Hon Chair, my hon Cabinet colleagues - I can see Minister Motshekga, umakhelwane, sibizana ngomakhelwane ngoba iminyango yethu yakhelene [my neighbour - we call each other neighbour because of the closeness of our departments] - the Deputy Minister of Higher Education and Training, the chairperson of the portfolio committee, hon members, distinguished guests, my mother, who turned 84 last Friday ... [Applause.] ... and all the family members here, my dear wife, ladies and gentlemen, hon dignitaries who have been invited here and comrades, exactly 100 years ago the Mines and Works Act, Act 12 of 1911, was passed by the Parliament of the Union of South Africa, establishing the colour bar in employment. It permitted the granting of certificates of competency for a number of skilled mining occupations to whites and coloureds only. Africans and Indians were prohibited from being recognised as skilled artisans in South Africa's mining industry.
In the decades that followed, these restrictions were extended throughout the economy and were made increasingly harsh, especially for Africans. It is thus fitting that we announce all the measures contained in this speech today, given that their primary goal is to expand opportunities, especially for the African youth, to enter technical and other skilled careers.
Our department's goals are firmly located within the overall objectives of prioritising job creation and within the framework of the New Growth Path, Industrial Policy Action Plan 2 and Human Resources Development Strategy.
Access to decent education and training is essential for the completion of the liberation struggle, whose foundation must be economic liberation. Education is the government's apex priority and now accounts for 19,4% of the total national budget for 2011-12.
Vote 17 has received R37,4 billion, of which R9,1 billion is a direct charge against the national revenue fund and goes to our Sector Education and Training Authorities and the National Skills Fund. Universities receive R19,4 billion for the 2011-12 financial year and R4,3 billion is allocated for further education and training, FET, colleges. An amount of R4,1 billion is for our public entities, of which R4 billion is allocated to the National Student Financial Aid Scheme, NSFAS. The remainder is shared by the South African Qualifications Authority, SAQA; the Council on Higher Education; the National Skills Authority; and the Quality Council for Trades and Occupations. This year NSFAS will disburse double what we disbursed last year in loans and bursaries, from R2,7 billion to R5,4 billion.
Since my last Budget Vote, I have organised three summits with stakeholders: one for higher education, one for FET colleges and one for skills in general. These were opportunities to consult with a wide range of stakeholders and map a way forward. All the summits adopted declarations on areas of agreement on major policy issues.
The overarching vision we are developing is that of an expanded, effective, coherent, integrated, differentiated, but highly articulated postschool system and responsive, comprising all the institutional types falling under our department - universities, colleges, adult education centres and the levy-grant institutions like the Sector Education and Training Authorities, Setas, as well as the various regulatory and advisory institutions.
We are developing ways in which the work and resources of these institutions can be brought together to benefit the entire system, with the strengths of each being harnessed for the mutual benefit of all. This vision will be elaborated on in a Green Paper that my department will be publishing soon for public comment.
Hon Chairperson, you must not allow hon Ellis to walk in while I am speaking. [Laughter.]
This vision is taking shape through the National Skills Development Strategy 3, NSDS 3, which we launched in January this year. The NSDS 3 is a strategy aimed at increasing access to training and skills development opportunities and to eliminate unfair discrimination in skills training. The NSDS 3 will make resources available for training programmes in institutions such as co-operatives, small enterprises, nongovernment organisations and trade unions.
The NSDS 3 sets clear goals to the Setas and National Skills Fund on how the levy-grant resources should be spent. Above all, it seeks to improve the quality and effectiveness of training and channel it increasingly to formal training institutions where workers and the unemployed can get full occupational qualifications. Too much of the levy money - estimated at over 80% - has been going to short courses, which provide little lasting benefit and thus only serve to reproduce cheap labour while purporting to develop skills.
Levy money must also be used - and this is non-negotiable - in building the capacity of formal public education institutions. We have invested heavily over the decades in these public education and training institutions. They now must be used by the Setas and the National Skills Fund, NSF, to provide quality occupational and professional training programmes for youth and adults.
Setas are very important and have an in-depth knowledge of the labour market in their sectors, and they must have contact with virtually all employers in the country. They are ideally placed to assist educational institutions to access workplace experience for students. However, this has not been happening. Literally thousands of students in universities of technology and FET colleges have not been able to qualify because they do not access workplace experience to complete their qualifications. Setas will now have to be at the forefront in overcoming these problems.
Our department has reconfigured the Seta landscape, reducing the Setas from 23 to 21. I have also introduced measures to strengthen the governance and management of the Setas to ensure that they become effective. This has led to resistance from some but we are not going to be derailed. We are determined to forge ahead, court cases or no court cases.
The vast majority of the Setas have publicly supported these transformative measures. We have had a very positive response from most stakeholders and would like to thank them for this. Most Setas are determined to turn their organisations into effective components of an integrated and successful postschool system. The measures we have taken are a giant step forward in the transformation of the South African skills development system.
My officials and I have had a number of engagements around skills development with employers in both the private sector and state-owned enterprises. I am pleased that indications are that both private companies and state-owned enterprises, SOEs, are willing to co-operate to expand opportunities for artisan, technician and professional training. Our efforts are already starting to pay off. During 2010, 23 517 apprentices were registered by the Setas, compared to 17 228 in 2009. Also in 2010, 11 778 apprentices were certified, partly because the number of learners who passed their trade tests has been increasing gradually over the past four years.
My apologies, I should have started by congratulating Orlando Pirates on winning the league last week. [Laughter.] I do not want to cause havoc in the ANC caucus. The win is a fact, so let us be generous and congratulate Orlando Pirates. [Interjections.]
Also in 2010, 11 778 apprentices were certified, partly because the number of learners who passed their trade tests has been gradually increasing over the past four years. This is an indication that the target of 10 000 artisans per annum is being met, even before the timeframes set in my performance agreement with the President.
The number of learners entering artisan training are expected to increase further over the next five years due to commitments made or expected from both business and the Setas. In 2010, learnership and other learning programmes registered by the Setas increased to 120 615, up from 109 351 in 2009. I am sure my colleague Minister Patel is pleased about these figures.
The period since my last Budget Vote has been one of intensive policy consultation and development. Hands-on support is being given to FET colleges in the areas of governance and management curriculum and qualifications examinations and assessment planning and funding and the establishment of partnerships and linkages with employers, the Setas and other stakeholders. Our aim is the substantial transformation and improvement of the capacity of colleges over the next few years to offer a range of courses for the production of mid-level skills for the economy. The college system will expand to take in substantially more students to achieve our goal of 1 million by 2014.
Over the 2011 Medium-Term Expenditure Framework, MTEF, period, R14,29 billion has been allocated as subsidies to FET colleges. This is the correct figure, bab'uMahlobo [Mr Mahlobo]. That is why we are looking at that. Of this, R1,42 billion has been earmarked to expand FET college student enrolment, especially to increase the number of artisans. Particular attention will be given to expanding access to students in rural areas.
The department also intends to utilise the National Skills Fund, NSF, to expand skills centres as campuses of FET colleges, prioritising areas where there is no post-school provisioning. We are also developing plans to better use existing post-school institutions and maximise their utilisation. For instance, we can no longer afford a university that functions from 08:00 to 13:00, but from 13:00 till 21:00 no activity takes place there. We need to use every available inch of space to expand access to postschool education and training.
I have appointed a task team to undertake a review of the National Certificate (Vocational) qualifications, the NCV. The review will ensure that these qualifications serve their intended purpose of delivering high- level conceptual knowledge linked to practical training, either as preparation for entry into the job market or for university entry.
I have reversed the decision made three years ago to phase out N programmes as a result of a strong demand from the colleges and employers. However, the N course curricula are in need of updating and we shall indeed do so. Colleges will work with the Setas and employers to provide and expand training tailored to the specific needs of particular industries or particular sectors of our economy.
I am pleased to announce that for 2011 the reach of the FET college bursaries has tripled: R1,2 billion is available to financially needy yet academically capable students. This means that 100% of eligible students from poor and working-class households enrolled in the NCV and N programmes will be totally exempted from college fees, for the first time covering more than 169 000 students. [Applause.]
In line with the intention I stated here last year, we have signed an agreement to bring about parity between the state-paid FET college lecturers and their counterparts in the schooling system and, in a similar agreement, for both college and state-paid support staff.
With regard to my commitment last year that we would look at legislative measures to make FET colleges and adult education an exclusive national function, I will be introducing a Further Education and Training Amendment Bill soon. Its purpose is to shift responsibility for FET colleges and adult education from provinces to our department as a national responsibility.
Furthermore, I expect the Minister of Justice and Constitutional Development to bring a Bill to the House this year, to amend Schedule 4 of the Constitution, making FET colleges and adult education an exclusive national competence. Hon Ellis, even the DA agrees with this constitutional amendment. [Laughter.] Amandla! [Power!]
I should also have started ... [Interjections.]
Hon Minister, will you take your seat, please? Hon member, what is your point?
Chairperson, may I please ask the hon Minister a question?
Hon Minister, are you prepared to take a question?
If I have some time left, I am more than willing to take a question, but not for now.
Mr Ellis, the hon Minister has indicated that he is not in a position to take a question now. Will you take your seat please? Take your seat, Mr Ellis! Thank you. Hon Minister, continue please.
For your behaviour, hon Ellis, I take this opportunity to congratulate the ANC on its overwhelming victory in the recent local government elections. [Laughter.] [Applause.] Quality access ... [Interjections.]
Hon Minister, take your seat please. Mr Ellis, what is your point of order?
Chairperson, it is not a point of order. I just want to hear whether the Minister is prepared to take another question? [Laughter.]
Hon Ellis, can we allow the debate to continue? The hon Minister has already indicated that if he has time left at the end of his speech, he will take a question then. [Interjections.] Take your seat, please. Please continue, hon Minister.
There are now two questions. [Laughter.]
Quality access and widening participation in adult education and training is one of my outputs in my performance agreement with the President. The large number of young people who are neither studying nor working - we estimate over three million in the 18-24-year age group alone - require us to expand educational opportunities for adults outside universities and FET colleges. In this process of radically expanding opportunities for adults, including young adults, we will look at various possibilities, including better utilisation of existing facilities. I have put together a team of experts to conceptualise a workable institutional model of community education and training centres that is distinct, unique and multipurpose, with appropriate systems, programmes, funding modalities, qualification frameworks, institutional arrangements and staffing.
As I undertook last year, my department has finished drafting a National Senior Certificate for Adults. This has now been approved by Umalusi, which will soon be gazetting the qualification for public comment.
