1. Higher Education Transformation Network
Presentation to Parliamentary Protfolio Committee on Higher Education
Higher Education Amendment Bill 36 of 2015
16 February 2016
Dr Ingrid Tufvesson:
Board Chairperson

2. About the HETN
Independent network of alumni from various Univs & TVET Colleges across South Africa
Established 11 February 2011; registered NPO ( )
Committed to transformation of higher education and all economic sectors of South Africa.
Lobbying, providing policy advocacy and promoting quality research output
Collaboration with govt, tertiary institutions, private sector and development agencies
Improved access to higher education by poor communities

3. Objectives of the HETN
Lobby & provide policy advocacy for the transformation of higher education through the promotion of open learning principles in different educational sectors;
Programme Implementation through strategic Partnerships with state / allied roleplayers; Promote quality research output & innovative learning methods & programmes for the transformation of higher education through research
Motivate, support and prepare students for the world of work.
Engage and enlist universities, TVET Colleges, SETA’s, Host Employers to empower graduates.
Mobilize resources and stakeholders to support a faster absorption of graduates in the economy.
Conduct research and provide vital statistics on graduate empowerment.
Build a reliable graduate database and tailor make graduate empowerment solutions

4. Objectives of Presentation
LINK BETWEEN EDUCATION & POVERTY ERADICATION
NATIONAL DEVELOPMENT PLAN (NDP) TARGETS
THE NEED FOR STRONG STATE REGULATION TO ATTAIN HIGHER EDUCATION TRANSFORMATION
NON-COMPLIANCE WITH EMPLOYMENT EQUITY LEGISLATION
POOR INSTITUTIONAL CULTURE
POOR STATE OF TRANSFORMATION IN THE HIGHER EDUCATION SECTOR
REJECTIONISM & DENIALISM BY VICE-CHANCELLORS
ABSENCE OF FEMALE SOUTH AFRICAN PROFESSORIAT
PRIVATIZATION OF UNIVERSITY RESERVES

5. Transformation: A Legislative Imperative
Constitution- All citizens need equal access to education
Education White Paper (2007) on Transformation of higher education: - “all existing practices, institutions and values are viewed anew and rethought in terms of fitness for the new era”
Equity of Access to all who seek to attain potential
Meets national development needs incl global economic needs
Contributes to advancement of all forms of knowledge & scholarship upholding academic quality
Supports a democratic ethos & common commitment to human development in a non racist non sexist social order

6. Link between Education, Employability & Poverty Eradication
Rodrik (2006:14) - Higher education is correlated with better employment outcomes and greater labour market participation.
Rodrik (2006: 14) – It takes a completed university degree to mostly escape unemployment in South Africa”.
Lloyd-Ellis (2000: 3) - Countries where tertiary education for dependants is responsibility of parents (as opposed to state), parental incomes affect the human capital acquisition of dependants.
Children of parents who cannot afford quality tertiary education are most likely not to send their offspring to tertiary education leading to low future earning potential for the offspring.

7. National Development Plan Vision 2030
Policy Justification
National Development Plan Vision 2030
Education is very critical to eliminate poverty and social inequality
Higher education avenue for social mobility, strengthens equity and social justice
Objective: Expand the production of highly skilled professionals & enhance the innovative capacity of the nation. Women & Africans to form 50% of academic & research staff

8. National Development Plan Vision 2030
To eliminate poverty and create 11 million jobs by 2030.
Higher education has a key role to play in "writing a new story for South Africa" (2011: 4)
“Higher education is the major driver of the information-knowledge management system, linking it with economic development. However, higher education is much more than a simple instrument of economic development. Education is important for good citizenship and enriching and diversifying life" (2011: 274).
“Universities should be welcoming for black and female teachers, students and researchers” to ensure “significant progress in reversing gender and racial imbalances in the higher education sector to ensure that Africans and women make up 50% of the teaching and research staff”

9. Need for Strong State Regulatory Intervention
Poor will to support Government by Higher Education Managers;
Negligible progress attained in reaching the targets set by the NDP to date
Transformation Charters and Policies in Place but Poor Implementation and Mere Lip Service by Vice-Chancellors
Utilization of Public Funds in frivolous litigation and settlement payoff to “silence” former employees.
Alleged compromising of excellence & decline in managerial or academic quality and standards
Non-Compliance with Employment Equity targets (compliance purposes)
Lack of Compliance enforcement by the Council for Higher Education (CHE)
Undermining by Vice-Chancellors due to Non-statutory Advisory Status of Makgoba Transformation Oversight Committee
Disproportionate employment of blacks / Africans as Contractors & rehiring of white retirees as Consultants
Hijacking of alumni bodies and Senates by Solidariteit/ Afriforum
Discriminatory workplace practices
Workplace Victimizations & Poor Career Growth
Adverse Organisational Culture
Disproportionate / Secretive Remuneration scales
High Turnover of Black Graduates and Staff

