for the 2023 academic year.
   5. The University was commended for offering first-time entering students temporary accommodation during the registration period until they completed their registration.
   6. The concessions made by the University to allow late applications were welcomed by the Committee.
2. Mangosuthu University of Technology
   1. The University had an unfortunate history of being placed under administration due to poor governance and management. The previous interventions of placing the University under administration had not enabled the University to reach a level of stability in its governance. The Committee was concerned with the recurring governance and management challenges at the University, which had a negative impact on its reputation.
   2. The majority of the University’s senior managers were acting in their positions, and this has been a norm in the University for prolonged periods. The absence of substantive senior managers has had an impact on the long-term stability of the institution, especially in decision-making. The Committee noted that the institution had a great potential to be one of the leading universities of technology, however, leadership instabilities were hindering its progress.
   3. There were strained relations between the University management and the labour unions, and this was concerning.
   4. The University was commended for having established a dedicated Task Team to support and monitor the 2023 registration period.
   5. Concerns were raised regarding the University’s inadequate infrastructure maintenance programme. The Committee was seriously concerned that the University’s main dining hall had been closed and required refurbishment. Consequently, students were compelled to use their residences for cooking and dining.
   6. The alleged suspension and victimisation of student leadership by management was noted as a concern. 

 

1. Coastal KZN TVET college
   1. The college had a history of poor governance and management, which has had a negative impact on its long-term stability. Furthermore, poor financial management had compounded the situation and resulted in the college failing to submit its annual financial statements to the Auditor-General.
   2. The corruption and theft of public funds meant to advance the college’s core business were noted as a serious concern. The college had been defrauded of R30 million by its former Chief Financial Officer (CFO) and his accomplices and it was not clear whether the institution managed to recoup the funds. The Committee was of the view that such an incident should not be allowed to recur in any public TVET college, and the need to improve the financial management capacity of these institutions remains critical.
   3. The Committee reiterated its concern regarding the brutal killing of a senior manager responsible for infrastructure at the Umbumbulu Campus. It was noted that the culture of fear posed by criminals toward public servants was unacceptable and needed to be addressed. Owing to safety concerns, the college Principal and other senior managers had armed bodyguards assigned for their protection. This was becoming a culture in many of the PSET institutions and should not be normalised.
   4. It was noted with serious concern that students at the college did not have student cards, which posed a serious security risk. The Committee heard that community members and outsiders could access the college premises because of poor access control measures.
   5. Leadership weaknesses at the college had a negative impact on its long-term governance and management stability.
   6. The college’s partnership with Toyota SA was highly commended.
   7. The college premises needed major refurbishment, and there had been a poor maintenance programme to prevent some buildings from decaying.
   8. It was concerning that lecturers still use chalkboards for teaching and learning purposes due to the absence of advanced teaching and learning materials.
   9. It was noted with serious concern that the college owed service providers R30 million because of its history of poor financial management.

 

PART B: LIMPOPO AND MPUMALANGA PROVINCES

1. Capricorn TVET college
   1. The governance and management structures of the college were functional, and there was a harmonious relationship between management and stakeholders.
   2. The college experienced a significant decline in student enrolments having lost more than half of its headcount enrolment (34 535 students in 2018 to 14 797 students in 2023). The Committee expressed serious concern regarding the decline in enrolment, considering the demand for education and skills training opportunities in the country.
   3. There was a huge shortfall in student accommodation. The college had 575 beds located at three different campuses in comparison to 14 000 headcount enrolment in 2023.
   4. The management of the college was commended for the general maintenance and management of the Polokwane Campus, which the Committee visited. The facilities at the college and its surroundings were in good shape; however, the student residence required refurbishment. The Committee was concerned about the reported infrastructure decay at the Seshego campus, and the college indicated that processes were underway for refurbishments.
   5. Concerns was raised in relation to student debt, which amounted to R211 million, and this posed a threat to the college’s financial sustainability.
   6. Concerns were raised by students and workers of the college were mostly directed to the Department and its inability to provide sufficient funding for the college to function optimally.
   7. The mechatronics and hospitality programmes of the college were commended. Of significance to note was that the college had procured equipment that was utilised by industry and these enabled students to have skills and knowledge at the same level as industry needs. Nonetheless, the Committee was concerned about the DHET curriculum, which utilised outdated machinery with respect to teaching and assessment in the mechatronics programme. If it was not for the college’s proactiveness in procuring the latest equipment for mechatronics, students would have been disadvantaged.