On 5 April, together with the Minister of Basic Education, umakhelwane [my neighbour], we launched the Integrated Strategic Plan for Teacher Education and Development in South Africa for the period 2011-25. This is a plan that will ensure that we have enough teachers to serve the needs of our schools, that increasing numbers of high-achieving school leavers are attracted into the teaching profession and that teachers are provided with ongoing support to improve their education and skills.
Existing university-based teacher education will be strengthened and new, dedicated institutions and campuses will be established where needed. Where feasible, we will also involve those FET colleges that are engaged in the training of early childhood development practitioners. My department is currently also working on a plan for the education and development of lecturers for FET colleges and adult education and training practitioners.
In the period 2011-14, the Department of Higher Education and Training, DHET, will increase the number of universities offering foundation-phase teacher education programmes, specifically for the preparation of teachers who are able to teach in the African languages.
Regarding universities, I have appointed a ministerial committee for the review of the funding of universities, under the leadership of Mr Cyril Ramaphosa. This is in line with the intention I announced last year. This committee will review the current funding framework of universities and determine the university system's resource requirements over the next 5 to 10 years. I expect a report with recommendations by early next year.
The ministerial committee for the review of the provision of student housing, headed by Prof Ihron Rensburg of the University of Johannesburg, UJ, will submit a final report at the end of June 2011. For the period 2010- 11 to 2011-12, R686 million has been allocated from the infrastructure grant to the universities to build and refurbish student residences.
Most universities have made excellent progress so far with infrastructure projects for which the Ministry allocated R3,2 billion for the 2010-11 and 2011-12 financial years. Universities are investing an additional R2,2 billion from other sources, bringing the total investment to R5,5 billion over the two years.
For 2010-11 and 2011-12, approximately R803 million from the infrastructure allocation has been allocated to historically disadvantaged institutions, HDIs. We do intend to increase investment in infrastructure in HDIs over the next three years.
An amount of R421 million for 2011-12 has been allocated to 19 universities for teaching development grants to assist in improving graduate outputs. In addition, R174 million has been allocated to all universities for foundation programmes designed to improve the success rates of students from disadvantaged educational backgrounds. By way of example, over the period 2007 to 2009, almost 32 000 first-time students enrolled for foundation programmes. The success rate in these programmes has been above 70%. In seven universities it was above 80%.
My performance agreement with the President requires me to increase the production of graduates in science, engineering, medicine and other areas classified as scarce and critical skills. I recently had a meeting with the deans of the relevant faculties to discuss increasing graduate outputs and am currently receiving concrete proposals in this regard.
I must say that I share the concerns of many social scientists, despite the debates that the role and vigour of social sciences and humanities in our universities have declined. I have therefore commissioned Prof Ari Sitas and Dr Sarah Mosoetsa to lead an investigation and develop a charter on how to strengthen humanities and social sciences in South African universities. I am expecting a final report in about three months. Hon Ellis, we want to strengthen "progressive" human sciences, not "liberal" human sciences. [Laughter.]
I am particularly concerned about the glaring weakness at our universities in one area of the humanities, African languages. I held consultations ... [Interjections.]
Hon Minister, there is a point of order.
Hon Chair, it is not a point of order. I want to ask the hon Minister a question.
Hon Ellis, the Minister has indicated that at the end of his input into the debate, if he has time for questions, then you will be granted permission to do so.
There are three questions now.
Continue, hon Minister.
I am concerned about the glaring weakness in African languages at our universities. I had consultations with stakeholders and am now ready to establish an advisory panel on African languages. It will advise me on how to strengthen the teaching, research and development of African languages in universities.
Last year, I announced the establishment of two task teams to explore appropriate models for new universities in Mpumalanga and the Northern Cape. I expect full reports by the end of July, which will provide us with a way forward. I already have interim reports.
In November 2010, the Minister of Health and I established a two-person task team, consisting of Prof Makgoba and Dr Price, to review the impact on the training of health professionals of the merger which resulted in the establishment of the University of Limpopo. We have now received a report and house accepted its recommendation.
I have agreed with Minister Motsoaledi that we must undo this merger and re- establish Medunsa as a stand-alone medical university. We should also proceed to work towards the establishment of a fully fledged medical school in Polokwane, in line with the President's announcement of the establishment of an academic health complex in Polokwane. [Applause.]
We have agreed that a joint task team will be established shortly to look into all these matters. We therefore appeal to all stakeholders to fully co- operate with the process, which is going to take about 18 months in terms of undoing the merger, so that we are able to facilitate a smooth transition.
Regarding the National Student Financial Aid Scheme, NSFAS, an announcement was made by the President on 8 January and was elaborated on in his state of the nation address regarding further assistance for FET students and final-year university undergraduates who qualify for the NSFAS. I also wish to announce further changes on NSFAS, aimed at making higher education more affordable.
In the past, NSFAS charged interest on student loans throughout the period when the students were studying. This has resulted in students leaving university with large debts. In future, NSFAS will start charging interest on student loans only 12 months after a student has graduated or left university. [Applause.] This will apply to all the NSFAS loans to students registered on 1 April 2011 and moving forward.
An amount of R200 million has been provided to enable NSFAS to grant loans to students who have completed their studies but have not received their certificates or graduated, due to outstanding debt. This will enable an estimated 25 000 students to receive their certificates and enter the job market as graduates. [Applause.]
All students who met the requirements for graduation between the years 2000 and 2010 and who are eligible for the NSFAS loans can apply for this special funding through their student financial aid offices. In cases of scarce skills, consideration may be given to honours students for such assistance.
A further R50 million has been provided for postgraduate students who require financial assistance to complete their honours, masters and doctoral degrees. These students will enter into loan agreements with the NSFAS and the money they pay back will be earmarked to fund future postgraduate students.
Despite the progress we have made in assisting students through NSFAS, I am very concerned that there are many former university students who have been blacklisted with credit bureaus by our public universities. Blacklisting prevents these young people from getting the start in life for which they have studied so hard. We have asked NSFAS to remove from the credit bureaux all the students they have blacklisted. My acting director-general is engaging the universities to do the same, especially for students who were recipients of NSFAS loans.
We are not encouraging a culture of non-payment, but will be engaging the National Credit Regulator further on this matter. We will also be approaching the South African Revenue Service, Sars, to assist us to trace the NSFAS beneficiaries who are now working but not paying their loans.
In my 2010 budget speech, I referred to the importance of career guidance information. I am pleased to inform you that a National Qualifications Framework, NQF, and career advice service was launched in January this year under the auspices of the SA Qualifications Authority, SAQA. The project has a website and a career advice helpline. It is developing guidance materials and is also producing a weekly radio programme in partnership with the SA Broadcasting Corporation (Education), broadcasting on nine regional radio stations in nine languages and reaching 2,3 million South Africans every week.
Finally, I'd like to thank the Deputy Minister, the acting Director- General, Mr Gwebs Qonde, and his staff, as well as staff in my Ministry for all their hard work. I'd also like to express my appreciation to the President and my Cabinet colleagues, as well as to the portfolio committee for their support. I still have 43 seconds, if Mr Ellis would like to ask me a question.
Kodwa-ke esifuna ukukusho ukuthi kuyo yonke le nto esiyimemezela namhlanje nesiyenzayo, siyenzela into eyodwa. Ukuze izingane zakithi ikakhulukazi intsha, zingasweli amathuba okuthi zikwazi ukuqhuba imfundo yabo, nokuthi ithole ukuqeqeshwa ukuze sikwazi ukuphethula siphinde siqede le nto engiqale ngayo, into eyaqala ngowe-1911. ngiyabonga kakhulu Sihlalo. [Kuphele isikhati.] [Ihlombe.] (Translation of isiZulu paragraph follows.) [But what we are presenting and doing today, is for one reason only. We are doing it for our children, especially the youth, so that they do not lack the opportunities to further their education. And they will be trained so that we are able to get rid of the issue I referred to earlier, an issue that started in 1911. Thank you very much, Chairperson. [Time expired.] [Applause.]]
Madam Chair, are you saying that the hon Minister's time has expired and there is no time for questions?
Yes, hon member.
That is a very unfortunate situation. I am sure the hon Minister timed it exactly to prevent me from asking a question, but that's the way it goes.
Chairperson, the Ministers in attendance, colleagues and guests, today, 26 May, is the day on which the National Party won a general election in this country in 1948 in which we Africans, Indians and coloureds could not participate. If I am wrong, I will be corrected by the veterans in this Parliament. [Laughter.] Now, these organisations ...
The hon member is correct. [Laughter.] [Applause.]
I thought it may be ominous that our debate is on this day, particularly because it was also in this province, in 1905, where segregation in schools began through Cecil John Rhodes, a policy which Verwoerd continued when he became the Minister of Native Affairs in 1945. We are talking of a rich history of our people being disadvantaged, and we understand the challenges that MaMotshekga faces to undo that long and hard history of the political, economic, social and cultural subjugation of the people they found in this part of the land when they came here in 1652. But let us not go into history now. [Interjections.] [Laughter.]
The Minister is correct when he says that the ANC seeks to introduce free education for the poor, because there had been free education that was mandated for white people. It is very important to say so because the changes that we would like to introduce are causing a lot of pain to my friends on the other side. [Interjections.] We accept that it must be painful, of course, and that is why you are laughing because you enjoyed those freedoms. [Interjections.]
Traditionally black institutions had to serve predominantly African students who were the sons and daughters of the exploited and impoverished urban and rural poor, and these people never had the wherewithal to be able to pay for their education. Those people would be found at the universities of Fort Hare, Limpopo, Venda, Zululand and so on. We say we accept what the Minister says - that R19,4 billion will go to the universities.
Our message, as a committee, is that in the past 17 years of our democracy, we have not really cared to scrutinise whether our universities are indeed doing well in that area, because it is about transformation. The Auditor- General of South Africa says they are going to begin to facilitate auditing of universities and Further Education and Training, FET, colleges for the purpose of ensuring openness, transparency and accountability. We, as the committee, will take our responsibility to ensure that those funds are spent properly for those purposes.
Minister, this day is four days before the 10th anniversary of the report. We - together with the students - used to call it the South African Council for Educators, SACE, and Council on Higher Education, CHE, report. In this report there is a promise that we made to our people, and I think in the sweetness of the victory of our elections, you say that you are truly going to feel it.
We will wait for the report of Comrade Ramaphosa to ensure that the new funding formula for universities is able to cover the following issues: first, there is institutional access traps, because the university where Ruth was taught and became a professor is serving white people. Only a few people who are Africans are able to study there. I don't want to go into that history. I've got examples, but there is no time. I must cut to the chase now.
