Cllr Catherine Dlamini, Executive Mayor, Mbombela Municipality Ms Regina Mhaule, MEC Basic Education
Honourable Majuba
Cllr Bright Mdakane, Acting Executive Mayor, Ehlanzeni District The hosts, Khumalo Royal Council
Ubukhosi obukhona
Mr Gwebs Qonde, DG – DHET
Mrs Moyane, Provincial DDG Education
Mr Pat Ngomane – Regional Secretary. ANC
Sanibonani
As the Department of Higher Education and Training (DHET) we thought it necessary to call this Imbizo in order to present a detailed plan and to share with the Community of Mpumalanga about the achievements attained since the establishment of DHET.
On 25 March 2010, in my budget vote speech for the year 2010/11, I (the Minister of Higher Education and Training) announced the establishment of two task teams to explore appropriate models for new universities in Mpumalanga and the Northern Cape. On 31 May 2011, I reiterated in my budget vote speech for the year 2011/12 that the task team’s work towards making recommendations for the establishment of new universities in Mpumalanga and the Northern Cape was continuing, and that the reports were due at the end of July 2011. The President in his State of the Nation address also announced that an amount of R300 million had been allocated over the MTEF (2011/12 – 2013/14) to support the establishment of the new universities.
The task team that was set up under the leadership of Professor Thandwa Mthembu (Vice Chancellor of Central University of Technology) who chaired the Mpumalanga task team on the establishment of the new University of Mpumalanga which we are launching tomorrow. Advice that has been provided by the Council on Higher Education (CHE) also provided on the matter. The task team under Prof Mthembu was requested to undertake and make recommendations with regard to:
- An appropriate higher education provisioning model for the province;
- The role, function and responsibility of the higher education institution operating in this province and its relationship to the NIHE;
- Consultations with stakeholders;
- Economic, social, legal and political trends and events that impact on the establishment of the post-school institution;
- Potential threats, opportunities, or changes for establishing a university; and
- Models including plans on governance and management structures, academic architecture, finance, infrastructure needs, staffing, and student support services, information technology requirements.
Economic development in the Mpumalanga Province is hampered by a critical shortage of high level skill shortages in critical economic sectors. The extent of current participation in and presence of higher education activities in this province indicates a need for the provision of post school opportunities including higher education in the province, especially in Mpumalanga where a viable university should, in the medium term, have an enrolment of at least 15 000 students.
The report of the Task Team recommended that a new university be established in Mpumalanga as a comprehensive university with a Programme Qualifications Mix (PQM) that will support the development of the range of skills shortages in the Province. A Comprehensive University seeks to encapsulate elements of both general universities as well as universities of technology. This institutional type would thus have some emphasis on discipline oriented studies but not to the same extent as general universities would have, and they would also emphasise career and technology oriented study but perhaps not quite as prevailingly as Universities of technology would do.
There is a strong presence of universities whose academic seat of learning resides in other provinces but offer academic programmes in this province. For instance, universities that are active in Mpumalanga are the Tshwane University of Technology and the Vaal University of Technology. The University of Pretoria has scaled down its involvement in the Mpumalanga Province in recent years. The footprint of South Africa’s dedicated distance education university, the University of South Africa (Unisa), is also felt in Mpumalanga. The current provisioning in the province is basically technology type and traditional general formative programmes through a distance mode. Certificates and diplomas are also offered through colleges as a higher education institutional type.
The initial focus of the new university will be on university of technology type career-focused programmes already offered in the province with a further broadening of niche areas, and on teacher education with emphasis on Foundation Phase (teachers). There will be an incremental introduction of other more general formative type programmes with specialisation areas in health, engineering and agriculture. A fully fledged higher education institution will be established over time and this will be done in phases. The proposed PQM will inform the academic plan which will, in turn, inform the development of the spatial master plans for the physical infrastructure, the costs of the initial establishment of the two universities, the University of Free Mpumalanga and the Sol Plaatjie University as well as the future cost of infrastructure development.
Serious considerations were taken into account before deciding on the seat of the University of Mpumalanga. Eventually, it was decided that Nelspruit, in the Mbombela Municipality was the best location for the new university. Public universities are established to address the issue of access and equity which are both objectives and primary motivators within a developing society. Establishing a university in a specific area has a direct impact on a region’s human capital formation, economic growth, development of knowledge economy and local development.
