In answering this question, I have not had the opportunity to raise this matter formally with Higher Education South Africa, Hesa. It is my intention to consult with Hesa soon on this and other related matters. There are other initiatives currently in place, like the cohort studies, monitoring of graduation rates at institutions and introduction of foundation problems, which involved sector- wide consultations.
I consider it essential that I engage the higher education sector on the issues of poorly prepared learners and low completion rates. Government cannot deliver on its commitment to equity in the higher education system if large numbers of students from disadvantaged backgrounds fail their first year of studies and drop out of the higher education system. Commitment to equity involves more than just entry to higher education studies, it also involves ensuring success.
The department has two equity-driven funding mechanisms in place. These are the funding of foundation programmes and that of teaching development. The foundation programmes are sets of learning activities designed to improve the success rates of students from disadvantaged education backgrounds. Because these programmes involve the offering of additional teaching services to students, their curricula are normally extended by one year beyond the minimum time set for the corresponding regular programme.
The additional teaching services in an extended programme are organised into foundation courses, which prepare students for entry to regular mainstream courses. I would also like to say to hon Ntwanambi that there is also a very important initiative by the University of Fort Hare. where they have introduced what they call the grounding programme. The programme involves more than just assistance with the formal courses that the students are doing, but offer something like life skills on how to cope with life at university.
This is a very interesting initiative which we are looking at closely, possibly as a pilot that needs to be extended to all universities in order to improve the performance of students generally. We have had a funding cycle that is ending in 2009 in terms of allocations to foundation programmes. We are going to be renewing it from next year to 2012 as the next cycle. There are a total of 243 foundation programmes that have been submitted for my approval. I do provide further details there that I can leave for the hon member, in order for her to be able to get further information.
On teaching development funds, which are very important, the department also has such funds for development of teaching in regular programmes. These teaching development funds are variable amounts that depend on the operation of a mechanical formula. The average amount generated each year is about R350 million. However, I have asked the department to recommend a new teaching development policy so that we are able to make sure that we continue with these programmes.
Lastly, the policy proposals will include recommendations that the annual amount available for teaching development should be set initially at R400 million. This should increase at the same rate as the annual increase in the higher education budget. I thank you.
Chairperson, I am glad that we have the Minister of Higher Education in our House today. Mr Minister, I know very well that in principle you have agreed to establish a university in the Northern Cape. I would like you to tell this House how soon will this institution of higher learning be fully fledged? [Laughter.]
Order! Order, hon Mokgoro. [Laughter.] Is there a follow-up question? Because that was a separate question which is actually on the Question Paper, and the Minister will respond to that later on. There is a question related to that on the Question Paper. If you can just look at your Question Paper, you will see that.
Position regarding discussions with Higher Education South Africa about financial exclusions in higher education sector
23. Ms N D Ntwanambi (ANC) asked the Minister of Higher Education and Training:
(1) Whether he had discussions with Higher Education South Africa (HESA) about financial exclusions in the higher education sector; if so, what are the relevant details;
(2) whether his department and/or the sector has any plans to support financially needy learners that are unable to continue with their studies due to insufficient funds; if not, why not; if so, what plans;
(3) whether he will consider engaging the sector in respect of financial exclusions before the commencement of the 2010 term?