 

1. Zurel Brothers South Africa - Mining Qualifications Authority (MQA) Diamond and Jewellery Process Beneficiation
   1. The partnership between MQA and the Zurel Brothers South Africa in training students in diamond cutting and polishing was commendable.
   2. The Committee noted with concern the impact of loadshedding on teaching and learning at the facility, including the fact that students were compelled to have their daily meals earlier.
   3. The concern raised by students that they were trained using brass material and for assessment, they were expected to use silver, which impacted their performance was noted with concern.

 

1. University of Limpopo
   1. The University had a solid and well-maintained infrastructure, and this was commended by the Committee.
   2. There was a good relationship between the University management and stakeholders, and the governance and management structures were functional.
   3. The concession made by the University to enrol students despite having a historic debt was welcomed. Furthermore, NSFAS-funded continuing students were registered by the University despite not having received the final list of NSFAS-funded students.
   4. The University’s commitment to increasing access and providing suitable teaching and learning experiences for students living with disabilities was commended. The University has a dedicated student disability unit, which caters for the needs of students with disabilities. Of significance to note was that the University also had a special residence for students with disabilities, however, the Committee indicated that the residence should be refurbished.
   5. Plans by the University to provide transport and necessary support for students from their homes to the campus were welcomed.
   6. Commitment and contribution of the employees towards the 2023 academic year readiness was welcomed by the Committee.

 

1. Vhembe TVET college
   1. The college was an exceptional example of an efficient well-governed and managed institution, and the Committee was impressed with its overall observations.
   2. The good relationship between the college’s governance and management structure and stakeholders was commended.
   3. The SRC had community outreach programmes, which were directed at improving the living conditions of residents in the college’s surroundings. The Committee encouraged the SRC to continue doing good work for the communities.
   4. The college’s SRC was predominantly led by active female students, and this was welcomed by the Committee.
   5. The ability of the college Principal (supported by the Council and management) to forge partnerships with SETAs, industry, and other stakeholders was commended by the Committee. The Principal showed the Committee some infrastructure projects and machinery, which were funded by external partners for the benefit of student teaching and learning experiences.
   6. The college was congratulated on its 60 years of existence and its ability to keep some of the original building from its commencement. The college’s infrastructure at the Makwarela Campus was well-kept and maintained.
   7. The college’s innovation, which included but was not limited to the utilisation of drones and training of drone pilots to monitor activities across the different campuses in the Vhembe District, was commended by the Committee. The Committee was also impressed by the college’s programmes to equip students with practical learning experience and assist SMMEs with access to its entrepreneurship hub to further develop and market their businesses.
   8. Concerns were raised in relation to the shortage of water and loadshedding at some college campuses, which affected teaching and learning.

 

1. University of Venda
   1. The University had a history of unfinished infrastructure development projects due to poor and shoddy workmanship by service providers. Consequently, it had to request additional funding from DHET to finalise the outstanding work in some of the critical projects to increase access to education and training opportunities. A more serious concern was the lack of consequence management implemented against the service providers who abandoned infrastructure projects, as some were not held liable for their shoddy work.
   2. The University received 26 000 applications for 3 400 spaces FTEN for 2023 and the Committee indicated that the applications were a bit low for a comprehensive university. Compounding the situation were lower-than-expected enrolments in STEM programmes.
   3. It was commendable that the University made concessions for financially needy students to register without paying registration fees. The University also made arrangements for missing-middle students with outstanding debt to be registered. The Committee further welcomed the R20 million set aside by the University to assist financially needy students on merit.
   4. The University’s newly constructed 900-bed student residences were welcomed by the Committee.
   5. The 2023 registration process, especially, for FTEN students, was impacted by the delays by NSFAS sending its confirmed list of funded students to the University. This hindered the ability of the University to plan efficiently for the commencement of the new academic year, and further impacted the registration process as 80 percent of students at the University were NSFAS beneficiaries.
   6. The complaints from students and workers regarding insufficient lecture venues for teaching and learning, including malfunctioning air conditioners, were noted as a serious concern, that management needed to address speedily.
   7. The SRC was commended for advocating gender equality at the senior management level of the institution. The Committee also cautioned the SRC against its rejection of the pilot project by NSFAS to pay accommodation allowances directly to private accommodation service providers.