All of these are vital for the overall development of the Mpumalanga Province. The ‘symbiotic’ or mutually beneficial relationships that universities and other higher education institutions develop with industry and broader community depends on a number of economic and social factors. These include employment, procurement, research and innovation, university-industry linkages, and university-community linkages.
Given the above, Nelspruit was chosen as the seat of the new University of Mpumalanga due to its larger population, economic growth potential, its excellent economic and social infrastructure, its proximity to a variety of industries, its greater ability to attract high quality academic, administrative and support staff, and opportunities for student employment.
Mbombela Municipality is in many ways the gateway to the Lowveld with its extensive tourism and hospitality activities as well as being central to Mpumalanga's forestry, wood processing and paper initiatives with some really big industry conglomerates involved in these areas. A sufficiently large and established industrial base exists in the Province for industry and business to play a leading part in the establishment and support of such a university as well as for assisting in providing opportunities for work based learning and for industry oriented and applied research in which some of the research and laboratory facilities of 'big business' could even be utilised by the new university.
The establishment of the University of Mpumalanga provides an excellent opportunity for the development of a more cohesive and integrated platform for the provision of higher education and training in the Province. Such a platform would be indispensable in meeting the human development challenges posed by the Province's projected socio-economic development trajectory. The best way of establishing such a platform is to involve all the other education and training role players which are active in the Province in the further developments leading to the development of the University of Mpumalanga.
Regarding the relationship of this new University with the other education and training providers in the Province such as the Nursing College, the Agricultural College, the FET colleges and SETAs it is envisaged that there must and will be close co-operation between these institutions at the initial stages. But, after a few years, there might be more formal links and even incorporation because the quality of such colleges always improves whenever there are stronger links or attachment to a university.
To this effect programmes to be offered at the University of Mpumalanga will focus on Health Sciences, Agriculture, Engineering, Hospitality and Tourism, Teacher Education, Wildlife, Computer Science, Business Sciences and Multimedia.
The university should be completed after a physical and operational development period of 10 years. We have invested massively in university infrastructure since 2007, and are committed to a further R6 billion over the 2012 to 2014 Medium Term Expenditure Framework. The establishment of the University of Mpumalanga will require a further investment of approximately of R 7 billion over the next ten years.
Progress since 2009
As the Department of Higher Education and Training we have made strides in ensuring delivery of services at higher education.
University enrolment has almost doubled in size, increasing from 495 356 in 1994 (universities, technikons and teacher training colleges) to 953 375 in 2012 in public universities and universities of technology. As many as 1.4 million student-beneficiaries have received assistance in the form of National Student Financial Aid Scheme (NSFAS) loans and bursaries between 1991 and 2012. Enrolments have increased from 271 900 in 2000 to 657 690 in 2012 in Further Education and Training (FET) colleges. Bursaries to FET college students increased from R100 million in 2007 to R1.988 billion in 2013 targeting 222 817 students.
Annual enrolment at Public Adult Learning Centres (PALCs) has averaged below 300 000 annually between 1999 and 2012. Whereas Census 1996 recorded 19% of the population aged 20 years and older as having no education, this had dropped to 9% in the 2011 Census.
National Certificate Vocational NC (V) success rates have improved from a rate of 10% in 2009 for NC (V) level 2 to 43% in 2012. While opportunities for education and training have opened up, success to final graduation has predictably needed time to catch up. Success in artisanal training has also been a challenge. Between 2000 and 2006, 3 430 artisans successfully completed the trade test, while just 2 303 qualifications were recorded by INDLELA between 2005 and 2009 for the period of National Skills Development Strategy II. The recent push to increase these intermediate trade-related skills is paying off. Between 2007 and 2008 there were 6 030 artisans qualified and funded by the various SETAs. The figure has increased to 15 277 qualifications during 2012/13, showing a significant improvement.
By 2012, women made up 58% of all students enrolled in contact university programmes. Participation rates are still skewed in favour of White and Indian students. Only 14% of African and 14% of Coloured students are enrolled in HEIs, as opposed to 57% and 58% for White and Indian students respectively. Blacks and female students are under-represented in science, engineering and technology as well as in business and commerce programs. Postgraduate studies are dominated by White males. This has an impact in transforming the engineering fields and increasing representivity in these occupations.