10. DHET Stats: Workforce Profile of University Staff
Staff Category
Female
Male
Total
Instruction and Research Staff
7 853
9 598
17 451
Administrative Staff
15 776
10 517
26 293
Service Staff
1 884
2 712
4 596
25 513
22 827
48 340
DHET Stats: Workforce Profile of TVET College Staff
Staff Category
Female
Male
Total
Management Staff
646
490
1 136
Lecturing Staff
1 528
1 576
3 104
Support Staff
1 820
786
2 606
3 994
2 852
6 846

11. Poor State of Transformation- Council & Senate Profiles
Source Data: Govinder, K., Makgoba, MW., An Equity Index for South Africa, South African Journal of Science 109 (5/6) (May/June 2013)
KS. Govinder, NP. Zondo, MW. Makgoba, A new look into demographic transformation for universities in South Africa, South African Journal of Science (2013)
Institution
Council EI
Rank
Senate EI
University of KwaZulu-Natal
14.1 (44.6) 1
46.4 (89.3) 5
Mangosutho University of Technology
21.3 2
28.4
University of Fort Hare
23.9 3
50.3 6
University of Venda
29.2 4
42.2
Tswane University of Technology
39.1
45.2
Cape Peninsula University of Technology
42.3
82.7 12
University of Limpopo
50.6 7 36
University of South Africa 51 8
61.3
Central University of Technology, Free State
55.1 9
69.7
University of Johannesburg
56.2 10
83.7 13
Durban University of Technology
63.8 11
82.4
Nelson Mandela Metropolitan University
88.2 14
Rhodes University
64.4 98 17
University of Witwatersrand
65.3 96 16
University of Western Cape
70.4 15
79.2
University of Pretoria
74.8
93.8
University of Cape Town
102.7 18
University of the Free State
77.7
116.1 20
North West University
81.2 19
70.5
University of Stellenbosch
121.9
113.3

12. Poor State of Transformation- Staff Complement
Source Data: Govinder, K., Makgoba, MW., An Equity Index for South Africa, South African Journal of Science 109 (5/6) (May/June 2013)
KS. Govinder, NP. Zondo, MW. Makgoba, A new look into demographic transformation for universities in South Africa, South African Journal of Science (2013)
Institution Name
2007 Overall
2011 Overall
Years to Transform
2007 Instructional/research professional
2011 Instructional/research professional
Cape Peninsula University of Technology
76.6 64 20
80.9
70.2 26
Central University of Technology
46.4
42.3 41 75
64.6 25
Durban University of Technology
59.9
56.4 71
66.8
Mangosuthu University of Technology
18.6 18
120
43.3
35.6
Nelson Mandela Metropolitan University 73
69.4 77
96.1
91.3 76
North West University
62.4
71.1
-33
78.1
83.6
-61
Rhodes University
45.4 43 72
99.5
97.2
169
Tshwane University of Technology
38.9
29.3 12
66.2
51.3 14
University of Cape Town
77.2
76.4
382
94.3
89.7 78
University of Fort Hare
14.2
11.5 17
35.4
29.6
University of Johannesburg
55.8 46 19
83.8
75.3 35
University of KwaZulu-Natal
52.7
48.5
70.7
69.6
253
University of Limpopo
14.3
12.2 23 27
20.4
University of Pretoria
67.6 50
93.8
92.8
371
University of South Africa
56.5
36.9 8
56.6 11
University of Stellenbosch
92.9
91.5
261
103.9
101.9
204
University of the Free State
68.4
-156
110.9
90.5
University of Venda
25.3 40
34.9
32.3
University of Western Cape
81.6 80
200
74.1 92
University of Witwatersrand
49.2
44.8
79.7 82
University of Zululand
15.7
29.4
26.5 37
Vaal University of Technology
29.5
21.3 10
65.8
42.9 7
Walter Sisulu University
11.2
13.5
-23
18.9
16.5 28

13. Non-Compliance with Employment Equity
Soudien Commisson (2008) – “a common problem encountered in higher education is the lack of understanding on the part of academic and professional staff members of the importance of employment equity”.
Anti-Racism Network in Higher Education (ARNHE, 2008), - “employment equity planning at most institutions of higher learning has become a compliance exercise to appease government with no focused discussions, leadership and direction in the institution”.
Department of Higher Education and Training (2014), “the workforce profile of university staff indicates a majority of females mostly concentrated in the administrative support staff functions whilst males (mostly white males) are concentrated in the upper echelons of the managerial, instructional and research staff. Although white and black males are in minority within the higher education sector, they dominate the management occupational levels in senior and top management roles as well as the professional ranks overwhelmingly. White females still dominate the senior management roles within the sector.
Leathwood and Read (2009) highlight that the continuing absence of women from what are considered ‘traditionally masculine professions such as geology, political science, quantitative courses, hard sciences (chemistry and physics), and so forth, in higher education institutions further raises questions about the supposed gender parity within the sector.