 

1. Ehlanzeni TVET college
   1. The college was commended for having good and well-maintained workshops, which the Committee visited during the on-site visits. However, the Committee was concerned that the workshops were in a low-lying area and might be affected by floods in the event of heavy rains.
   2. Concerns were raised regarding the closure of the Mapulaneng Campus residence due to structural deficiencies and the utilisation of some residence rooms for teaching students enrolled in tourism programmes. The Committee was seriously concerned that the college management was not honest about the closure and alleged use of the residence.
   3. Concerns were raised regarding inadequate throughput and certification rates for the Report 191 programme, particularly Engineering.
   4. Concerns were raised in relation to the financial management capacity of the college, given that the college received a disclaimer audit opinion from the AG, despite claiming that it had solid finances.
   5. The relationship between the college management and stakeholders was noted as a concern. The SRC, in particular, alleged that it was not consulted in the decision-making processes of the institution, despite it representing the largest constituency of the college.
   6. Concerns were raised regarding the inadequate support afforded to the SRC to execute its duties optimally. The SRC complained that management had not allocated them the necessary resources to attend to student needs.
   7. The alleged threats to student leadership by external business forums, who demanded tenders from the college, were noted as a concern.
   8. The delays in the completion of the sports ground by the Bushbuckridge Local Municipality were noted as a serious concern. The sports ground upgrading project was handed to the municipality to administer; however, the municipality has not been transparent to the college regarding the timeline for finalising the project.
   9. The college had limited recreational facilities for students’ extra mural activities, especially at the Mapulaneng Campus. It was hoped that the completion of the sports ground upgrade would alleviate this challenge.
   10. A shortage of lecturing staff for some of the college’s programmes was noted as a concern.

 

1. University of Mpumalanga
   1. The University has a world-class and well-maintained infrastructure, and the overall facilities are in good condition. The University facilities provided an ideal environment for teaching and learning.
   2. The University had its own four-star hotel (Tfokomala Hotel and Conference Centre) within the Mbombela Campus, which featured luxurious modern furnished rooms. The Committee was impressed with the overall state of the hotel, including its facilities, and even contemplated utilising it in the near future.
   3. The shortage of student residences was a major concern for the institution, and the institution relied mostly on external private accommodation providers to accommodate more students.
   4. The University’s primary focus in offering more post-graduate qualifications (Honours and Masters) as opposed to undergraduate qualifications was noted by the Committee.
   5. The commitment shown by workers in contributing to the smooth commencement of the 2023 academic year was welcomed. Furthermore, the unions enjoyed a cordial working relationship with management and held bi-lateral meetings to discuss strategic issues, which facilitated the smooth running of the institution.
   6. The concessions made by management to admit students with historic debts were welcomed by the Committee.
   7. The University was cautioned against the proposed closure of the Siyabuswa Campus given the demand for post-school education and training and requested more details concerning the matter.
   8. Concerns were raised regarding the safety and security of students residing in off-campus residences. Furthermore, the University was located outside the city, which meant that students had to use public transportation to access the institution.
   9. The impact of loadshedding on the delivery of the academic programme was noted as a concern, and management was encouraged to find alternative means to address the problem.
   10. The zero tolerance to GBV campaign launched by the University’s IF was welcomed by the Committee.
   11. It was concerning that SRC did not enjoy a good working relationship with management as opposed to workers as they complained about the accessibility of the VC and victimisation.

 

1. Department of Higher Education and Training

Technical and Vocational Education and Training

 

1. The majority of the TVET colleges visited by the Committee during its two-week oversight visit faced similar challenges, with the critical one being insufficient funding for their expansion and growth. Compounding the situation are the tight fiscal environment and slow economic growth, which pose a threat to meeting the NDP 2030 objectives for the TVET sector. The Committee was concerned with the declining enrolment numbers at most colleges, and the status quo would make it difficult to achieve the target of 2.5 million enrolments by 2030.
2. With respect to staffing, some of the colleges had vacancies at the senior management level and filling these vacant posts was the responsibility of the Department. The Committee was concerned about delays by the Department in filling these senior management positions.
3. The reported concerns and challenges by the colleges in the implementation of the PPN were noted with concern.
4. The delays by the Department in remunerating college staff who have acquired higher qualifications were noted with serious concern as this was reported to have discouraged many employees from upgrading their qualifications.
5. In relation to infrastructure, TVET colleges lagged in terms of infrastructure facilities despite the Department making available capital infrastructure efficiency grants (CIEG) for refurbishment and development of the college infrastructure. Compounding the situation is the insufficient skills and capacity of colleges to administer infrastructure grants.  The Committee expressed serious concern about the conditions of some student residences it visited during its two-week oversight visit to colleges. Some residences were not conducive for students to live in and did not meet the DHET norms and standards for student accommodation. Thus, it was shocking to the Committee that some students were compelled to live in horrendous conditions by the management of these colleges.
6. It was also noted that colleges are running on-campus student accommodation at a loss.
7. The inadequate oversight and monitoring by the Department over colleges was noted. Some Departmental officials were not aware of the state of some colleges with respect to their challenges, in particular the living conditions of students in residences, poor teaching and learning facilities, and inadequate or lack of Wi-Fi connectivity.
8. Regarding curricula, the Committee heard complaints from TVET staff that it hindered the ability of the students to be more innovative in relation to their occupational and skills programmes. Some curricula were outdated and not aligned with the modern requirements of industry. The Committee appreciated some of the college’s proactiveness in acquiring equipment outside of the curricula to train students in line with industry expectations.
9. Colleges located in rural areas struggled to place their students in industries for work-integrated learning due to the limited presence of industry in their surroundings. This problem affects students’ progression and their ability to graduate on-time.
10. In relation to academic performance, the Committee was concerned about the overall low throughput and certification rates of the colleges, in particular the Engineering programmes. This problem has been prevalent in the sector over the years, and the Department needs to pay closer attention to capacitating lecturers in Engineering-related programmes with skills necessary to improve student performance.