We need to look at the economic profile of the universities in the country. We need to look at the institutional formations of universities, such as the University of Stellenbosch and all of them. We need to look at the responsiveness of those institutions to our strategic imperatives as a state in terms of development. We need to address the question of redress and equity in that policy, and we'll know that next time we'll be smiling and they will be crying. [Laughter.]
In the process of preparing for this debate, I consulted a report by a certain Dr Badat, quite a distinguished scholar of our country. He says in the next nine years, a total of 32% of academics will actually be retiring. Now, 50% of the professoriate - they are mostly white - is currently facing retirement. [Interjections.] No, I can't differentiate. You classified people in the past, for instance.
Hon members, please listen to him!
It is on that basis, Minister, that we say this: As we phase in free education, we must also phase in a new generation of academics, particularly indigenous African academics. That is my point.
There are many issues that will be traversed, but perhaps, in closure, I must touch on a question that was put to me as I came to this debate. It was regarding the judgement by the Labour Court against the Minister on the Setas. Let me say this: I am a politician. The Minister and the Setas are battling it out in the courts, and the message that I understand is that he is far ahead of legislative transformation.
As Parliament we must ensure that the task of transforming the Setas is undertaken and we will do so here. I may not now comment on behalf of the committee because there is an appeal. Otherwise there is no sub judice, my dear, because sub judice is not self-acting. There must be a judicial hearing to judge the appeal. [Interjections.] [Laughter.]
Lastly, there are almost half a million young people out there who have degrees but are unemployed. To the Setas we say: If you want statistics, you must go to the universities and streets to get them. What we as Parliament are waiting for is for you to come and say, "In my sector, I went to all the universities and elsewhere, and we are going to incorporate them in our sector's plan."
Again, as Setas, you have the responsibility to approve a workplace skills plan. It must not be a ritualistic exercise. You must make sure that this industry plan in fact incorporates our people out there and there must be funds in those plans for doctorates, postdoctorate studies and so on, because our economy does not need the cheap labour of my friends on the other side through their companies. [Interjections.] [Laughter.]
Let me end by saying my speech continues through the team I have here, and our advice to those who are in court is this: They should be coming to you and me, saying: "We are jittery about the information we want to introduce, so please assure us." We will do so. That is very, very important. So, as a committee, we are not going to entertain debates about the courts. We will entertain legislation and we will ... [Interjections.] - no, it is coming, I know. I am finished now. [Interjections.]
On the merger process, we would like to say, as a committee, that we support your decision and we will give it a chance. We know that transformation cannot occur in a single flash. Our people will understand it as well. I see Prof Mokgalong in the corner there, who is also a member of Higher Education South Africa, Hesa. We are worried that you are not helping the process, either. [Interjections.] The Minister has given R200 million and we want Hesa to say, as a policy ...
Chairperson, on a point of order: Is the hon member allowed to debate with somebody who is not a member? [Interjections.] [Laughter.]
Hon member, he is not debating with the member on the floor. [Interjections.] Just give me a chance, please. He is just referring to somebody who is on the floor. [Interjections.]
Lastly, we would like universities to make sure that results of indigent students are released so that they can get jobs. You can take them to court if they do not pay when they have jobs. That is our view. [Applause.]
Madam Chair ...
I am sorry, the hon member's time has expired.
Madam Chair, no. On a point of order, and whether the hon member's time has expired or not: The point that the hon Koos van der Merwe raises is absolutely right. Quite frankly, unless you rule properly on this matter, debates in this House have the potential to degenerate into a nothingness over a very short period of time.
The hon member clearly did not have a speech. He clearly was just talking off the cuff from a few prepared notes. We are involved in debates of an important nature here ... [Interjections.]
Hon Ellis, is that a point of order? [Interjections.]
This is a point of order.
I am sorry?
This is a point of order.
It is not a point of order.
It is a point of order. We cannot allow this Parliament to degenerate ... [Interjections.] ... into the kind of discussion such as this hon member has now engaged us in, on matters not related to the Budget. Furthermore, you, Madam Chair, have got to rule on this particular matter, otherwise we are wasting our time here.
Hon Ellis, I do not think it is right for a member to dictate, saying this should not be done and that should, because what the hon member Malale was doing was not debating with the person he was talking about, as you are saying and as the hon Van der Merwe said - he said he was debating with him. He was just referring to a person who is here in the House; he was not debating with him. [Interjections.]
May I respond to that, Madam Chair? May I respond to that? The point is, Madam Chair, that we are involved here in a debate on Higher Education ...
On a point of order ...
... and the hon member stands up and talks ...
There is a point of order.
But I am on a point of order, Madam Chair.
On a point of order ...
He cannot stand up on a point of order when I am already on a point of order!
There is a point of order.
So, whose point of order is more important, mine or his?
Alright, let us hear what Mr Ellis has to say. [Laughter.] Okay.
The point is, Madam Chair, unless you rule and indicate that this debate is about Higher Education and that members should stick to the particular topic and debate the budget involved in Higher Education, we are wasting our time in this particular debate. [Interjections.]
Let us hear the other point of order, please.
Chairperson, you have made a ruling. We cannot allow the hon Ellis ... [Interjections.] ... to degenerate this debate. Can we proceed? Thank you.
On a point of order, Madam Chair: I would like to draw your attention to Rule 50 in terms of the point of irrelevance, and ask you to rule that this member was irrelevant in pointing out a member of the gallery. He should be addressing Members of Parliament and not members who are observing or attending the debate.
That was my point!
I think I have already said we cannot take any dictation from the members of the opposition. Just a minute. Please give me a chance. I have given you a chance to ask questions. It is my turn now. What I am trying to say is, can we please proceed? [Interjections.]
Madam Chair, I am sorry, on a point of order ... [Interjections.]
I am not taking any other point of order ...
No, no, no, Madam Chair, you have made a very important ...
... because I have ruled on the point of order, Mr Ellis.
Madam Chair, you are obliged to take this point of order. [Interjections.] You said that you cannot take points of order; you cannot take discussion from members of the opposition. Now, that shows an appalling lack of judgment!
Hon Ellis, hon Ellis ...
Why are you picking on the opposition?
Can we please continue? Can we, please? [Interjections.] [Laughter.] Please, can we please continue?
Madam Chair, I do not mean to pursue the point, but you deliberately said that you cannot take points of order from the opposition.
I did not say "points of order".
You cannot take arguments from the opposition.
"Dictation".
You cannot be dictated to. Thank you.
... in this House now.
You cannot be dictated to by the opposition. However, you are saying then, Madam Chair, that if an ANC member stands up and debates a particular point or makes a particular statement, you can take that. You cannot take it from the opposition. [Interjections.] [Laughter.] That is a bias we cannot accept, Madam Chair.
I asked if we could please proceed. [Interjections.] We are expecting hon Kloppers-Lourens on the floor. Thank you.
Thank you, Chair. On the day Minister Nzimande launched the third version of the National Skills Development Strategy in January this year, 2011, a journalist asked him what his views were on the UJ phenomenon. The journalist referred to thousands of prospective students who queued during that week to register at the University of Johannesburg and the many problems they encountered in doing so. Minister Nzimande's simplistic answer was: "It is a wonderful problem!" Wonderful that many more students than were expected wanted to enrol at this university. This phenomenon also occurred at various other universities. The Minister's answer was evasive and amounted to a contradiction in terms. It is absurd to describe this dilemma as "wonderful". The problems which the majority of these students fell victim to are the following.
Firstly, as a result of the unrealistic increase in the matric pass rate, approximately 17 000 more learners than in 2009 passed with university entrance. Thousands flocked to campuses for late registration, but were confronted with the harsh reality that our universities are bursting at the seams and that a pass with university entrance is not a guarantee for admission. Secondly, educationists are questioning the low passing requirements. A Grade 12 learner can get a matric pass by obtaining merely 30% in three subjects and 40% in another three. Lastly, universities are doubtful of the quality of the matric pass. Benchmark tests indicate that many first-year students need additional support.
This phenomenon of the queuing of hopeful students soon to be disillusioned is a huge problem. The Citizen concisely described this dilemma in a banner headline as a "Queue for Nix". The Minister described it as a "wonderful problem". The broader background of this problem is that President Zuma announced a target of 175 000 Grade 12 passes with university entrance for 2014, being approximately 50 000 more than last year's figure. Our universities are currently functioning at maximum capacity and their staff component is ageing. Should the tendency of the overcrowding of universities by a growing number of school leavers with doubtful abilities continue, it would inevitably result in the lowering of standards and the destabilisation of the university sector. How could anyone describe this alarming state of affairs as "a wonderful problem"?
When the majority of first-year applicants were turned down in January, due to limited space, certain unions accused universities of slamming the door on hopeful students by raising their admission criteria. These unions are, in fact, expecting universities to respond to the call of massification. Anyone who is truly concerned about the future of tertiary education in our country should be disturbed by the University of Johannesburg phenomenon.
However, Mr Nzimande did recently announce a 56% increase in the number of post-school learning opportunities for 2011.
Madam Chair, on a point of order: Could you please rule that the hon member sticks to the budget speech? Thank you. [Laughter.]
I am coming to the budget! [Laughter.]
Madam Chair, on a point of order: The hon member just admitted that she has not been speaking on the budget thus far ... [Inaudible.] [Laughter.]
He did not specify how many places were created, nor did he point out where the money would come from. The media speculated that it was announced for political propaganda purposes, with this year's elections in mind. Will these plans materialise? Is it acceptable that they seem to enjoy priority over the fact that certain universities encounter serious management problems; that only 5 of our 23 universities are performing well; that the current pass rate for first-year students is merely 40%; that 56% of students leave university after five years without a degree; that the crisis at the majority of Further Education and Training, FET, colleges has become a national disaster; and that the pass rate for learners who wrote the National Certificate (Vocational), NCV, exams was less than 10% over the past three years? Two of the key strategic policy priorities of the department in the current financial year are, one, to expand access to universities, especially for the poor, which includes the conversion of NSFAS loans into full non- repayable bursaries for qualifying final-year students; and, two, to expand access to FET colleges for students who qualify for NSFAS aid, by exempting them from paying fees.
When President Zuma announced these plans, he said that they would be phased in over the next few years, to include students in earlier years. He explained that it was part of a commitment to progressively introduce free tertiary education up to undergraduate level. Minister, the DA supports initiatives that focus on making tertiary institutions more accessible, especially for the poor. The DA supports section 29(1)(b) of the Constitution, which reads:
Everyone has the right to further education, which the state, through reasonable measures, must make available and accessible.
It is in accordance with the DA's policy of an open opportunity society for all, but section 29 does not stipulate that further education should be free. It is laudable that the President announced broader access, but is free access affordable? Government wants to put more students in institutions, but at the same time wants to take money out of the system. Does government plan to put more pressure on the overburdened taxpayer in this regard? Free education obviously requires a very sophisticated financial model. Government should explain exactly how free education will be funded.