2.5 Year Review (2009 – 2013)
- Further Education and Training student headcount enrolments increased by 90% from 345 566 in 2010 to 657 690 in 2012.
- Student headcount enrolments at universities increased by 14% from 837 779 in in 2010 to 953 375 in 2012.
- The establishment of the two new universities in Mpumalanga and the Northern Cape. Both universities will open their doors in 2014 in selected academic programmes, using existing buildings.
- Demerger of Medunsa Campus from University of Limpopo and establishment of a new university of health sciences.
- Building of 12 new Further Education and Training campuses and refurbishment of 2 campuses.
- Improved human resource and financial management in the FET college sector.
- NSFAS which is the primary tool to ensure access for poor students to post- school education has assisted 1.4 million students since 1991 with many NSFAS alumni now playing an important role in our economy and society.
- NSFAS student bursary funding at FET colleges has increased from R318 million in 2010 benefitting 61 703 students to R1.988 billion in 2013 targeting 222 817 students.
- NSFAS student bursary funding at Universities has increased from R2.2 billion in 2010 benefitting 148 387 students to R3.693 billion in 2013 targeting 210 000 students.
- Providing full cover of costs of study to NSFAS students in their final year at universities was implemented in 2011 with 57 667 students benefiting in the 2011 and 2012 academic years totalling R1.9 billion.
- Expansion and strengthening of teacher education for all education sub- sectors, including pre-schooling, schooling and post-schooling has resulted in an increase from just under 6 000 new teacher graduates in 2008 to 12 999 in 2012
3. Year Progress Report (2013 January to date)
Strengthening FET institutions to improve quality: The following supporting work has been done and is currently underway:
- To support on human resource management aspects, 20 Human Resource generalists have been appointed and deployed to FET colleges.
- South African Institute for Chartered Accountants (SAICA) have been deployed Chartered Accountants in all FET colleges with a view to strengthen financial management capacity.
- Strategic planning and operational planning workshops have been held in September 2013 towards capacitating colleges on planning.
- College Principals and Deputy Principals have transferred from the employ of Provincial Education Departments to DHET.
- A College Improvement Project in the Eastern Cape and Limpopo Province is being implemented.
- A policy conference with College student leadership and governance structures took place in 2013. Continuous student leadership capacity development initiatives are underway.
- A national FET college student leadership body, SAFETSA was launched on 11 - 13 October 2013 with a view to creating a coordinated student voice and leadership to lead the sector and represent student interests.
- Substantive actions are continuing to be implemented in FET colleges in pursuit of improved student performance.
New Universities: The new universities in Mpumalanga and the Northern Cape have both been established as juristic persons in terms of the Higher Education Act, 1997 (as amended), Sol Plaatje University in the Northern Cape and the University of Mpumalanga in Mpumalanga. Sol Plaatje University was formally launched on 19 September 2013 and the University of Mpumalanga will be launched on 31 October 2013 respectively.
Unbundling of MEDUNSA from the University of Limpopo: A Joint Technical Task Team between Departments of Higher Education and Training and Health has been established. Necessary consultations, the sequencing of legal processes, the development of the legal framework, document review, diagnostic analysis of current academic programs and designing a model of a new university have been completed. The Minister of Higher Education and Training is committed to establishing by the end of November 2013 a new health and allied sciences university and incorporating the MEDUNSA Campus.
The building of a medical school in Limpopo: A business plan has been produced by the Working Group. Request for site accreditation to offer the MBChB degree is at an advanced stage. A partnership with the Limpopo Provincial Department of Health has been established. The first intake of University of Limpopo medical students is planned for January 2015 with 50 students.
Re-opening of colleges: Work is being done to identify legal aspects and an appropriate model for the incorporation of Agricultural Colleges into DHET as a national competency. The first teacher education campus, under the auspices of the University of Johannesburg, was opened for the 2013 academic year. Three more campuses in three provinces, namely KwaZulu-Natal, Eastern Cape and Limpopo are currently being investigated for re-opening. Financial resources are required to support these developments before further progress can take place.
Extending the provision of fee free education to cover students in other years of study: An MTEF Bid has been drafted but could not be considered by National Treasury due to fiscal constraints.
The development of a new generation of academics: A conceptual framework has been developed outlining strategies on how to revitalise the academic profession in South Africa.