 

Community Education and Training colleges

1. The institutional identity of CET colleges remains a concern given that most of the community learning centres operate in schools. In terms of physical infrastructure, the CET sector lags, and there has been very slow progress in addressing this challenge.
2. Underfunding of the CET sector remains the biggest concern and it hinders the sector’s ability to expand and operate optimally. CET colleges were understaffed and lacked operational budgets to fulfil their operational activities, as observed by the Committee during its interaction with the CET colleges of Limpopo and Mpumalanga.
3. The dwindling numbers in enrolments and lower-than-expected academic performance of learners in the sector remain a serious concern.
4. Inadequate marketing and advocacy campaigns to promote the CET programmes to the public were noted as a concern. Unlike other PSET institutions, CET colleges did not have adequate public awareness of media coverage.
5. The delays in the release of certificates for students due to the consolidation of different subject marks remains a concern.
6. Despite the limited resources, the Mpumalanga CET college was under good management, having achieved two clean audits in the past three financial years, and established partnerships with SETAs to obtain funding for critical skills programmes.

 

1. National Student Financial Aid Scheme (NSFAS)
   1. The delays by NSFAS in sending lists of confirmed funded students to institutions for the 2023 academic year have delayed the finalisation of registration at some universities, including the start of the academic programme. Consequently, some universities had to extend their registration periods and defer the commencement of lectures to a later date.  
   2. The delays in the finalisation of outstanding student appeals remain a serious concern. Students with pending appeals faced the possibility of missing the registration deadline and might be excluded, given that some appeal outcomes were received after the registration period.
   3. The decision by NSFAS to play a critical role in the evaluation of private accommodation providers was welcomed by the Committee. Some private accommodation providers were exploiting the system and accommodating students in unconducive residences that did not meet the DHET guidelines for student accommodation. Furthermore, some TVET colleges also offered very poor accommodation, for example, Thekwini TVET College.

 

1. Science and Innovation

Regarding the science and innovation programme, the Committee made the following observations:

 

Aerospace Systems Research Institute

1. The socioeconomic factors in support of and the importance of ASRI in building the country’s space launch capability could not be overstated.
2. The Committee commended the efforts to develop high-level skills in propulsion engineering, thermal management and related engineering subsystem development through their undergraduate and postgraduate training programmes. However, the low level of participation by women and persons with disabilities in engineering programmes remains a concern.
3. The Committee commended ASRI’s STEM outreach activities at high schools, as well as its Talent Pipeline Programme that identifies young engineering talent at the undergraduate level from disadvantaged backgrounds and supports them to pursue postgraduate studies.
4. The Committee welcomed that upon completion of their degrees, these students mainly enter the South African aerospace industry.
5. The Committee found, through their engagements and visits to science and technology programmes and platforms, that the inclusion of women may have increased, but that they still occupy the lower ranked positions in scarce skills disciplines.
6. The Committee noted with concern the lack of South African and African technical capacity in a currently booming global space economy, especially in relation to providing rocket launch services. This raised issues around sovereignty and the reliance on foreign agencies to support national needs.
7. The Committee welcomed the DSI’s ongoing financial support towards this programme.