What was the response to the announcement of free tertiary education? Student organisations criticised the notion that due to a lack of funds it would have to be introduced progressively and that no timeframes are being set. They also criticised Minister Nzimande for neglecting his duties as Minister and a communist leader. He had to walk out of a heated debate on free education when students jeered and heckled him at the Tshwane University of Technology.
Highly esteemed educationists responded with mixed feelings. The reaction of Prof Flip Smit, a former Vice Chancellor of the University of Pretoria, was that it was a riddle how government wanted to afford it. Prof Jonathan Jansen, Vice Chancellor of the University of the Free State, agreed that we should break the poverty cycle. He welcomed the announcement to lift the financial burden on students in their final year and expressed the hope that it was not merely an electioneering stunt.
Jansen recently wrote that the begging culture at our universities should be stopped. He referred to constant demands by students who regard a university as just another welfare organisation. He had raised his concerns that after graduation, students would become prisoners of a destructive culture which allowed them to believe that the world owed them everything.
Mondli Makhanya, a respected columnist, recently quoted Deputy President Motlanthe who, during an interview, said:
Nothing is free. It is paid from revenue collected from those who pay taxes. People want this and that for free. Where have you ever heard of such a thing?
Makhanya further wrote:
Worship of free stuff is damaging to our resolve to be a great nation. Great nations are made of people who work hard, are innovative and do not expect the state to be their mommy and nanny.
The acting director-general, Mr Gwebs Qonde, was recently quoted in the media referring to the commitment to reach free education for all, as is envisaged by the Freedom Charter. It needs to be underlined that the Freedom Charter makes a distinction between free education for all children on the one hand, and higher education and technical training on the other hand. The Freedom Charter clearly does not promise free tertiary education. Do self-respecting students insist on free education at the expense of the taxpayer?
A member of the DA Youth wrote the following when I asked her what her views on free tertiary education were:
I am very grateful to National Student Financial Aid Scheme, NSFAS, for the assistance they gave me to complete my degree. I am, however, also proud of the fact that I paid the 60% of my fees not covered by NSFAS on my own. I have a real sense of pride and accomplishment that I did this without relying on anyone else. It made me value and respect my education so much more than I would have if it was just handed to me on a platter.
Minister, the position of the DA is clear. It stands for quality education. It underwrites the principle that no deserving students should be denied access to tertiary education through lack of funds. Therefore, it supports initiatives that focus on making tertiary education more accessible, especially for the poor.
It believes that students should be expected to make personal contributions; that loan repayments should be enforced; that state bursaries could be linked to community service; and that a tax rebate system could provide interesting opportunities for students who are lacking funding for further studies. I thank you. [Applause.]
Thank you Madam Chairperson I just want to give some advice to the hon Snell here on my left. Napoleon Bonaparte once said: "Never interrupt your enemy when he is making a mistake." [Laughter.]
Madam Chairperson, I am not a member of this committee and I apologise on behalf of Ms Nolitha Vukuza-Linda, a Member of Parliament, who cannot be here. I am a member of the Finance committee and my approach to this debate will come from that angle.
The International Development Community has begun to recognise the importance and link of higher education to economic growth. The problem is that this recognition is small in comparison with the recognition on other levels. We are all aware of the private benefits for individuals. It includes better employment, higher salaries and a greater ability to save and invest. Public benefits are less widely recognised, which explains many governments neglect of tertiary schooling as a vehicle for public investments. Higher earnings for well-educated individuals raise tax revenues and ease the demand on state finances.
In a knowledge economy, tertiary education can help economies to keep up or catch up. Higher education graduates are more likely to develop new tools and skills themselves and, with greater confidence and know-how gained, may generate positive effects on job creation.
So, Minister, take care of your good universities. Help those who want to do better, but do not pull down those that are achievers for whatever reason. We need them to remain world-class institutions. President John Kennedy once remarked, and I quote:
Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource.
Minister, the growth of the economy and the destiny of this country will be shaped by the opportunities for education. No education system anywhere in the world is better than its teachers and it is the government's role to make sure of this. Continued neglect of this will carry a high price. Gordon Brown, in his new document prepared for the G7 Summit later this week called "Education for all" puts it bluntly, and I quote:
Today's extreme inequalities in education are tomorrow's inequalities in opportunities for economic growth, trade, investment and employment.
Money does not always guarantee success, but chronic and sustained underfinancing and mismanagement of allocated funds is a guaranteed route to failure. If we want success for universities, we must make sure that our basic education platforms function well. There are concerns, but we must all acknowledge that getting into school is just a first step on what should be a journey into the joy and discovery of learning, towards life- long learning and good universities.
The Education for All Status Report is bold about the role of education in economic growth, and I quote:
Evidence confirms that education is a strategic investment in economic growth and job creation, with social reforms that outweigh private returns. Increasingly, education is the fuel driving the knowledge-based global economies.
In 1975, South Africa had 33 000 registered artisans, today only 3 500 are left - that is 90% less than 20 years ago. Our decline in this sector creates a huge challenge to reinvent our FET colleges. If we fail this, we fail job growth in South Africa. I hope that today, with the announcement by the hon Minister, there will be some changes.
We all know that growth is the only effective and lasting antidote to mass poverty. The investment in human capital is as important as the investment in physical capital. Every country that had sustained high growth for a long period has put substantial effort into training its citizens.
The precise weight of human capital and good universities and FET colleges in economic growth is now clear. As the Harvard economist Claudia Goldin has shown in her research, America pulled ahead of Europe in education before it pulled ahead in economic growth.
If we are successful in running good universities and FET colleges, have disciplined students who grab the opportunities, denied to so many others, we will reap the fruits to increase long-run economic growth - and therefore rising incomes - and the magic of compound growth, so lifting people out of poverty.
So, hon Minister, this government will see the benefits of supporting well- functioning institutions of higher education. Therefore, we support Gordon Brown when he says:
The real question is not so much whether countries can afford these investments. It is whether they can afford not to make them. Cope supports this Budget. [Applause.]
Chairperson, it is a pleasure to follow my hon colleague Koornhof. I think you will agree with me that he made an excellent speech.
HON MEMBERS: Hear, hear!
I want to refer to what the Minister said at the outset. Do you want to ask a question, Mike?
[Inaudible.] [Laughter.]
The hon Minister said his mother is here. We also welcome his mother, and we want to congratulate her on such a wonderful son. He has achieved a lot, but he has only one big problem: He is a communist. [Laughter.]
I want to refer to the attempt of a speech by Mr Malale. [Interjections.] At one stage he said, "I should stop talking about history", but by then he had already made a big fool of himself. [Laughter.] An honourable fool. [Laughter.] He said Cecil John Rhodes was a Minister in 1905. However, Cecil John Rhodes had been dead for two years by then. [Laughter.] Maybe it was Rhodes's ghost he was referring to. [Laughter.]
My colleague Mr Alfred Mpontshane is a member of this committee and I am standing in for him. As I said in earlier debates, he phoned me just before we came here and said that they were canvassing for the next election and it looks excellent. [Laughter.] In fact, he says the people are predicting that in 2014 the IFP will be in government. [Laughter.] But now, the bad news for the hon Minister is that we will not take him up in our Cabinet unless he resigns as a communist. [Laughter.]
South African higher education today faces many unprecedented challenges, which have been with us since 1994. Despite ever-increasing funding, innovation and government participation, our academic institutions continue to face critical problems and obstacles in providing the education, research and service that would translate into desirable levels of skills development and future employment.
There is a consensus, and we really share that, that if South Africa is to succeed economically, culturally and politically, it must develop and maintain strong academic institutions. As a result, demand for access to higher education is growing, straining the resources of higher-education institutions. The biggest crisis facing our higher-education system remains financial limitations.
According to Professor Sipho Pityana, a key intervention that could fix the problems we face could come through considering the establishment of a higher-education admission central clearing house, as in other countries, so that criteria are uniform. The IFP supports this view. It would enable the state to determine which students have academic potential and therefore qualify for financial support. Such a clearing house should be given the resources to provide career advice and other related infrastructure to help students make informed choices about their course of study.
We also need to look at how tertiary education is structured. The preparation of students for higher education starts at senior-school level, but one cannot overlook the capacity constraints, particularly in ill- resourced black schools, that unfortunately result in poorly prepared pupils, but ones with tremendous potential. This clearly points to a need to introduce a four-year degree programme. Some institutions already have that.
The IFP believes passionately that what is needed is a strong, vibrant and thriving economy that starts with the revival of excellence in higher education, training and skills development, both in the formal and informal sectors, for our democracy to flourish and our social transformation to succeed.
Education represents a way out of poverty. Education turns dreams into reality, namely a higher-education system that works tirelessly to ensure that South Africa's young talent emerges. In this case our institutions of higher learning, the Department of Higher Education and the Minister, although he is a communist, must lead the way. The IFP supports this budget. [Time expired.] [Applause.]
Chairperson, hon Minister, Deputy Minister, ladies and gentlemen, protocol is observed. Allow me to start by saying that our approach to education derives its inspiration from the Freedom Charter. The Charter says, and I quote:
The aim of education shall be to teach the youth to love their people and their culture, to honour human brotherhood, liberty and peace; education shall be free, compulsory, universal and equal to all children; higher education and technical training shall be opened to all by means of state allowances and scholarships awarded on the basis of merit.
The ANC sought a review of government's plan to fund education, with due regard to the provision of educational resources for the poor and by analysing factors contributing to the growing cost of education. The introduction of no-fee schools has contributed significantly to access. The government, led by the ANC, can celebrate that more than five million learners are the beneficiaries of attending no-fee schools. This constitutes approximately 40% of the total number of schools and represents huge strides in creating a caring society and fulfilling the right to free basic education.
The focus must continue to be on improving on the provision of resources to schools to redress inequalities and enhance the quality of education among the masses of our people. To increase the number of no-fee schools in terms of the January 8 Statement, consider measures to support schools that have good results but a low-fee income. Introduce policy or legislation to deal with more equitable allocation of resources. An investigation should be undertaken by the Ministry in respect of retention of learners in the Further Education and Training band and the alternative career paths chosen by learners after the compulsory period of learning. Universities providing access and quality outcomes in engineering and other identified important relevant fields must be additionally resourced.
In 2011 the Sector Education and Training Authorities, Setas, entered a new phase. During the new phase, the Department of Higher Education and Training made some fundamental changes to the leadership, governance and strategy of the Setas, in order to meet the objectives of the National Skills Development Strategy 3, NSDS 3, and to improve their functioning and performance.