14. Rejectionism & Denialism by Higher Education Managers
Universities SA (2015: 2 -3), dismisses the Govinder et al (2013) study as “reductionist, essentialist and one-dimensional”…….recommendations being founded in a “highly flawed and a much discredited assessment”.
Cloete (2014) “Govinder, et al (2013) “equated equity with transformation, and delinked equity from development and performance”………”fell into the trap of a prevailing South African condition of using transformation as a code word for race”.
Cloete (2014) “the formula used in the paper produced a result in which several of the most equitable institutions were those being run by a government-appointed administrator”.
Cloete (2014) “common South African form of accusatory politics”………“unintended consequence of the Equity Index of the Transformation Oversight Committee” is an “over-focus on equity for a privileged elite”.
Universities SA / Vice-Chancellors undermine advisory non-statutory status of Makgoba Oversight Committee but sang praises to Soudien Commission in 2008

15. Rejectionism & Denialism by Higher Education Managers
Dereliction of Duty by University Councils & Vice-Chancellors requiring Direct State Intevention
Unilateral disregard for national interest and imperatives by Vice-Chancellors and university Councils. (NWU R10m Fraud Case As an Example)
Conspiracy of silence to hide fraud at NWU involving former Vice-Chancellor, Dr Theuns Eloff, who unilaterally transferred and “donated” R10m to a trust without Council approval and proceeded to work for the beneficiary.
No charges Irrespective of criminal charges & internal forensic audit report by Gobodo; Beneficiaries of “donation” paid themselves R3.6m as “management fees”
NWU Council loyalists and apologists influenced a Council resolution on the 19th June 2015 to unethically and improperly retroactively “approve” the alleged crime.
Dr Eloff remains uncharged due to influence of Chairperson of Council Adv. Kruger’s relationship as ExCo member of FW De Klerk Foundation and Director of Centre for Constitutional Rights whilst Dr Eloff is Board Chairperson

16. Absence of Female South African Professorate
Data Source: Tom Moultrie (UCT, 2013) & DHET
Full Professors
2,174
Associate Professors
1,860
Total
4,034
Female Full Professors
534
Female Associate Professors
659
Male Professors
1,640
Male Associate Professors
1201
Total
2,174
Black Female Professors 43
Black Male Professors
260
Total
303

17. Privatization of University Reserves & Flouting of PFMA
Institutions of Higher learning which Were Able to Amass Large Reserves from Apartheid State Subsidies need to Declare these Reserves back to the State for Equal Distribution in the National Fiscus
Institution Name
Accumulated Earnings/ Reserves
University of Cape Town
Investments- R3.7bn
R6.1bn - Reserves
University of Johannesburg
R10m
University of Pretoria
Capitalisation Investments – R45bn (2009)
Reserves – R9.8bn
University of Stellenbosch
R7.9bn - Investments
University of the Free State
R3.3bn –Total Reserves
University of Witwatersrand
R1.7bn - Investments

18. Privatization of University Reserves: University of Pretoria
Placing a national public institution under the control of private sector interests & diverting funds from public coffers to private company subsidiaries whose operations, investments, accountability, Director appointments and remuneration are conducted without public oversight & accountability, contravenes the PFMA & creates opportunities for rampant covert corruption that continues with impunity.
Tuks Sport (Pty) Ltd (100% shareholding)
Enterprises at University of Pretoria (Pty) Ltd (100% shareholding)
Research Enterprises at University of Pretoria (Pty) Ltd (100% shareholding
Health Enterprises at University of Pretoria (Pty) Ltd (100% shareholding)
Enterprises at University of Pretoria Trust (100% shareholding)
Business Enterprises at University of Pretoria (Pty) Ltd (100% shareholding)
Continuing Education at University of Pretoria Trust (100%) shareholding)
InSiAva (Pty) Ltd (75% shareholding)
Vicva Investments (Pty) Ltd (75% shareholding)
BALSS (Pty) Ltd (50% shareholding)
Bookmark at UP (Pty) Ltd (30% shareholding)

19. Statutory Amendments Critical due to:-
Need for Accountability by University Council and Vice-Chancellors
Remove the Hidden Power of Universities SA
Remove the Passive / Active Resistance by Higher Education Managers
Enforcement of Compliance of the Institutional Founding Statutes with the Constitution of the Republic
Financial Accountability & Compliance with PFMA
PFMA external audits by Auditor-General as is the case with other public entities of the state
The national interests of the Republic of South Africa
The attainment of the Republic’s NDP Vision 2030 goals and objectives.
Uals

20. Email:- enquiries@hetn.org.za
Thank You -
Tel: (012)
Cell: