I am sorry that is not a point of order. Please sit down. Please proceed, Minister.
The MINISTER OF HIGHER EDUCATION, SCIENCE AND TECHNOLOGY: Hon Chair,
as a department, we aim to ensure that within the next 10 years there is no district municipality in this country that will not have access to a post- school education and training institution of one type or the other. This decision is also informed by the President's own commitment to a national spatial development strategy, which is based on systematic, investment and development in each of our 44 districts and eight metropolitan municipalities.
This, in my view, would be a major development in the struggle to overcome the spatial legacies of underdevelopment inherited from the apartheid. It will also open and broaden access to children of the poor and the working- class to have a better chance than their parents to break the cycle of poverty and deprivation in their families.
As I pointed out during our budget appropriation last week, the Technical and Vocational Education and Training, TVET, college sector has made enormous strides with nine new campus sites under construction and scheduled for completion in 2020. They include Sterkspruit, Aliwal North, Graaff Reneit, Ngungqushe, Umzimkhulu, Greytown, Msinga, Nongoma and Kwagqikazi. Contracts will be awarded to a further four campus sites in the year 2019-20. The sites include Balfour, Giyani, Nkandla B and Vryheid.
Construction will also commence with a new campus site for Mitchells Plain in 2020. Through the National Immovable Maintenance Standard, we have allocated R1 billion from 2018-19 to 2021-22 financial years to roll out a college infrastructure efficiency grant for maintenance in all 50 TVET colleges. Over the period 2018-19 to 2020-21, we have also strengthened our investment in infrastructure projects across our 26 universities by investing a total of
R11,65 billion. While all universities benefit from this investment, there is a focus and bias towards historically disadvantaged institutions that had been under-resourced in the past.
Chairperson, we have established a ministerial task team on the Fourth Industrial Revolution to provide critical policy advice and interventions required to align and effectively participate and, I dare say, to also innovate for this revolution. Our goal is also to help reposition our country to not just being consumer of knowledge, but also to be a producer of knowledge and new innovation. We cannot aim for less than this!
The outputs from the ministerial task team will constitute a crucial input into both the work of the Presidential Commission on the Fourth Industrial Revolution, as well as into the work of the interministerial committee, IMC, on the Fourth Industrial Revolution. As this work is underway, as a department we are already developing a skills-master plan in response to the known skills demands associated with this revolution. This plan will be complemented by a national list of occupations in high demand and the critical skills list so that this informs career development services, resource allocation and enrolment planning to meet the needs of our country.
Hon Chair and members, we are investing more effort and more resources into TVET and Community Education and Training, CET, colleges, which have the potential to produce technical skills to drive our industrialisation project. On the 12th April 2019 this year, we published a draft policy on the new national norms and standards for funding CET colleges, so we can strengthen the role of colleges in the provision of skills, education and training for out of school youth and adults.
In the year 2020, we will be implementing a new Sector Education and Training Authority, Seta, landscape to further respond to the skill demands of our economy. We will ensure that we strengthen, realign and repurpose Setas so that they respond to the skills needs of our economy. Having said that, artisan skills development remains a top priority whilst rapidly expand workplace-based learning through learnerships, work integrated learning and internships.
Through a programme on centres of specialisation, Cos, we have committed ourselves to train 780 youth in artisan skills. These centres will further assist 26 TVET college campuses to improve their capacity to develop artisans with industry partners in 13 priority trades comprising, amongst others, skill sets in bricklaying, electrician, millwright, boilermakers and automotive
mechanics. The targeted TVET colleges are expected to play a major role in this process by focusing on the development of artisans required for large- scale projects such as Strategic Integrated Projects, Operation Phakisa, War on Leaks and other strategic interventions aimed at increasing the economic activity of the country. We do want to say Chairperson and hon members, we appreciate the role commitment by some employers in taking on inexperienced young people into their employment so that they can get work- based experience.
To further encourage this government has introduced what we call the employment tax incentives, which incentivises the cost to employers who are hiring these young people. Through our TVET and CET colleges, we intend to offer a curriculum that will respond to the direct needs of communities.