White Paper on Post-School Education and Training: The draft White Paper has been consulted with relevant government structures and will be submitted to Cabinet in November 2013 and published thereafter.
Student accommodation: Accommodation in the post school system is a priority. A draft Policy on Student Housing at Public Universities and Minimum Norms and Standards was gazetted on 11 April 2013 for public comment. The comments have been analysed and the final policy statement prepared for publication in the Government Gazette. It is expected that the final policy will be released in November 2013.
The Department has impressed upon the SETAs the importance of opening up offices in FET colleges to ensure their footprint in every province and guarantee accessibility of skills development opportunities to the rural poor, to date there are thirty (30) SETA offices within FET colleges across the country.
The National Skills Authority (NSA) in conjunction with the International Labour Organisation (ILO) hosted a Capacity Building Workshop on 27 - 28 August 2013, attended by various stakeholders including SADC (Botswana HRDC and Mozambique), ILO experts, SETAs, Provincial Skills Development Forums, SAQA, HRDC, NSA constituencies, etc.
On 10 and 11 October 2013, the Department in conjunction with the NSA held a very successful National Skills Conference for all social partners and role players.
Shifting public FET colleges from a Provincial to a National competence: Significant progress has been made on shifting the function of Further Education and Training colleges from a provincial to a national competence.
The FET Colleges Amendment Act 1 of 2013 was assented on 19 March 2013 which provides for the transfer of functions.
Strategic Infrastructure Projects (SIPs) Occupational Teams were launched on 6 August 2013.
In July 2013, the Generic National Artisan Learner Grant and Administration System was launched.
2013 was declared as “The Year of the Artisan”.
3.2 Infrastructure funding for higher education institutions has increased over the years:
In 2007, the former Department of Education (DoE) launched a programme of Infrastructure and Efficiency Funding, a partnering approach with institutions of higher learning. Through this programme government has injected significant funding into universities with the intention to stimulate additional contributions from industry and the private sector in general.
- For the period 2007/08 to 2009/10, government invested R3.6 billion into infrastructure development and has committed R3.2 billion for the period 2010/11 to 2011/12.
- Over the current 2012/13 to 2014/15 infrastructure cycle, an investment of R6 billion has been allocated towards infrastructure at universities. The R6 billion which has been allocated excludes block grants, student financial aid, and funding allocated towards the establishment of the two new universities in the Northern Cape, and the one we are launching here today in Mpumalanga.
- Given the large backlog in student accommodation and the appalling conditions under which students have to live at student residences across the country, a total of R1.690 billion of the R6 billion has been allocated for student accommodation, of which, historically disadvantaged universities will receive R1.442 billion and all other universities will collectively receive a total allocation of R247.3 million.
4. 2014 – 2015 Priorities
New Universities: The Sol Plaatje University and University of Mpumalalga are now legally established under the Higher Education Act of 1997 (as amended). The institutions will open their doors to a limited student enrolment in 2014. Construction of new infrastructure on the main campus has commenced at the Sol Plaatje University in August 2013, and refurbishment of existing buildings has commenced at both institutions in preparation for the 2014 academic year. Sol Plaatje University was successfully launched with a ceremony on 19 September 2013 and University of Mpumalanga will be launched on 31 October 2013.
Unbundling of MEDUNSA from the University of Limpopo and the building of a medical school in Limpopo: The Joint Technical Task Team will advise the Minister of Higher Education and Training on governance and management aspects of the incorporation of the MEDUNSA campus into the new university once established.
Extending the provision of fee free education: The department will consult with the various stakeholders, including the National Treasury, on the draft policy. It will also have to analyse the social and economic impact of the proposed policy.
Promoting research and development: The department is working on plans to realise closer alignment between the research funding strategies of DHET, Department of Science and Technology (DST) and the National Research Foundation (NRF).
Payment of skills levies by all government departments: The department is working on proposals for the amendment of the Skills Development Act (SDA) and Skills Development Levy Act (SDLA) in order to ensure that there is an adequate legal framework to enforce compliance by all departments.
Internship: The department will propose a central coordination of internships that will be monitored or controlled in all departments throughout all levels of government.
Student accommodation in the post-school system: This has been prioritised and funding will be sourced through the normal government processes, as well as through other funding agencies.
Transformation of Higher Education Institutions (HEIs): This continues to be a priority. Councils and governance structures of these institutions will be evaluated against transformation targets.