 

Centre on Indigenous Knowledge Systems

1. The Committee noted that the implementation of national IK policy and legislation; that is, the establishment of IKS Research Chairs and Centres of Excellence such as the CIKS; the establishment of the IKS Documentation Centres in all the provinces as part of the National Recordal System; the introduction of IKS-based teaching and learning programmes in higher education institutions, at both under- and postgraduate levels; and the establishment of IKS-based bioprospecting platforms, all affirmed IK as a mainstream knowledge domain.
2. The Committee agreed that the recognition of IKS and its acceptance as a knowledge domain, provides confidence and self-confidence to communities. It is an important acknowledgement of community-based knowledge and science.
3. The Committee noted the explanation as to why an IKS Centre of Excellence was not yet established at UNIZULU and commended efforts by the CIKS and its research partners (for example, Nort-West University, UL, UNIVEN and UNISA) to collaborate with UNIZULU and to help it enhance its IKS research capabilities. Currently, CIKS (as the hub of the IKS research network) has a number of IKS projects with UNIZULU, especially in areas of traditional medicine, food and nutritional security.
4. The Committee noted that all existing IKS postgraduate programmes comprise both research and course work, since IKS is a new area of inquiry with its own ways of knowing, value systems and research methodologies. The course work component seeks to ground the students in these imperatives as most postgraduate students who pursue IKS studies do not necessarily have the background on these imperatives.
5. The Committee noted the shortcomings around the development, promotion and implementation of IKS as a mainstream knowledge domain. Due to the dominance of western knowledge systems and the continued marginalization of African indigenous cultures and languages, there is still limited support in higher education institutions, especially at historically white higher education institutions, to integrate IKS in their core learning programmes. Furthermore, IKS is still perceived as being only about traditional medicine, and therefore, relevant only to African cultural communities. The recognition of the role of women as custodians of IKS in African communities also needs urgent attention.
6. The Committee asked about the progress of the pilot programme for the Recognition of Prior Learning (RPL) in relation to IK practitioners and knowledge holders and noted the ongoing efforts and complexities around the process to ensure the formal recognition of the skills and qualifications of IK holders and practitioners across their disciplines of competence. The Committee also noted that specific mechanisms and statutory institutions must be established to facilitate this.
7. The Committee noted the importance of and sought to ensure the inclusion of IK holders and practitioners in the IKS Bioprospecting Platforms conducting research and undertaking the development of IK-based products and services.

 

KwaZulu-Natal Research Innovation and Sequencing Platform

1. The Committee commended the Genomic Surveillance programme for going beyond its research focus and for employing the knowledge learned to guide public health responses to disasters and pandemics. This remains a crucial component of the Committee’s oversight role, which is to ensure that the investment in science and innovation finds expression in the lived realities of South African citizens.
2. The Committee welcomed the ongoing research in the areas of climate change and the impact thereof on infectious diseases and pandemics.
3. The Committee further welcomed the collaboration between institutions such as Statistics South Africa, the SAMRC, the Human Sciences Research Council and the TIA to use data and technology to inform national actions around health, and disaster management and response.

 

CSIR Biorefinery Industry Development Facility

1. The Committee was impressed with the research undertaken at the facility to ensure that greater yield is derived from raw materials and that the amount of waste produced is not only reduced, but that this waste can be used in the formulation of other high-value products. These efforts support the national objectives of re-industrialisation through a low carbon and circular economy.
2. The Committee noted the potential for positive socioeconomic and environmental impact through the various research projects that were demonstrated. These specifically included the:
3. The production of Xylitol, a healthier sugar substitute, from sawdust waste. This would greatly improve the yield derived from trees and plants.
4. Recovery of natural fibres from waste textiles. This could assist textile companies to improve their resource efficiency, reduce their impact on the environment and improve their competitiveness, profits and sustainability.
5. The beneficiation of sawdust and plastic waste to develop high-value wood plastic bio-composites that could be used as building material. If this high-value bio-composite is upscaled for manufacturing, it could create new industries and employment opportunities.
6. The production of biogas and lactic acid from the co-digestion of agro-municipal waste, such as livestock manure, and food waste. Since the process does not require extensive technical expertise and input, it could support rural economic development. In addition, South Africa imports the bulk of the lactic acid needed; hence, local production of lactic acid will have a positive impact on the need to import this chemical.
   1. To ensure the success of these initiatives, the Committee welcomed the BIDF’s collaboration with SMEs to ensure the uptake of these technologies. This could lead to the creation of new industries and jobs, enhance the sustainability of existing industrial sectors, support the development of new technological capability, mitigate impacts on the environment and support South Africa’s efforts to move to a low carbon economy.

