Ms Lungi Sisulu, the Chairperson
Ms Damane Hlalele, the Vice-Chairperson
Mr Joe Strydom, ARUP COO
Ms Sabi Mthwecu, Chairperson of the Trust
Trustees of the ARUP Education Trust
Members of the press
Invited Guests
Ladies and Gentleman
It gives me great pleasure to be a keynote speaker at the launch of the ARUP EDUCATION TRUST whose aim is, amongst others, to advance the education of historically disadvantaged individuals. Education influences every facet of our lives. What we are taught, how we use the knowledge and information, has a direct bearing on community life.
As you are aware, the Further Education and Training and the Higher Education sector are undergoing profound changes.
In line with the transformation agenda of our country, the Ministry of Education was split into two, on 1 April 2009: the Ministry of Basic Education and the Ministry of Higher Education and Training, with the latter focusing on skills development and other related functions transferred from the Department of Labour. The objective of the above split was to ensure accelerated transformation of the higher education/further education and training (HE/FET) landscape by providing a cocoordinated education, training and skills development strategy, with a special focus on scarce skills. The overarching strategy is to ensure that, out of school South Africans are exposed to centres of learning, acquire skills in line with our industrial strategy. The ultimate output is to create labour markets which are geared towards benefitting the masses as either workers, or entrepreneurs or owners of opportunities.
We, as the the Department and the Government are determined to remove blockages to scares skills supply. We are improving the skills production pipeline in intermediate and high level skills. We are also trying to improve access and articulation in a diverse system, such as, Universities, Further Education and Training Colleges, work place Skills Development and community skills development centres. We are creating a broader system of options at the disposal of our out of school youth.
However we are fully cognisance of the challenges which our students face post school. As we are all aware, from what we have witnessed with the 2010 matriculants, the number of students entering the post-secondary sector has increased dramatically. Universities have been inundated with additional students they have not planned for.
Although funding for education is a challenge world-wide, as the Department and the Government, we have enhanced our commitment to education as a priority by increasing our budget. The total allocation of NSFAS to both the HE and FET sector for the years 2011-12, 2012-13 and 2013-14 is + 3.9, 5.1 and 5.7 billion rands respectively.
We, rely on the private sector and organizations such as the ARUP EDUCATIONAL TRUST to provide the additional financial and social assistance. It is in the interest of each and every business to partner with government in the skills revolution agenda.
Despite best efforts, we continue to confront a shortage of skilled and semi-skilled workers in critical areas. 41% of our youth, between the ages of 18 and 24 are neither in employment, education institutions or workplace training as a result of limited access into post-school education and training opportunities, poor resources, the lack of financing and the restricted availability of jobs. We also have a large number of school dropouts.
We are addressing a complex problem and as a result our responses should be multifaceted. Two factors must be noted: Not all students are likely to pursue a university degree, immediately, and greater attention needs to be given to the HE/FET and work place skills development opportunities. We believe that our resolve, would inevitable give new meanings to the skills revolution in our society.
ARUP’s support to needy students for tertiary education in the field of Built Environment, Chemical Engineering, Commercial Law, and Public Management is well appreciated. It is in line with the Department’s mandate, which is to support the National Economic Growth path, by accelerating the attainment of scares skills. I note again with appreciation that 50% of the beneficiaries are women.
Any viable education system, must, if it aims to impact positively on society place at its centre the education of the girl child, from infancy to adulthood. Similarly, the boy child must be taught gender equality from infancy to adulthood. This is the only way we can engender relationships of mutual trust, dignity and respect in society. As Government, we expect our partners to also prioritize people from rural impoverished communities and the disabled who all, often, need extra support through needs specific enrichment programs.
Research shows that when the private sector invests in a child’s education, whether through indirect training or bursary support, success and satisfaction is greater, where the investment has a built in performance monitoring plan for the service provider.
The most impressive feature of the ARUP EDUCATION TRUST is its selection model. A model that is based on the realities of talented students who come from poverty stricken backgrounds, yet, they manage to excel academically. This is a developmental approach underpinned by values of quality, unity, compassion and integrity, embracing a fundamental concept, inherent in our culture, commonly known as, Ubuntu. The strategy of the Trust will go a long way towards ensuring that we create a critical mass which will help to increase a number of people who can secure decent jobs.
According to the World Bank, economic growth is central to achieving the Millennium Development Goals (MDGs) and a vigorous private sector is vital for strong, sustainable growth. What does this mean for us? To begin with, without interventions directly addressed at reducing South Africa’s historical inequalities, growth is unsustainable.
There are lessons to be learned from Developing countries like Malaysia, Brazil, China and India. The education systems of these countries seek not only investments, but, also social dialogue on the kind of education system required for the country. The usual challenge, is to ensure that it is differentiated and diverse, responding to the needs of society and the economy as well as to the global and national trends? In response to the history of inequalities in education in South Africa, we have to dialogue on the question of an inclusive and equal education system.
I have noted with appreciation that beneficiaries of the ARUP EDUCATION TRUST are required to remain in the country after graduating, thereby reducing the skills drain. This principle is a further positive mark on the part of the leadership of the Trust, as it clearly speaks to patriotism and being proudly South African.
In conclusion, on behalf of the Ministry, and Minister Nzimande, I wish the ARUP EDUCATION TRUST success. In growing the Trust, remember that our ultimate objective is to widen the learning space and to be seen to be opening the doors of learning to all. We see the private sector as a key player in creating a skilled, competent and efficient work force, ready to drive our economic growth path. We are determined to grow our labour markets underpinned by descent jobs. We see skills development as a weapon for dismantling poverty, bourgeoisies’ morality and inequalities in society. Our One Goal education for change is to promote social cohesion and dignity emanating from massive production and hope for future generations. For that we require as many private sector partners as possible.
I thank you.
For further information:
Mbali Masinga
Tel: 012 312 6339
Cell: 082 774 6642
E-mail: Masinga.m@dhet.gov.za