Quality Assurance in FET Colleges: The department will focus on Quality Assurance in FET colleges, especially as it relates to curricula and training. Bogus colleges will be acted against strongly and criminalised.
Historically Disadvantaged Institutions of Higher Learning and Training Institutions: Affirmative measures put in place to ensure that Historically Disadvantaged Higher Education Institutions are supported to develop sufficient quality infrastructure, and to improve staff qualifications and strengthen the academic endeavour, to ensure that poor students have access to quality higher education opportunities.
Community Service for Graduates: The department has been investigating the feasibility and options for the implementation of community service for all graduates. A task team is being established to undertake this work.
Review Adult Basic Education and Training (ABET): A Task Team on Community Education and Training Centres (CETC) to review adult basic education and training was established. The Department is also reviewing the current General Education and Training Certificate (GETC) in order to ensure that there is a clear general academic pathway for learners from NQF level 1 to NQF level 4. Nine (9) existing Adult Education Training Centres (AETCs) will be declared to become CETCs in the 2013/14 financial year.
Post graduate degrees: The National Research Foundation (NRF) and Department of Science and Technology (DST) provide for Masters and Doctoral degrees. Poor black and deserving students are often unable to afford to pay for an Honours and B.Tech qualification. In order to expand the pool of black academics it is important to extend funding to Honours and B.Tech students as these qualifications provide a bridge to Masters and Doctoral Degrees. It is thus proposed that the current NSFAS funding for postgraduate studies made available through DHET be awarded to only B.Tech and Honours students.
Repayment of loans after completion of studies: Those students who have completed their studies must pay back their loans so that other students can also be supported. The low loan recovery rate is a challenge to NSFAS and this area will further be addressed in the proposal on Fee Free University Education for the Poor in South Africa.
Community mobilisation: The department has implemented a comprehensive communications strategy that highlights its achievements since its establishment in 2009. This broader campaign includes the recently launched “Apply Now” campaign, which seeks to amongst others ensure that learners think about and apply to their preferred institutions of further education and training timeously. The strategy in altering the largely negative perceptions about FET colleges has resulted in a greater level of responsiveness to community requests for the Department to provide information and career guidance advice relating to the role of FET colleges in skills development. This includes working together with other government departments on its outreach and advocacy strategy.
5. 2014 – 2019 Proposed Priorities
A diverse but coherent post-school education and training system
- Provide a vision for the post-school education and training system
- Establish an appropriate mix of post-school education and training institutions and programmes
- Improve the quality assurance system to ensure institutional and programme quality, national and regional relevance as well as international mobility and recognition
Expanded access to post-school education and training institutions
- Expand the infrastructure of post-school education and training institutions
- Improve access to funding for students who fall above the NSFAS threshold but who have limited resources to obtain loans
Greater opportunities for workplace-based training and experience
- Ensure a dynamic interface between SETAs, workplaces and education and training institutions through, among others, the establishment of strong partnerships
Improved student success in post-school education and training institutions
- Establish, encourage and provide support measures to improve success in post- school education and training institutions
Strengthened governance and management of institutions
- Strengthen the governance and management of post-school education and training institutions
- Improve the administration of examinations undertaken in FET Colleges to reduce the time-lag between examinations and the provision of certificates to FET College students
An adequate number of qualified and competent lecturing/teaching staff in post-school education and training institutions
- Develop and support programmes that facilitate the generation, recruitment, development and retention of lecturing/teaching staff
- Establish interventions to facilitate the generation, recruitment, retention and development of FET College staff
A relevant and responsive curriculum is provided by post-school education and training institutions
- Provide a curriculum that adapts to rapid changes in technology, industry, globalisation and demographics
Improved information and knowledge about post-school education and training
- Provide comprehensive and appropriate career information and advice to parents and students
- Provide information and analysis to monitor the post-school education and training sector and enable skills planning
- Commission/undertake evaluation of key policies and programmes
Enhanced research and innovative capacity in the country
- Improve collaboration between HEIs, science councils, government entities, state-owned enterprises, the private sector and international partners to enhance research and innovative capacity in the country
These are some of the milestones by my department since taking office in 2009. As outlined, there are priorities that we hope to achieve for the period 2014-2019 and request all South Africans to work with us in achieving these objectives.
Ngiyabonga.