We urge hon members, especially in this House of Parliament to come closer to our colleges, to visit them, to assist them and refocusing their efforts towards responding effectively to the community, local and provincial skills need. These colleges we are building them so that they respond precisely to those needs of the areas in which they are located in the main.
We will further heighten our collaboration with relevant industries in provinces to ensure that our institutions respond to the skills requirements of provinces and municipalities. An essential part of this strategy, of course, is aimed at to bridging the divide between the process of training and employment, and between the classroom and the workplace. The NCOP in particular also has a crucial role to play in ensuring that our municipalities and our provincial government departments become places for training and work exposure to young people through internships and learnerships.
We are also going to be strengthening our Adopt-a-TVET college campaign by companies to promote co-operation between industry and TVET colleges. We have already entered into service level agreements with a number of major industry partners and associations specialising in identified trades and occupations in these 26 targeted TVET colleges.
In the same vein, the National Skills Fund has also made available R150 million to upgrade workshops at TVET colleges to meet industry requirements. It is our vision that beyond 2030, we must have no tuition fees for the poor in all of our community colleges in each of the 52 identified municipalities. [Applause.] Ideally, each of the 226 local municipalities in our country should have its own
learning centre in the long term and by 2030, 27 of these colleges will be operational.
IsiZulu:
Sihlalo okunye kufisa nje ngikuchaze ukuthi lamakolishi omphakathi sithathe lezindawo obekuthiwa izikhungo zemfundo yabadala ukuthi siziphendule ukuthi zingagcine nje ukufundisa a, e, I, o, u kuphela ngoba abantu bakithi abadala abadingi ukuziqhuba. Uzothola ukuthi kunomama owaphuma ebangeni le- 4 esikoleni akazimisele ngokuthi ayofunda ibanga lesi-5, into ayifunayo nje ufuna ukwazi ukubhaka noma ufuna ukwazi ukupheka noma ufuna ukwazi ukuthunga ukuze akwazi ukuzuphilisa.
Amakolishi ethu kufanele asebenze nalowo msebenzi wokuthi kungagcini nje ngokuthi a, e, i, o, u kodwa bakwazi futhi abantu bakithi uma kukhona ikhono abalifunayo bakwazi ukulithola eduze.
English:
We further intend to align our institutions to support economic development and growth through our innovation processes, our National System of Innovation and we are now even better placed to do that since the Department of Higher Education and Training and the Department of Science and Innovation have been now brought
together under one Ministry by the President. We will also scale up our Grassroots Innovation Programmes, GIP, to transform and ensure equitable access to the science, technology and innovation infrastructure for all innovators and also in order to support our townships and rural economies.
I have also reported that one of the things that we want to do,hon Chair, in this budget and our commitment is also to train more black and women South African academics into our universities. We believe that this is a very important component of transforming our institutions. We have a programme which we call the New Generation of Academics programme where we are actually recruiting blacks and women junior academics so that we are able to supply the numbers of academics that we need. For instance, we will be supporting this financial year 50 academic and professional staff at our universities to studies through the university capacity development programme.
IsiZulu:
Inkinga enkulu enye esihlala sisenayo ukuthi abantu bakithi abaningi abafundisa emanyuvesi abanazo iziqu zobudokotela. Ngokomthetho kufanele sibandise abantu abaneziqu zobudokotela abafundisa ezikhungeni zethu zemfundo ephakeme ikakhulukazi emanyuvesi.
English:
Our department has been given the role to better co-ordinate scholarships that are offered by the government. Some of the challenges we have, you find that national government, departments and provinces offer scholarships. Municipalities too offer scholarships but there isn't really proper co-ordination around whether these scholarships are making the kind of impact that we want to make.
One of our things that we want to do during this year is to focus on the fight against gender-based violence in our institutions of higher education. We also still remain committed to reach our NDP goal of 1,62 million university students by 2023. In order to achieve these goals, we also aim to increase online education, including offerings of university and college courses through after hours programmes. I am very passionate about this programme. I am prepared to actually drive it that we are able to have adults and workers accessing higher education after hours, by using the very same buildings that we have.
