1. 1 Sector Overview and Legacy Report of PC on Higher Education and Training By Mamphago Modiba 02 JULY 2014

2. PRESENTATION OUTLINE Introduction Legal Framework Sector overview Strategic objectives Achievements to date Key challenges 2013 Committee Recommendations 2

3. Introduction DHET was established when the former National Department of Education (DoE) was split into two by the Presidential Proclamation No. 48 of 2009. The Proclamation assigned legislation previously administered by the DoE and Labour, and required DHET to create a single and coherent post-school education and training system that is structured to meet the aspirations of youths and adults Its aim is to develop and support higher and vocational educational sector, and promote access to higher and vocational education and skills development opportunities. 3

4. DHET derives its mandate from: ◦The Constitution ◦The Higher Education Act ◦National Student Financial Aid Scheme Act ◦Further Education and Training Act as amended ◦National Qualifications Framework ◦Skills Development Act ◦Skills Development Levies Act 4 Legislative framework

5. The Committee processed the following bills in relation to its function of law making 5 Higher Education Laws Bill 24 of 2010, Skills Development Levies Amendment Bill 25 of 2010, and Higher Education and Training Laws Amendment Bill 26 of 2010 In 2011, Further Education and Training Colleges Amendment Bill 13 of 2011, Higher Education Laws Amendment Bill 14 of 201 and Skills Development Amendment Bill 15 of 2011

6. Sector Overview DHET 25 Universities (Comprehensive,, Traditional and Universities of Technology) Two National institutes for Higher Education in Mpumalanga and Northern Cape (NIHEs) 50 TVET Colleges Public Adult Learning Centres for Adult Education and Training 21 Sector Education and Training Authorities (SETAS), INDLELA National Student Financial Aid Scheme, Quality Council for Trades and Occupations, South African Qualifications Authority, Council for Higher Education, National Skills Fund and National Skills Authority 6

7. The strategic objectives 7 Improve access, success and quality Increase enrolments in science, engineering and health related programmes Increase enrolments of previously disadvantaged groups (Africans, Coloureds and women Increase the number of university graduates in particularly in scarce skills areas

8. Increase the number of skilled youth by expanding their access to education and training To improve linkages between the world of work and study To ensure that TVET curriculum is responsive to the demands of the labour market To ensure that academically deserving students access further and higher education through funding from NSFAS 8

9. 200620072008200920102011 African451,106476,76515,058595,963 640,442 Coloured48,53849,06951,64758,219 59,312 Indians54,85952,59652,40154,537 54,698 White184,667180,463178,140178,346 177,365 Total741,380761,090799,490892,943 938,200 9 Headcount enrolment Source: CHE 2011

10. Achievements to date 10 Student headcount enrolment in TVET sector increased by 90% from 345 566 in 2010 to 657 690 in 2012 Student headcount enrolment at universities increased by 14% from 837 779 in 2010 to 953 375 in 2012 56% of the total student population in universities is female. Two new universities open doors in 2014 though the enrolment numbers are still low The plans to establish a new university of health sciences for the opening in 2015 are underway.

11. challenges in the sector challenges in the sector Universities Growth in student numbers have not been matched by growth in funding. Universities have experienced decrease in funding in real terms. According to the review of the funding model for universities, government funds higher education 40% Inadequate funding for research Universities raising student fees to make for shortfall in government funding Poor governance, Maladministration and corruption in some universities 11

12. Four universities were placed under Administration (TUT, CUT, UniZulu and WSU) Shortage of student housing, teaching and learning facilities Student-lecturer ratio high in some universities Low production of PhD students owing to only 34% of academics with doctoral degrees There is still challenges regarding transformation in some universities e.g. male dominated senior management positions, white dominated etc. Low throughput rate 12

13. TVET Weak and strong colleges Poor governance, maladministration and corruption. In Eastern Cape 6 Colleges were place under administration (DHET 2013) Shortage of qualified lecturers High attrition of science and engineering lecturers owing to unattractive salaries Curriculum review Low certification rate, leakages of examination papers 13

14. Delay in the issuing of results which delays trimester and semester registration Student lose 2-3 weeks of instruction especially those in trimester courses. Slow progress with regard to migration of colleges’ employees from province to national and uncertainties Growth in student numbers not matched by funding Poor infrastructure and shortage of accommodation 14

15. National Student Financial Aid Scheme It was established as a loan and bursary scheme in order to address the rising student debt problem in higher education institutions (HEIs) and to give effect to the government's commitment to redressing the inequities of the past The funds managed by the Scheme had increased substantially, from R441 million in 1999 to R8,2 billion in 2013/14 financial year including administration costs and students support. The number of students supported rose from 29 176 in 1999 to 383 114 (194 504 at universities and 188 610 FET College students) in 2013. 15

16. 16 Key challenges many deserving returning and first year students are unable to register due to insufficient NSFAS funding. The demand for financial assistance far outstrips the available funds The 2010 NSFAS review NSFAS requires 3 x its current budget if students are to be funded at the FCS (Source: DHET 2014) Universities reported a shortfall of R2,6 billion on their 2013 allocation for the 2013 academic year for all qualifying NSFAS students. Funding shortfalls resulted in students protest at both TVET Colleges and several universities at the beginning of this academic year.

17. Acts of corruption by both students and financial aid officers were reported to the Committee during oversight trips. At one College Northlink NSFAS funding was used to pay personnel costs. The Department provided an additional R1 billion from the NSF of which R230 million is earmarked for historic debt from 2013 to assist NSFAS returning students Misalignment of academic year and financial year. Student receive NSFAS allocations late sometimes in the 2 nd semester. How do poor students survive during the fist three months of the year. 17

18. The Committee recommended that the Minister should submit a bid to the National Treasury for additional funding required for the following; ◦R500 million per year over MTEF to improve current operations, ◦R3.1 billion for Walter Sisulu University over the three years, ◦ R2.5 billion per year for NSFAS to address current funding shortfalls, 18 Committee Recommendations in 2013

19. ◦R800 million for the medical campus for the University of Limpopo, R500 million per year for the establishment of the new Health University Medunsa, ◦ R60 million for the Central Application Service, R380 million for the Curriculum review for the FET College sector, ◦R6 billion for the implementation of National Senior Certificate for Adults, ◦R30 million per year from 2015/16 for the on-going operationalisation of NAMB and ◦R12 million for SAQA to address the digitisation of pre-1992 learner and teacher records in order to speed up the verification process and prevent the use of fraudulent qualifications. 19