Our intention is to set up a comprehensive performance monitoring, evaluation and support system for all our education, training and skills development institutions, with a particular focus on the Setas and Further Education and Training, FET, colleges. The real value added by the Setas is their understanding of labour-market issues in their respective industrial and economic sectors.
The Setas must ensure that they are backed by employers and workers, and are acknowledged as a credible and authoritative voice on skills. They must create interventions and shape solutions that address skills needs within their sectors. The Setas must become recognised experts in relation to skills demand within their sectors.
Central to the objectives of the NSDS 3 is the improved placement of both students and graduates, especially from the FET colleges and universities of technology. In addition, the NSDS will place particular emphasis on skills development to support government's goal for rural development. Significant work was done during the period of NSDS 1 and NSDS 2. Many important building blocks were put in place. However, the economy remains constrained by a severe lack of skills, and the skills development system as a whole has not yet achieved what was expected.
Therefore this strategy draws on lessons learned from NSDS 1 and 2 and is aimed at ensuring improved access to quality learning programmes, increased relevance of skills development interventions and building strong partnerships between stakeholders and social partners.
The National Skills Development Strategy 3 responds to the following pressing challenges that are impacting on the ability of our economy to expand and provide increased employment opportunities: Firstly, the inadequate skills level and poor work readiness of many young people leaving formal secondary and tertiary education and entering the labour market for the first time is compounded by inadequate linkages between institutional and workplace learning, thus reducing the employability and work readiness of the successful graduates from FET and HET institutions, not to mention the many who enter the world of work without a formal qualification.
Secondly, there is the desperate plight of so many long-term unemployed who lack basic numeracy and literacy skills, do not possess entry-level skills, and do not have the work experience and work-based training needed to enable them to seek and obtain work. Thirdly, there is the continuing skills shortage in the artisanal, technical and professional fields that are fundamental to the development and growth of our economy.
There is an overemphasis on National Qualifications Framework, NQF, level 1 to 3 learnerships, with insufficient progression towards more appropriate skills required for growth in a knowledge economy. There is a need for much more substantial programmes that improve qualifications, support career- pathing, enable greater flexibility and mobility, and increase productivity.
There is a failure by businesses in many sectors of the economy to equip their workforce to adapt to change as the economy becomes more knowledge- based. When structural change occurs, too often the outcome is retrenchment rather than the retraining and redeployment of working people.
There are systematic blockages such as a lack of synergy between the various postschool subsystems like universities, FET colleges and Setas; a lack of clarity in relation to the role expected of the various parts of the skills development system; and inefficiency and a wasteful silo mentality which prevents the partnerships and alignments needed to improve effectiveness. [Inaudible.]
The absence of coherent strategies within the economic and industrial sector is compounded by the lack of systematic skills development to support and sustain growth and development. The urban bias of our economic development, and therefore the urban bias in our skills development initiatives, results in skills for rural development being neglected.
The intention of NSDS 3 is to make sure that the energy and resources of education and training stakeholders are focused on ensuring that these challenges are addressed and that measurable impact is achieved over the coming five-year period.
A particular focus of NSDS 3 is artisans. To facilitate the realisation of the aforementioned objectives with regard to the development of artisans, the Department of Higher Education and Training has established the National Artisan Moderating Body, NAMB, whose main statutory functions include: setting standards for quality artisan training; monitoring the performance of and moderating accredited artisan trade test centres; developing, maintaining and applying a national databank of instruments for assessment and moderation of artisan trade tests; and developing and maintaining a national database of registered artisan trade assessors and moderators.
In November 2009, through a proclamation, the President shifted the skills development function from the Department of Labour to the Department of Higher Education and Training, to further operationalise the creation of an integrated education and training system. It could not be a transfer to a new department and a continuation of business as usual ... The ANC supports the Budget Vote. [Time expired.] [Applause.]
Chairperson; hon Minister of Higher Education and Training, Dr Blade Nzimande, kanye nomdeni phakathi kwethu [the family, who is with us] ... the chairperson of the portfolio committee hon members, private and public sector partners, distinguished guests, and ladies and gentlemen, good afternoon. It's an honour and privilege for me to deliver my maiden speech as the Deputy Minister of Higher Education and Training. To you, hon Minister, I am humbled by the foundation you have laid in establishing this new Ministry. Sir, you have shown extraordinary leadership and commitment in setting a clear vision for post-school education and training.
You have certainly lived up to the expectations of our President, Mr J G Zuma. When establishing the Ministry and department in 2009, the President emphasised the following:
We have to ensure that training and skills development initiatives in the country respond to the requirements of the economy.
He further said:
We will improve the access to higher education of children from poor families and ensure a sustainable funding structure for universities.
As other hon members have done, I want to reflect briefly on our Constitution. It is appropriate for me to remind you of the oath we took in Parliament in 2009, to uphold the Constitution of the Republic of South Africa. It is proper to reflect on the enshrined values that are relevant to this Budget Vote. Our vigilance should aim at ensuring that we widen access to education as a right.
The preamble to the Constitution compels us to recognise the injustices of our past and be united in our diversity. Clearly, as we can see in the House, sometimes we forget where we come from. We forget how much work we had put into our policies to ensure that we bring about social cohesion and social justice in society.
This preamble promised all South Africans a better life, hence our icon Archbishop Desmond Tutu called us a "rainbow nation". In this context, education and training becomes the means of restoring our people's dignity and the realisation of their right to economic participation.
Hon members, as we are all aware, our challenges in skills development, education and training are deep rooted and have a long history. I think we have to state that time and again. Education was used as a tool of the apartheid machinery, together with influx control, pass laws, the Group Areas Act and job reservation laws. Mr Verwoerd, the architect of the Bantu Education Act, a fellow psychologist, anchored the thrust of the legislation thus: There is no place for [the Bantu] in the European community above the level of certain forms of labour. It is to no avail for him to receive training which has as its aim absorption in the European community. What is the use of teaching the Bantu child mathematics when it ...
He doesn't even say "he" or "she"!-
... cannot use it in practice?
He went on to say education must train people in accordance with their opportunities in life, according to the sphere in which they live.
I think it is appropriate to refer to the premise upon which the kind of education which has led us to the position we are in today was built, because if we do not have a deeper understanding of the systematic manner in which the destruction of the education system was socially constructed, our policy response would be half-hearted and full of contradictions. Fifty years down the line, the legacy of colonialism and all the other apartheid architecture are still with us.
The question today is whether we have achieved a single, unified, diversified education and training system where all people, young or old, rural or urban, male or female, able-bodied or disabled, healthy or sick, black or white, rich or poor, enjoy equal opportunities. I think it will be the truth if I say, certainly not.
In evaluating progress made so far, we need to be able to account accurately in terms of access, enrichment programmes and outputs for government's special target groups in all our institutions. The determinants are the usual culprits: race, class, gender, geographical location, disability and, of course, HIV/Aids. My premise is that we have not yet moved fast enough, quick enough and wide enough in increasing access for all. I suppose most hon members have testified to that.
We will use this budget to quantify the costs and implement measures to eradicate these social ills, as articulated in the Minister's speech. All of us, including our partners and stakeholders in the education and training system, have a certain degree of institutional autonomy, but we also have a duty and obligation to ensure that government policies and legislation aimed at the promotion of social cohesion are taken seriously.
If resources are a constraint, then we are prepared to make them available and if systems are a constraint, then we as government are prepared to put systems in place. We would also tackle resistance to transformation decisively. I know, hon Minister, that today you are in court, in the dock, but I still think that those who are supposed to be in the dock are making a noise outside.
I just want to refer briefly to the Soudien Report. The Soudien Report is an important framework from which, through policy, we will be addressing the plight of those who are still struggling with access. The Soudien Report is well known. It was commissioned by the former Minister, hon Naledi Pandor, and accepted by our Minister at a summit that he held. The Soudien Report concludes:
It is clear from this overall assessment of the state of transformation in higher education that the experience of feeling discriminated against, in racial and gender terms in particular, is endemic within institutions.
Minister Nzimande made the report a subject of vigorous discussion and debate within the sector through the Higher Education Summit. Preparations for a follow-up seminar on the recommendations of the Soudien Report and the subsequent summit are under way. The seminar has been scheduled for July this year and it intends to identify the driving forces of inequity. Out of the planned seminar, we should agree to measurable process and outcome indicators to deal with those inequalities requiring focused attention and immediate action. Our mandate is to normalise all our educational structures.
Transformation cannot take place without a cost. In this regard, the strategic plan of our department deals with administrative actions required for inclusion and equity. We welcome the launch of the National Skills Development Strategy 3, NSDS 3 - the hon member Magazi just debated it now. We have great expectations for this strategy because it deals deliberatively with challenges related to race, class, gender, geography, age, disability and the HIV/Aids pandemic that our system must address through its institutions, the Sector Education and Training Authorities, Setas, and the National Skills Fund.
The National Skills Fund is a catalytic fund that will enable government to drive key skills strategies as well as meet the training needs of the unemployed, nonlevy-paying entities, co-operatives, nongovernmental organisations, NGOs, community structures and vulnerable groups. As such, it promotes strategic partnerships and innovation in project delivery.
We acknowledge that technology in education is increasingly occupying a dominant space in the 21st century. E-learning has the potential to fast- track open and distance education and training, which will enable access for vulnerable groups, including the disabled and learners from rural communities. We should eventually aim to provide free learning material to the public to promote lifelong learning using ICT.
I want to share with you my experiences during a visit to the University of Venda early this year and my recent visit to the Council for the Blind on Monday, 23 May 2011. These experiences were an eye-opener on how ICT can be utilised to provide quality education and training to the disabled.
I am grateful to my colleague Deputy Minister Henrietta Bogopane-Zulu for her uncompromising approach in demanding access to education for disabled learners. In our NSDS 3, we make a firm commitment to enhance our efforts to significantly open up opportunities for skills training for people experiencing barriers to employment caused by various forms of physical and intellectual disability.
On the question of women empowerment, we have made great strides in terms of demanding 50/50 representation, especially in the major NGO in this country, the ANC. Women still face many challenges. We cannot ignore patriarchy-related challenges. Women within certain fields of study, such as mathematics and science and technology, still have to deal with many barriers, cultural stereotypes and attitudes.
As the department, we will support research projects and do analysis of the status of women in the postschool system so as to establish the level of skills development as well as their participation and contribution to the economy. We also support, and will continue to support, innovative projects like Techno Girls, which is an important project aimed at exposing vulnerable young girls to technology-related fields.