We also would like to urge, hon Chair, that [Interjections.] you should also work with us also to identify the many bogus colleges that are still there, which are offering our people false
qualifications. We call on law enforcement agencies to actually deal with this. I also want to say, hon Chair and hon member, we will continue to offer bursaries through National Student Financial Aid Scheme, NSFAS, to support students from families earning a gross annual income of up to R350 000 per annum assisting them with full tuition, learner support materials, subsidies with accommodation and living expenses, and transport costs where appropriate. The substantial investment in poor and working-class students over the 2019 Medium-Term Expenditure Framework, MTEF, amounts to R82 billion for university students and R20,4 billion for TVET college students. That's the ANC government. [Applause.] That's the ANC government. [Applause.]
Towards conclusion, we have also established a student housing infrastructure programme which aims to provide 300 000 beds for university over the next 10 years. [Interjections.] Our department's budget is unfortunately still dominated by university education which represents 82% of the budget. As we work towards the revision of all these things, we will be able to ensure that our budget is aligned to deal with our major priorities. It's a pity that the EFF, hon Chair, is trying to disturb me. You have a question to answer about the Ratanang trust and stop making the kinds of noise that you are making. Thank you very much. [Applause.]
If I may just repeat it again that whilst members have a right to make remarks and heckling and so on, they must also be able to keep the balance ensure that they do not disturb the speakers to an extent where we can't even hear what the speaker is saying. Thank you very much.
Mr M E NCHABELENG (CHAIRPERSON OF SELECT COMMITTEE: EDUCATION &
TECHNOLOGY, SPORTS, ARTS & CULTURE): Hon Chairperson, hon Minister and the Deputy Minister, hon members of Parliament, distinguished guests, ladies and gentlemen. In the 54th Conference in NASREC, the ANC re-affirmed that education remains an apex priority of government pro-poor policies. Education is the weapon that we can use to fight the triple challenge of poverty, inequality and unemployment. Failure to accelerate inclusive access to higher education and training will have dire consequences.
It is against this background that the Department of Higher Education and Training introduced free higher education for qualifying first year students; and this was also emphasized by the President in the state of the nation address. The scheme is being phased in over a period of five years until all undergraduate students who qualify in terms of the criteria can benefit. Stabilising the business processes of the National Students
Financial Aid Scheme will also be a priority in the coming year, so that it is properly capacitated to carry out its critical role in supporting eligible students.
The National Development Plan, NDP, provides the framework for achieving radical socio- economic agenda for the country, and the Post School Education and Training Sector is positioned appropriately for the country to achieve this noble goal. To achieve this agenda, the capacity of the state should be uplifted, so that all South Africans should access education and training of the highest quality. The NDP states that by 2030, university headcount enrolments should reach 1.6 million in public universities and 2.5 million in TVET colleges. Community Colleges should reach one million headcount enrolments. These students should be trained such that they meet the current and future needs of the economy and society.
Training at these Community Colleges will offer both hard and soft skills, within a framework that seeks to improve livelihoods, promote inclusion into the world of work and that supports community and individual needs. Community Colleges offer skills, vocational and occupational programmes.
The examples of programmes offered by community colleges, albeit in exhaustive are early childhood development; community development works Programmes; worker education; Cooperative and Entrepreneurship education and training, plumbing, construction, carpentry, electricity, welding and auto Body Repair, motor mechanics, home- based care, parenting and childcare, civic education, community mobilisation and organisation, expanded public works programme, community health workers programme, including HIV /AIDS Education, information and communication technology; and arts and crafts.
In order to meet current and future needs of the economy, the government wants to increase the number of students eligible to study mathematics and science at university to 450 O00 per year, o produce 30 O00 artisans per year, have 100 doctoral graduates per million per year; and have a wider system of innovation that links key public institutions (universities and science councils) with areas of the economy consistent with our economic priorities.