 

Technology Stations Programme

1. The Committee acknowledged the importance of these Stations in providing scientific and technological services to SMEs. This support included product design, product testing, advice around quality standards relevant to specific sectors, product formulation, as well as technology and process assessments.
2. The Committee specifically commended the support provided to more than 100 SMEs that are owned by women.
3. The Committee noted that there are individuals selling products (informal economy) that have not gone through product testing to certify the safety and quality of the product. Hence, more investment is required in this area to not only expand the coverage and reach of the Stations, but also to increase the services offered and the range of sectors that are covered.
4. The Committee found, through their engagements and visits to the science and technology programmes and platforms, that the inclusion of women in highly technical disciplines may have increased; however, this is still inadequate and that in many instances, women still occupy the lower ranked positions in these highly technical, scarce skills disciplines.

 

Lithium-Ion Battery Precursor Development Facility

1. The Committee noted that the facility and process to beneficiate manganese is energy intensive and that these are negatively affected by loadshedding. This jeopardises the sustainability and enhancement of South Africa’s technological capability and industries and could result in the complete loss of these capabilities and industries, which will further hamper the country’s ability to recover from its current dire economic circumstances.
2. The Committee noted the composition (race, gender, persons with disabilities) of all those involved in the project. They further noted that women only comprise 15 percent of the workforce at the plant. This once again shows that not enough is being done to ensure the inclusion and participation of women in highly technical disciplines and careers.
3. The Committee was concerned by the data that showed that the number of PhD students involved in the project had declined.
4. The Committee asked for greater detail around the current funding and capacity resources for the project, as well as what would be needed in future to support the project realising its objectives.
5. The Committee asked how the project was promoted within the sector (scientific and industrial), and whether there were efforts to educate/inform the surrounding communities about the project.
6. The Committee noted the project’s collaboration with the Centre for High Performance Computing and commended the efforts to expand the development of high-level skills in high performance computing and mathematical modelling.

 

1. RECOMMENDATIONS

The Committee, having undertaken an oversight visit to KwaZulu-Natal, Limpopo and Mpumalanga provinces, recommends that:

1. University of Zululand
   1. The University working in collaboration with its employees develop a long-term solution to have recognised labour unions, as they are critical for advancing workers’ needs.
   2. The University ensures that its infrastructure development projects are completed within the stipulated timeframe with minimal or no variations. Moreover, the reconstruction of the student centre that was burned during student protests should be expedited.
   3. The University’s ability to pay allowances to eligible NSFAS-funded students even before the entity receives an allocation from NSFAS should be replicated by other institutions, where possible.

 

1. Umfolozi TVET college
   1. Working relations between the college Principal and labour unions should be urgently restored. Furthermore, the college should convene a management and stakeholders’ forum meeting to discuss staff’ grievances and submit the resolutions of the meeting to the Committee.
   2. The college develops mechanisms to improve the academic support provided to students to improve its pass and certification rates.
   3. The college’s residence at the Esikhawini Campus needs urgent refurbishment and Wi-Fi connectivity to improve students’ living and learning experiences.
   4. The marketing of the college’s Maritime Academy should be improved so that the programme can attract students from other provinces in the country.

 

1. Thekwini TVET college
   1. The Department should prioritise resolving the existing tensions between management and the college Council so that the core business of the college (teaching and learning) is not compromised by internal squabbles. Additionally, the Council and management should be inducted so that they know their roles and responsibilities.
   2. The college’s student residence at the Asherville Campus requires urgent maintenance and repairs. The Department, working closely with the college, should develop an action plan to improve the condition of these residences so that they can meet the DHET norms and standards for student accommodation.
   3. The College should refurbish the swimming pool and ensure that students are trained in lifesaving skills.
   4. The college, working closely with DHET, should develop a programme to offer work-integrated learning opportunities for engineering-related students to be included in the college’s maintenance programme, as opposed to appointing external service providers to do the work.
   5. The college management should develop a stakeholders’ forum and respond to the grievances raised by the labour unions. The stakeholders’ forum should be convened within two weeks after the Committee’s oversight visit, and the outcomes of the meeting should be shared with the Committee.
   6. An engagement with Thekwini Metro should be convened to find a lasting solution to the challenge of waste dumping at the Springfield Campus.

 

1. Durban University of Technology
   1. The University should speedily resolve the system glitches associated with online registration so that students may be able to register without further delays.
   2. The University should develop a programme aimed at attracting STEM students.
   3. The management of the University should further engage with the unions to respond and resolve their differences.
   4. The university should appoint more lecturers to alleviate the increased overload of the remaining lecturers after the retrenchments of under-qualified lecturers and address overcrowding in classes.