On the question of collaboration, first in line is our relationship with the Department of Basic Education. Notwithstanding the splitting of Higher Education and Training and Basic Education into separate Ministries and departments, more than ever it is necessary for our success to ensure alignment and closer collaboration.
The Deputy Minister of Basic Education and I lead an interdepartmental liaison committee to deal with, among others, collaboration on the Funza Lushaka Teacher Bursary Scheme, the evaluation of teaching qualifications, teacher development matters, Kha ri Gude and many others. Our commitment to teacher training, career guidance and the improvement of the quality of basic education will be intensified. This collaboration is important, as it ensures continuity and alignment on educational matters.
Under the leadership of the Minister, we have made advances in terms of forming a national structure which will promote career guidance in our schools. There will be a conference - an official conference - by the Minister in July, which will take further the question of career guidance, especially to expose vulnerable groups.
We also collaborate with the Department of Health, the SA National Aids Council, Sanac, the First Things First campaign and other HIV/Aids-related projects. We have secured R21 million for the current Medium-Term Expenditure Framework, MTEF, from the National Treasury to sustain HIV and Aids programmes.
We welcome the announcement by the Minister on the undoing of the previous merger of Medunsa with the University of Limpopo. We also welcome the establishment of a medical school at the University of Limpopo, located in Polokwane. [Time expired.] [Applause.]
Mr Chairperson, hon Minister, I am sorry to say that I despair of higher education in South Africa when the Chairperson of the Portfolio Committee on Higher Education and Training, the hon Ishmael Malale, came to this House today - to Parliament, the highest legislature of the Republic. He had 13 minutes and he had no speech whatsoever. HON MEMBERS: Hear, hear!
That is what we had to listen to today. We were hoping to get some vision from the ruling party in terms of how they see higher education and how to address the problems, but he came here with no speech whatsoever. He made a few politicised remarks referring to African students - I guess he was referring to black students, because all our children are African students. But the hon member came here with no speech whatsoever!
Hon Chairperson, recently, members of the Pro-Kurdish People's Party were arrested in Istanbul. Why? Because they took part in a protest - a protest asking that the Kurdish language be used as the language of instruction in certain universities in Turkey. Why is it a sensitive issue? Because Turkey aspires to become part of the European Union and the European Union has a very strict guideline for the cultural rights of minorities, including the right to have mother-tongue education at tertiary level.
What about South Africa? This government's current education policy will not pass the international guidelines for minority languages and cultural rights. How serious are we about section 6(2) of the Constitution, which says that the state must take practical and positive measures to elevate the status and advance the use of indigenous languages? Is isiZulu a backward language? No! Can isiXhosa never become a university language? No!
In our memorandum before the Gerwel Commission many years ago, we proposed that specific universities must be made responsible for the development of the country's other official languages and their right to be used up to university level. Is government committed to taking the provisions in the Constitution with regard to mother-tongue education at all levels seriously? Our Constitution recognises 11 official languages. Ten of those languages, including Afrikaans, are African languages.
What is government doing to ensure that all these African languages are developed and protected up to tertiary level and beyond? How is it possible that this ANC government, after 17 years of rule, has not made any substantial progress towards making this possible? On the contrary, we are on a slippery one-way slide towards the colonial language of English after 17 years ... [Time expired.]
Hon Chairperson, Ministers and Deputy Ministers, distinguished guests and hon Minister, we say proudly as the ANC that we support your Budget Vote, and we are going to ensure that we support you all the way so that you become successful in implementing this resolution. Everyone should know, especially the hon member from the FF Plus, that education is not an individual matter. It is a matter for everyone to consider. That may be something that he needs to learn.
Education is simply the soul of a society as it passes from one generation to another. With these words, Minister, I am trying to emphasise that vocational and continuing education and training have a vital role to play in the skilling and re-skilling of South African citizens - the youth and adults. This sector has been repeatedly emphasised as the most significant sector in providing the immediate skills required in the country.
It is expected to respond appropriately to the critical skills agenda. Like universities, FET colleges were established along racial, linguistic and ethnic lines by the apartheid regime. There was an unfair distribution of resources, and the legacies and scars of apartheid are still visible in the current dispensation. And each time one says something or shows members these scars, some of them get touchy because these scars cut to the bone.
The sector has undergone a serious transformation and its identity has changed from that of technical colleges to FET colleges. We acknowledge the sterling work that our democratic government, under the leadership of the ANC, has done and continues to do with regard to moving these institutions from where they used to be to where they are supposed to be in terms of skills development.
We urgently ask, hon Minister, for the finalisation of the legislative process to transfer the FET college sector from a provincial to a national competence. This will go a long way in providing oversight and monitoring of these institutions.
We support the ministerial delivery agreements of increasing access to programmes leading to intermediate and high-level learning, and of increasing access to occupationally directed programmes in needed areas, thereby expanding the availability of intermediate-level skills with special focus on artisan skills.
We also welcome the increase in the allocation of the FET college bursary scheme, which will go a long way in increasing enrolment in programmes leading to intermediate-level and high-level learning. We also welcome the pronouncement by the President in his state of the nation address that students who qualify for financial aid in FET must be exempted from paying fees.
Siyabonga, Ndvuna kulalela emavi aMengameli, kwekutsi ulwente loluhlelo. Lutawukwati kutsi lusite bantfu labanyenti labamphofu labahleti emakhaya ngoba beswele, kantsi bayafuna kufundza. [Thank you, hon Minister, for responding positively to the President's pronouncements about this programme. It is going to assist many poor rural people who do not attend school, yet they wish to study further.]
This is the start of the realisation of free education.
Kancane kancane, Ndvuna, siyawuze sifike Ekhenane, live lesitsembiso, nasichubeka ngalendlela lowenta ngayo. Siyakubongisa. [Steadily but surely, hon Minister, we will reach Canaan, the Promised Land, if we continue the way you are going. We thank you.]
However, we say emphasis should not only be on increasing access but on improving the success and throughput rate in these programmes.
Hon Minister, we congratulate the Department of Higher Education and Training on rethinking its stance on N courses by re-introducing them and also making provision for their funding from this current financial year. These courses are vital to our country as they contribute to the production of artisans. We are still concerned about the articulation, mobilisation and progression of students from FET colleges to universities. There are limited articulation pathways for FET colleges into higher education. We cannot afford to leave these matters to individual higher-education institutions and FET colleges to establish their own collaboration agreements which, in some cases, are not translated across provinces or across higher-education institutions, as observed by Stumpf et al.
We appreciate the fact that the department is engaged in the process of reviewing the National Certificate (Vocational), NVC, qualification policy, reviewing and updating the four existing NCV subject curricula.
Ndvuna lehloniphekile, lesikubonile lokusenta kutsi sibe nemavi lesingawendlulisela kuwe, ngulokutsi Lamakolishi ema-FET etfu akakhoni kutsi atsatse bantfu bayewubhalisa kuwo. Loko kusenta sikhatsateke etimphilweni tetfu ngobe uyaye ubone nakuyawubhaliswa ekucaleni kwemnyaka, bonkhe bantfu labadzala kanye nebantfwababo bagijimela etikolweni temfundvo lephakeme, nasemanyuvesi, bayekele kuya Kulamakolishi ema-FET.
Sicabanga kutsi mhlawumbe kufanele kwentiwe lokunye njengekuvusetela kabusha Lamakolishi ema-FET atekwati kukhanga bantfu kutsi bete kuwo. Mhlawumbe, loko kungenta kutsi Lamakolishi ema-FET angakhona kukhicita lobungcweti lesibudzingako lapha eNingizimu Afrika.
Angiphindze ngisho-ke kutsi sikhonile kutsi Lamakolishi ema-FET ahlangabetane netinkinga mayelana nekuphatsa timali tawo. Manje-ke, Ndvuna, sicela kutsi wena Wekunene, kanye Nelitiko lakho, nisebente ngemandla lekungatsi ayagabadzela ekutsini nichubekele embili nifundzise labantfwana, nibanikete emandla ekukwati kuphatsa kahle timali talamakolishi. Ngaleyo ndlela, Ndvuna, sitawukhona kuwelusa kahle nekutsi sibone kutsi ayachubekela yini embili. (Translation of Siswati paragraphs follows.)
[Hon Minister, what we have observed leads us to say to you that these FET colleges are unable to take in students for registration. We are concerned with what we have noticed at the beginning of the year. All parents take their children and rush to universities, and they do not go to these FET colleges.
We think something different has to be done, like revamping these FET colleges so that they attract people to register with them. Perhaps these colleges would produce the skills that we are lacking in South Africa.
Let me say once more that these FET colleges have problems of having misappropriated their funds. Therefore, hon Minister, we request that you and your Ministry work enthusiastically to continue educating these children and empower them on how to properly manage finances of these colleges. In that way, hon Minister, we will be able to monitor them and their progress.]
Hon Minister, we do agree with you on increasing access to the programmes leading to intermediate - and high-level learning by increasing the number of Abet-level entrants to 300 000 per annum. Adult education should not be treated as the adopted child of the department. The department should improve the working conditions of the adult educators and implement the norms and standards for funding adult education and training.
We also welcome the decision of the department to foster relationships and collaboration between the FET sector and the Setas. This will go a long way in encouraging the Setas to invest in occupationally directed qualifications, unlike short courses, and also facilitate placement of FET students who need experiential learning in the workplace.
We are still concerned about the lack of implementation of the Recognition of Prior Learning, RPL. We cannot afford to focus only on learnerships to produce artisans. We need to explore RPL as an alternative route to artisan production. FET colleges are better placed to facilitate assessment through RPL, for the youth and adults who need it.
In conclusion, hon Minister, the department must implement the declaration of the FET Summit. Some of the very interesting resolutions of the summit - to mention two critical ones - were to start the process of constitutional amendment to make FET colleges an exclusive national function and to review the NCV qualification policy to make it responsive to the needs of the labour market.
It is very important, Minister, that members should start to learn that the issues of education are highly, highly important and when you deliver your speech, they must be able to accept that a new leader is now in place ... [Time expired.]
Chairperson, hon Ministers and Deputy Ministers, hon members and guests, we want to state at the outset that Azapo supports Budget Vote No 17. We welcome the doubling of the allocation to the National Student Financial Aid Scheme, NSFAS. We do so hoping that NSFAS will improve its management and the rate at which funds are being disbursed, because, despite assurances that we got from NSFAS in the past, we still have students who could not register because they did not have the registration fees. Azapo supports your call for Sector Education and Training Authorities, Setas, to involve and spend more on public Further Education and Training, FET, colleges as service providers. We are not calling for the exclusion of private providers, but we find it difficult to understand how money from the public purse should end up in private hands. We see the same thing happening in Health, where money from the public purse ends up in private hospitals, to the detriment of public hospitals. However, public FET colleges will have to find answers to why they are not the service providers of choice. We fully support the transformation of the Setas and the ushering in of NSDF 3.