 

1. Mangosuthu University of Technology
   1. The filling of vacant senior management positions at the University should be expedited. The appointment of suitably qualified candidates will be critical to assist the University in the implementation of its turn-around strategy.
   2. The University’s main dining hall was closed during the COVID-19 period due to dilapidation, needs to be urgently refurbished so it can provide catering services for students.
   3. The University should develop mechanisms to improve the safety and security of students living in off-campus accommodation.

 

1. Coastal KZN TVET college
   1. The issuing of student cards for all students at the college should be prioritised and resolved during the first quarter of the 2023 academic year.
   2. The Department should expedite the filling of the principal position.
   3. The college should prioritise the refurbishment and repairs to its buildings, particularly, Swinton Campus. Furthermore, procurement of the latest teaching and learning equipment should be prioritised to eliminate chalkboards.
   4. The Department, working closely with the college, should provide additional financial management training to employees in the finance unit. Furthermore, the submission of outstanding financial statements to the AG should be prioritised.
   5. The college should submit quarterly audit action plan reports to the Committee in response to the AG and Administrator’s reports.

 

1. University of Limpopo
   1. The student leadership of the University should find means to have bi-lateral engagements with management to express their grievances. Moreover, students should be discouraged from vandalising and burning the institution’s infrastructure.
   2. The University should prioritise the refurbishment of the student residences dedicated to students with disabilities.

 

1. Vhembe TVET college
   1. The college should share its model and best practices with other TVET and CET colleges in the province.
   2. The college should forge more partnerships with industry and SETA to increase work-integrated learning opportunities for students.
   3. The expansion of the college’s infrastructure, particularly student residences, should be prioritised.

 

1. University of Venda
   1. The University should develop a comprehensive strategy to attract students to its STEM programmes.
   2. The University needs to expedite the completion of abandoned infrastructure projects and ensure that those responsible for shoddy/poor workmanship are held accountable.
   3. The University should support the NSFAS pilot project of directly paying accommodation allowances to private accommodation service providers so that the system can be tested, and lessons learned can inform NSFAS on the best possible way forward in administering accommodation allowances.
   4. The University, working with NSFAS, should speedily resolve the delays with the payment of outstanding allowances to students.
   5. The expansion of lecture halls should be prioritised to minimise overcrowding and shortage of teaching and learning venues in the institution.
   6. The University should improve its advocacy campaigns and communication strategy with respect to its programmes to attract more applicants to the institution.

 

1. Ehlanzeni TVET college
   1. The college should put measures in place to improve student performance, especially in Report 191 Engineering programmes.
   2. The Bushbuckridge Municipality should speedily fulfil the commitments of the service level agreement with the college regarding the construction of the sports ground. Furthermore, the municipality should develop a clear timeframe for completing the project.
   3. The refurbishment of the student residence at Mapulaneng Campus should be expedited, and the college should refrain from misrepresenting facts to Parliament or any other public institution regarding its infrastructure projects, as this is a criminal offence and erodes public trust.
   4. The college should develop and implement systems to improve its financial management capacity and skills to move away from a disclaimer audit opinion. Management should ensure consequence management is implemented against officials involved in financial irregularities in the college.
   5. The college, working closely with the police, should make a follow-up with respect to the rape incident involving a student at the college so that the perpetrator/s can be arrested. and convicted.
   6. The college should acquire modern equipment for some of its workshops so that students can be trained with the equipment used by industry.
   7. The college should convene a management and stakeholder forum where all the issues affecting students and workers can be discussed, and the outcomes/resolutions of such engagement should be shared with the Committee.
   8. The college should expedite the renovations of the buildings that have been prioritised as needing maintenance.
   9. The college working with the police should investigate the alleged threats made to students by local business forums that demand tenders.
   10. The college needs to strengthen its social compact and ensure that surrounding communities and stakeholders participate in its development programmes.

 

1. University of Mpumalanga
   1. The future expansion of the University should prioritise the expansion of student residences, particularly at the Mbombela Campus.
   2. The University should put measures in place to increase the safety and security of students residing at off-campus residences.
   3. Management should prioritise the improved working relations with the SRC for the smooth running of the institution.
2. Department of Higher Education and Training
   1. General recommendations
      1. The Department, working with local municipalities, universities, and TVET colleges, should find a sustainable way of addressing the challenge of loadshedding, given that it interrupts network connectivity, teaching and learning, practicals, research activities, and water supply. Additional funding should be considered for the institutions to procure alternative energy sources such as solar energy and generators, to expand the existing ones, given the high cost incurred by institutions.
   2. The Department, working with local municipalities, universities and TVET colleges, should also find alternative ways of ensuring sustainable water supply to institutions as the current shortages negatively impact institutional activities.
   3. The Department should ensure that all institutions develop comprehensive infrastructure maintenance plans for the newly completed infrastructure projects.
   4. Release of Matric results: The Department should engage the Department of Basic Education to ensure that Matric results are released on time so that institutions can proceed with their planned activities for the new academic year without any hindrances.