As we did previously in other discussions, hon Minister, we want to repeat the following: We want to caution that there is a thin line between being hands-on and micromanaging. We do not support the involvement of the Minister in the appointment of the chairpersons of Seta boards. We agree with you that Setas are public entities but they are only schedule 3. They are not state-owned enterprises.
We also do not support the involvement of the Minister in the appointment of Seta chief executive officers, CEOs. The Seta boards carry fiduciary responsibilities and they should be competent to appoint CEOs who should account to them. As we have said earlier, Minister, Azapo supports Budget Vote No 17.
South Africa is experiencing a serious lack of skills. Babies are dying in our hospitals, our trains are colliding, emerging farmers are left to struggle, thousands of RDP houses must be rebuilt and potholes mark our streets. Skills shortages contribute to qualified audit reports and the fact that many municipal and provincial governments are unable to spend their infrastructure grants.
Construction at the Medupi and Kusile Power Stations has recently come to a standstill due to serious labour unrest - unrest that was fueled by the presence of artisans from the Philippines. Why? It is because South Africa lacks suitably skilled welders. Hundreds of labourers who were part of the initial construction phases of these power stations were trained but left the site without any formal recognition for their training. This is all because of the cumbersome skills regime that this government has introduced.
Never before in the history of South Africa has so much money been made available for skills development, yet the number of artisans qualifying has seen a sharp decline since the 1980s. Hon Koornhof referred to 33 000 in the 1970s. In 1985 alone 13 000 artisans qualified and we were serving a much smaller economy. Now we hear the Minister speak of the target of 10 000 - 26 years after that. By 2005 that number had fallen to just 1 400 and with at least half of our artisans being 50 years or older, it is increasingly urgent to get new blood into the system.
The DA has consistently called for the scrapping of the failed Sector Education and Training Authorities. In a significant development, Minister Nzimande has admitted that this government skills development system has failed the nation and that it is impacting negatively on economic growth. Yet the past year has seen him renewing the licences of almost all the Setas for a further five years.
Under pressure to do something, Minister Nzimande then turned to the composition of the Seta boards, grabbing the power to appoint chairpersons and board members. However, the boardrooms are not where the real problems are to be found, Minister. Again, government got it so wrong. The Labour Court recently found that the Minister had contravened his own laws. His efforts will again have the opposite effect of what he is trying to achieve.
This Minister is adamant that government knows what is best. He seems to be highly concerned with the specks in the eyes of private training providers while ignoring the logs in the eyes of his own Department of Higher Education, the public FET colleges and the entities that report to him. The fact is that this government has built a very complicated training system, one that is completely inappropriate for the needs of our country. It seems as if we will have to wait a long time for government to admit to this.
The Minister also seems to be oblivious to the fact that this department has had to operate for half its existence without a properly appointed director-general in office. For every five staff members on the payroll, two vacancies are waiting to be filled.
It is no wonder, then, that the Minister and his department have been unable to answer a single one of the 50 written questions submitted to him by various Members of Parliament this year. [Interjections.] No wonder that the Portfolio Committee on Higher Education and Training saw fit to send senior officials home with their tails between their legs when the members were not happy with their initial presentation on the department's strategic plans.
HON MEMBERS: Hear, hear!
No wonder that the National Skills Fund, for which the Minister is responsible, during its last audited financial year, spent only a fraction of the money it gained from employers' levies.
Now, hon Minister, these are the sorts of logs in the eye that should really concern you. Those responsible for the training of apprentices possess scarce skills and often find it easy to opt out of skills training. Therefore, we have lost much of our capacity for skills training. The success of any training intervention and any training system is first and foremost determined by what is happening in the classroom or wherever the training is taking place. The necessity to retain our best trainers has been completely neglected in the successive skills development strategies of government.
Inappropriate policies have done enormous damage to skills training, similar to what we have seen in our schools with the outcomes-based education system. The National Skills Development Strategy is too quiet about the challenge to bring down the inefficiencies and enormous cost per learner under the present Seta system. Government contributes to the high cost by continually shifting priorities and expectations.
The department and Setas seem to be oblivious to the need to training providers for longer-term planning and longer-term contracts. Training providers need to be assured of a regular intake of learners. In this way, trainers will be able to recoup their set-up and development costs over a number of intakes. They will also be able to develop better practices for learning. At present, many well-equipped training facilities are gathering dust.
Let me now turn to just one of various problematic aspects of the proposed budget. One of the remarkable features of the budget is the sharp rise in the expected expenditure of the office of the Minister. It rose sharply during the past year with the appointment of yet another Deputy Minister, but what is completely unclear is why the costs related to the Ministry must double to R29 million within the next three years.
Minister, in short, we want you to do everything legally possible to stabilise and simplify the skills development system. Many qualifications are only offered by private training institutions. I call on you to consider making some of the enormous reserves in skills funds available to also allow poor learners to have access to these often-expensive high-level qualifications. It is so unfair that some qualifications remain reserved for those learners whose parents can afford to pay for their training.
The DA would like to see a skills development system that is simple, efficient, stable and will open opportunities to all learners in accordance with their talents and abilities. In an open-opportunity environment, no learner should be denied the opportunity to follow their dreams. They should not be denied access to bursaries to study at private institutions because of government's inherent dislike of private sector training providers. Thank you.
Sihlalo ngiyabonga ithuba onginika lona, ngibingelele oNgqongqoshe abakhona phakathi kule Ndlu, oSekela Ngqongqoshe abakhona, abahlonishwa abakhona bePhalamende, ngibingelele zonke izihambeli zethu ezikhona phakathi kwethu.
Ngesinye isikhathi kuba khona izinto ezidumazayo, ziphoxe uma uzwa ozwakwethu abangaphesheya, sikade sibabona begijima neziqubulo, isiqubulo esinjengalsie esithi, ngizosicaphuna ngendlela abasisho ngayo lapho bethi, We Deliver For all. Uma sesizozwa futhi ozakwethu khona ngaphesheya ngale, sekuyibona abaqala kuqala bakhahlele, bacithe usizo okumele silulele ebantwini bakithi abampofu nabahluphekile.
Lapho sikhuluma ngokuthi siyafisa ukuthi wonke umfundi abe nokusizakala ekutheni ayithole imali yokungena isikole, afunde. Akwazi ukuthi izindlela zakhe zivuleke angene ezifundweni zezikhungo eziphakeme. Kodwa sibezwe kuyibona abakhala kuqala bakhalela izimali zabakhokhi intela. Lokho kuyasibonisa ukuthi lezi ziqubulo abagijima ngazo ngesinye isikhathi, basuke-nje bathunthubaza abantu bakithi kodwa uma sekufanele ngempela ukuthi benze lokhu abathi bazokwenza, sibona begxugxuma kunezinto ezifana nalezi. Kudumaza kakhulu ukuthi sibone izinto ezinjenga lezi. [Ihlombe.] Okunye engifisa ukundlula kukona, yila uzakwethu ovela ku-FF Plus, sibona ilukuluku analo ukuthi akwazi ukukhuluma ngokufunda kolimi izikolweni zethu.
Siyajabula futhi ngithanda ukuncoma kakhulu kwi-African National Congress, ekutheni ngowe-1976 lapho kwaqalwa khona, sitshelwa ukuthi kwezemfundo kumele sisebenzise ulimi lwesibhunu. Asibonanga nabodwa abantu basukuma ngaphandle kwabantu abamnyama. Ikakhulukazi ababevela kwi-African National Congress. Manje sebayivula leyo nkundla bawavula namehlo, siyajabula ukubona ukuthi kanti i-African National Congress ikhona ukufundisa abantu ukuthi izinto ezinjenga lezi siyakwazi ukuthathelwa phambili.
Okubi ukuthi baqala ukukhuluma ngazo manje uhulumeni oholwa nguKhongolose usuqalile ukuzisebenzisa lezinto futhi sesibonile zonke izilimi zithathwa, zibekwa endaweni yazo. Manje kuyamangaza ukuthi ngalesi sikhathi samanje usakhulumani umuntu, mayelana nokufundiswa kwezilimi. Uma aliyeka ithuba lakhe lapho kwakuphoqwa khona ukuthi sifundiswe ngesibhunu noma sifunde ngesibhunu ngendlela okwakubekwe ngayo. (Translation of isiZulu paragraphs follows.)
[Ms N GINA: Chairperson, thank you for the opportunity which you are affording me. I greet the Ministers and the Deputy Ministers present in this House, Members of Parliament and all our guests amongst us.
At times there are things that are disappointing and embarrassing if you listen to our colleagues from the opposition, after we have seen them canvassing with slogans, like the one which I quote just like they say it: "We Deliver For All". And suddenly we hear the same people being the first to push away help which should be extended to our poor and suffering people.
When we speak about our wish that every learner should be assisted with regard to admission and study fees, have his or her way paved and allow him or her access to tertiary institutions, we hear them saying that it is a waste of the taxpayers' money. This shows us that these slogans which they use when they are canvassing are just used to fool our people, because when they have to do what they said they would, we see them reluctant on issues like this.
It is really disappointing to see such things happening. [Applause.] Another issue that I want to touch on is the one raised by our colleague from the FF Plus. We noted the sudden rise of emotion and temper when he spoke about language issues in our schools.
We are happy, and I would like to commend the African National Congress, because in 1976 when everything was initiated, when we were told learning should be in Afrikaans, nobody stood up against this except the black people, especially the ones from the African National Congress. Now that they have created that platform and opened people's eyes, we are excited to see that the African National Congress is in existence to teach people that such issues can be prioritised.
Unfortunately though, they are starting to talk about these issues when the government led by the ANC has already started addressing them, and we have already seen all our languages being promoted. Now it is amazing that at this juncture, a person should choose to talk about language teaching when he did not use his chance when it was compulsory for us to be taught in, or to learn through, Afrikaans as was stipulated.]
Through its progressive policies, the South African democratic government, led by the ANC, has succeeded in redressing the past inequalities in the higher-education system that were created and structured by the apartheid policies, with separate institutions for different racial, ethnic and language groups. It has also progressed in transforming the higher- education system to serve a new social order, to meet pressing national needs and to respond to new realities and opportunities, as outlined in the White Paper of 1997.
Some concrete steps have been taken by the government to overhaul the higher-education landscape through policy shifts, also through measures such as the merger of universities. All these steps have ensured increased access and participation of the formerly disadvantaged groups, such as Africans, female and disabled persons, in higher education. Participation by both the African and female population has grown more than that of males.