 

Technical and Vocational Education and Training Colleges

1. The Department should speed-up the process of reviewing the TVET curricula to ensure its relevance and alignment with the needs of the industry.
2. The Department should provide additional capacity and support to TVET colleges for the management of their infrastructure development programmes and the ability to spend and account for the utilisation of CIEG.
3. The Department should ensure that examination results are released on time so that continuing students can enrol. Furthermore, the Department should address all challenges that impact the release of examination results, especially irregularities during examinations.
4. The expansion of Wi-Fi connectivity in the TVET sector needs to be expedited so that students are connected to broadband for their academic projects.
5. The Department should expedite the filling of senior management positions at TVET colleges to increase their capacity.
6. The Department, working closely with colleges should analyse the causal factors of poor academic performance in the sector, in particular, the Report 191 Engineering programme, and develop solutions to resolve the problem.
7. The Department should improve its monitoring and oversight over TVET colleges so it can be updated regarding their state of affairs and intervene in time to prevent the collapse of governance and management structures.
8. The strengthening of partnerships between TVET colleges, industry, SETAs and other key role players in the PSET sector should be prioritised to improve the placement of TVET students in the workplace to gain practical training.
9. The Department, working with the Quality Council for Trades and Occupations (QCTO) should ensure that the backlog in the approval of TVET colleges applications for accreditation as trade test centres is resolved.
10. The Department should expedite the processing and remuneration of TVET college staff for improved qualifications.
11. The Department, working with colleges should address challenges and delays in the implementation of post-provisioning norms.

 

Community Education and Training colleges

1. The Department needs to expedite its engagements with the National Treasury and other funding institutions for additional funding in the CET sector to operate optimally and fulfil its core business.
2. The Department should expedite the development of a sustainable funding model for the CET sector to determine its long-term funding requirements and sustainability.
3.  The Department should review the Organogram of the CET colleges and ensure the appointment of additional staff, especially at the CET colleges’ Head Offices to mitigate against the huge workload experienced by staff at these offices.
4. Universities and TVET colleges should collaborate with CET colleges to share their infrastructure, facilities and relevant equipment for teaching and learning, including occupational skills programme delivery.
5. The Department should follow up with the Department of Public Works (DPW) on the commitments made regarding the utilisation of unused and underutilised public infrastructure as community learning centres (CLCs).
6. The Department needs to address challenges relating to outstanding certificates for CET learners.
7. CET colleges from different provinces should collaborate and share best practices on their skills development delivery programmes.

 

 

1. Science and Innovation

The Committee resolved the following:

1. That during a future scheduled engagement with the DSI on the final Decadal Plan, it would ask for clarification on how the mainstreaming of IKS and the implementation of the IKS policy and legislation is being prioritised. This considering the shortcomings identified at the time of its visit to UKZN.
2. That the DSI provide a progress update on the RPL, the establishment of the mechanisms and statutory institutions to facilitate this, and the development of the norms and standards of the RPL.
3. Regarding ASRI, the Committee will engage the DSI on matters of increasing capacity, the upgrading of OTR and what specifically is being done around the inclusion of women in space science programmes.
4. That more needs to be done around the “circular economy” where industries employ transformative technologies to eliminate/reduce waste generation and develop new value chains that are sustainable, reduces negative environmental impacts and stimulates employment creation.
5. That the DSI and its collaborators, collectively look at interventions that speak to the challenges of inclusivity and meaningful participation, and more specifically focus on increasing the inclusion of women and persons with disabilities in science and innovation programmes.
6. The Committee noted that the TSP is mainly associated with Universities of Technology and advised that this Programme be expanded to include TVET colleges.
7. The Committee advises that the DSI ensure the implementation of the actions set forth in the Decadal Plan that will garner the needed support and resources to ensure the wide-scale roll out and uptake of the outcomes of the research and innovation projects visited.
8. The Committee further calls on the DSI to work collaboratively across government departments, institutions and the private sector to ensure the success of these programmes.
9. The Committee will visit the key infrastructure facilities in the Western Cape that are critical for the space programme.

The DSI continually explore innovative ways, to improve and broaden their science communication and awareness beyond the mainstream; and that it centres more on inclusion, equity, intersectionality and the marginalised.

 

Report to be considered.