In 1994, about 37% of students in the system were white, 7% Indian, 6% coloured and 50% African, while 92% of all PhD students were white. In 2009, 21% of students were white and 66% African, while 44% of PhD students were white and 42% were African.
Yes, we agree that there are capacity constraints in the higher-education system as a whole. However, the growth in student numbers has not been matched with expansion in terms of infrastructure, Minister. Most higher- education institutions function at maximum capacity and cannot easily increase student numbers further.
The higher pass rate of the class of 2010, which has caused such concern for our colleagues on the opposite side, has fired some warning shots for our government regarding the issue of capacity constraints of our universities to cater for all the learners who qualify for university admission.
Minister, we are very happy and we welcome the fact that the budget for this year and the coming years has catered for this issue. After all, the lack of accommodation at student residences at universities mostly affects learners from disadvantaged backgrounds. Most of these institutions are in the urban areas and there is an influx from the rural areas. So you find that these learners from rural areas are frustrated. That is why we are saying that we welcome this move of looking into the issue of infrastructure and our learners being accommodated in a proper way. [Applause.]
We have seen challenges around the issue of accommodation, but again we need to applaud the steps taken towards making sure that we are going to erect those two universities, the one in Mpumalanga and the one in North West. Thank you very much for that. It is going to make sure it caters for our students out there.
We notice and appreciate the strides made in ensuring that poor children who are academically deserving get access to higher education through the increased allocation to the National Student Financial Aid scheme, NSFAS. The central policy objectives set out in the White Paper - of providing poor and historically disadvantaged students with access to higher education and contributing to the skills pool necessary to drive economic growth and development - are being realised.
We have to acknowledge, though, that there are still challenges, such as the issue of top-slicing, particularly in the historically disadvantaged institutions, which we still see happening today. The full cost of study does not apply in those institutions and they had to ensure that all NSFAS- qualifying students received at least a portion of the allocation. Again, with your announcement today of doubling what you are giving to NSFAS, we hope that access to higher education is one of the things that will be covered. We want to recommend that, Minister.
Another challenge that we have is the need to create a new generation of academics to replace the ageing researchers that we have in the system. Though the enrolment in postgraduate studies has increased compared to 1994, the numbers are still not satisfactory. One of the contributing factors might be that the National Research Fund, NRF, which is funding postgraduate students, solely depends on the niche areas that the students are researching. Other than that, what is being done by the NSFAS?
In some institutions there are no stipends for students who are interested in pursuing postgraduate studies. Their economic background forces them to look for employment instead of furthering their postgraduate studies. That is why we experience these huge gaps, but we hope this will be catered for through the funding system that is coming up.
The current means tax excludes students whose families earn above R122 000 per annum, but cannot afford to pay the tuition. Minister, we know this is very close to your heart and you always talk about that bracket, saying we need to do something. We really encourage that because this situation mostly affects students from disadvantaged backgrounds.
One other challenge that the Minister has talked about, but, I need to emphasise, is the huge percentage - about 41,6% - of the young people in this country who are neither in employment, education nor training. That raises huge concerns because those young people are the future of our country. We hope and believe that when we come together with the Setas, FET colleges and institutions of higher education, we are going to make sure that we cater for those young people. Given the Minister's announcement of the community skills development centres, we hope and believe that through these centre we are going to lessen the huge number of people who fall into this category, because they are a real concern to us.
Minister, I know that ... ngesiZulu kunesisho esithi, uma imoto iduma sike sizwe umsindo nezinja ziyasuka ziyikhonkhothe ziyilandele, kodwa uma imoto imile inganyakazi izinja aziyinaki. Okungale kwalokho zingafika zizofuna umthunzi, ekugcineni bese ziyayichamela. Yisisho sesiZulu leso. [Uhleko.]
Ngakho-ke Ngqongqoshe, esikushoyo sithi siyawubona umsebenzi ophakama nawo, futhi siyazi ukuthi usenguMnyango omusha osasukuma ongakami ngezinyawo zawo. Kodwa uma kuzwakala umsindo ozwakala ngendlela ozwakala ngayo, kuyasibonisa thina esisemuva kwakho, sikubhekile ngokulindeleke kulo Mnyango. Okusho ukuthi yimoto ehambayo le, ngoba ukuba ayihambi ngabe asiwuzwa wonke lo msindo. [Ihlombe.]
Ngakho-ke Ngqongqoshe, sithi qinisa uqhubekele phambili [Ihlombe.] Ekugcineni esikutshela khona ukuthi qina idolo ngoba ekugcineni siyakubona ukukhanya ngale. Siyafisa ukubona ezemfundo zethu zishintshile, wonke umuntu ethola ukusizakala okufanele ngoba siyazi ukuthi ezemfundo yisona isikhali esinaso.
Yikho sibona abanye abaphikisayo bezama ngakho konke okusemandlemni ukuthi bayivale iminyango engena emfundweni ngoba kuzovula inkungu ekhona ebantwini bakithi bangakwazi ukuthola imishanguzo ekhona ukuze sishintshe ikusasa laleli zwe. Ngiyabonga. [Ihlombe.] (Translation of isiZulu paragraphs follows.)
[... in isiZulu there is a saying that if a car's ignition is turned on, it creates a sound, and the dogs will pursue it as it moves, but if it is stationary, the dogs will ignore it. They can come to it for some shade and eventually urinate on it. That is an isiZulu saying. [Laughter.]
Therefore, Minister, what we are saying is that we appreciate the work you have reported on here and we know that your department is still new and still trying to find its feet. But if there is some noise, like that which is audible now, it shows us who are behind you so that we are vigilant about the expectations from this department. It shows that this is a mobile car for if it was stationary we would not hear this noise. [Applause.]
Therefore Minister, we urge you to continue with your work. [Applause.] In closing, we are telling you to be strong because we can see the light at the end of the tunnel. We are hoping to see some changes in our education system, with everyone getting assistance, because we know that education is a powerful weapon.
That is why some people from the opposition are trying their best to close the doors to education, because it will clear people's minds so that we can positively shape the future of this country. Thank you. [Applause.]]
Chair, I would very much like to thank all those who participated in this Budget Vote. Let me start by apologising to our guests in the overflow who were not connected until I was about two-thirds into my speech. I am sure the hon Ellis is very happy that they could not listen to me, but I would like to apologise for that. I would also like to apologise for not recognising some of the MECs who are here.
Let me start by thanking the ANC for its well-articulated support of this budget. [Applause.] We take the point that the hon member made concerning the issue of the revitalisation of the academic profession. This was mentioned by hon Gina. The points the hon Radebe makes are always informed. By the way, one of the things that will attract students to FET colleges is if they are guaranteed that, upon finishing their theoretical study, they will get work placement, at the very least for 12 months. That will attract students to the FET colleges. [Applause.]
I would like to thank hon Ntsiki for articulating the NSDS 3. I would also like to thank Cope for their support. It shows that they are actually made of the ANC, in some instances. [Laughter.] [Applause.] We agree with you - we can't destroy our good universities. The challenge is to transform them towards developmental outcomes and to widen access. That is what we need while we build the capacity of our historically disadvantaged institutions, HDIs.
The hon member from Azapo, thank you very much for your support too. Obviously I cannot agree with you on the Setas because there is a problem that runs through some of the comments about the Setas. You blame us as government when there are problems with the Setas, but when we intervene in order to correct some of those problems, you say we must stay away. It can't be. You can't have it both ways. What I want to say is that the reality is that, although we appreciate your support, we differ on this.
Unfortunately the hon Van der Merwe is gone because I was going to say that one good thing about being a communist is that you are intelligent. The real reason hon Mpontshane is not here is because he is grieving since the IFP lost Pongola to the ANC. [Laughter.] Now, that's why I will never stop being a communist, because we are intelligent.
Now, the DA has a fundamental problem. The fundamental contradiction in your argument is that you say you support widened access, but when we do that you say we are making students dependant on us. You say students must have something to pay in order to be proud. Where are they going to get that from? Millions of South African children, while they are bright, come from families who have no income whatsoever.
Also, the problem with the DA is that they are very disingenuous and try to mislead people, particularly people who are not Members of Parliament. Firstly, we never operated for two years without a permanent director- general. That is not true. Secondly, the increase in the amount of money in the office is accounted for: When the two departments were created after the split, we originally did not get what was due to our department. That has now been corrected in the budget, with, of course, the welcome addition of a Deputy Minister. That is what accounts for the increase. But no, you want to present us as if we were this wasteful department that does not know what to do.
I'm also glad that you raised the issue of questions. I must admit that we do battle with questions to the Minister, for one reason: The DA has nothing else to do in Parliament other than to ask us questions! [Laughter.] And some of the questions are outrageous. For instance, they want to know how many Seta employees have left over the past three years, for what reason and by whom they were replaced. That's a PhD thesis to actually research that and do that! [Laughter.] That's the DA for you. [Interjections.] You're largely wasting our time. You must thank the Deputy President for at least saying that that is the role of the Opposition. All they have to do is actually to ... [Interjections.] ... Let me end by reminding you ...
Mr Chairman?
Don't disturb me!
You can't make statements like that!
Order, hon Ellis! Hon Minister, would you take your seat, please? Yes, hon member?
Mr Chairman, I would like to ask the hon Minister whether he would take a question.
No.
The Minister is not in a position to take a question.
On a point of order ...
Hon Ellis, will you please take your seat?
That's what the Minister says every time we ask him a question!
Hon Ellis, please take your seat. Hon Minister, you have one minute in which to conclude. Hon Ellis, please take your seat.
You didn't answer my question, again!
The heart of the DA's approach is simply this: You pretend you want change, change in racial and class equality as a country, but you want to maintain the current inequalities. This reminds me, by the way, that when we were passing the National Education Policy Act in 1995, you walked out of the portfolio committee at that stage ... [Interjections.] ... because you opposed transformation.
That is rubbish!
When we passed the Schools Act, the former chairperson of the Grove Primary School took us to court to try and block us from passing the Schools Act, which was transformation. And who is that former chairperson of the Grove Primary School? It is Madam Helen Zille. [Interjections.] Today, you come and say you actually believe in the right to education, but the then Democratic Party and National Party walked out, opposing widening access and opening schools, especially the former Model C schools. [Interjections.] So, we are not surprised. But you haven't told us whether you support this Budget Vote or not.
Chairperson, I am happy to answer Mr Ellis's question, just outside that door there. Thank you. [Laughter.]
Order, hon members, you are reminded that the EPC on Public Service and Administration will meet in E249 at 16:45. Further, there is an announcement from the Department of Higher Education and Training that the cocktail function has been moved to the Cape Sun Hotel.
Debate concluded.