In this financial year, the department will develop and review legislative frameworks aimed at steering the post-school education and training system in line with the imperatives of the white paper. Teaching and learning support intentions for universities and TVET
Colleges will be introduced to improve the quality of post school education and training. A new institutional type known, as community colleges, the ones I have talked about earlier, will be established to promote education and training opportunities for young people who cannot access the universities or TVET colleges.
The introduction of community colleges will come with the challenge of infrastructure, thus, the Department needs to address this. One of the progressive members will be talking about this during the debate. Responding to improving access to quality of education and training, the department has embarked on the following: an additional R967 m allocated to National Student Financial Aid Scheme, NSFAS, to settle the historic debt owed to universities by 52 514 NSFAS-funded continuing students; fully subsidised free higher education and training would be provided for poor and working class students from families with a gross income of up to R350 000 per annum in 2018, starting with first time entry students and phased in over five years.
Chairperson, looking at this, the R350 000 per annum as a major who qualifies to be funded by the state, in university. Looking at my village, I would say even my district Sekhukhuneland, I can safely say more that 70% of people who live in Sekhukhuneland, earn less
than this amount per annum. So which means, there won't be any reason for any child coming from Sekhukhuneland and other outlying rural areas not to go to university. This government cares, the government of the ANC cares about people.
The establishment of the Departmental Bursary Scheme for poor and Working Class Students in universities, was introduced to set in place the necessary agreements and mechanisms to enable the new funding regime.
Before you can provide that, there are systems that were put in place, those cannot the Department were funding from their bursary funds within the Department and once the systems are in place, then it will run like a machine.
The department has the new Generation of Academic Programme, GAP, which is a dedicated programme focusing on attracting and developing young black scholars to be the future generation of academics. The Department has this programme in order to have representatively in the instructional personnel at universities. There is also the University Capacity Development Programme, UCDP, is improving the quality of student experience at universities, the relevance of the curricula, the abilities and motivation of our academic staff, and
the range of student support services. The UCDP will also assist to improve the qualifications of academic staff, so that more academics can obtain a Doctoral Degree.
It is commonly known that student accommodation at universities and TVET colleges is a challenge, thus, the department has made funding available through the Infrastructure and Efficiency Grant, IEG, to address accommodation challenges at 17 institutions of higher learning across the country. In addition, the department is working with some institutions to facilitate larger scale and sustained accommodation options through the Student Housing Infrastructure Programme, SHIP.
The department will ensure the strategic use of the Historically Disadvantaged Institutions, HDI, development grant to enable the HDl's to develop into viable, strong institutions with a clear mandate in a differentiated higher education system. In addition, there is a need to strengthen teacher education at universities through ongoing implementation of the Teaching and Learning Development Capacity Improvement Programme, TLDCIP. We need teachers of high calibre so that when learners get to university, they are ready for the challenge. As we are in the 4th Industrial revolution,
the Department is going to develop and implement the National Open Learning System for the Post School Education and Training Sector.
Chairperson, South Africa is part of the BRICS community. As part of the BRICS, we have an ongoing collaboration and exchange between universities across Brazil, Russia, India, China and South Africa. Just for a moment imagine, how much we would gain in this relationship with China through BRICS, China on Science and Technology.
India started where we are, we were both English colonist. They got their freedom before us but they are far, far ahead even more than countries than have been free before them. India is sending people into space, they are designing rockets and all the other things, so this relation is going to benefit South Africa quite a lot. These students who are here, will be beneficiaries of this relationship and we are looking forward to international programmes to take ground. I thank you Chairperson.
Honourable Chairperson, hon members, fellow South Africans, Minister, the late former president Nelson Mandela, father of the nation, who deeply cared about all South Africans, black, white, coloured and Indian, once said, "the power of education
extends beyond the development of skills we need for economic success. It can contribute to nation-building and reconciliation".
Madiba also said "education is the most powerful weapon you can use to change the world". It is with these wise words that we need to take responsibility and find solutions for the challenges we are facing within the higher education sector. Minister, I have read yours and the Deputy Minister's budget speeches on Higher Education attentively and I am particularly encouraged by the following statements made by you. That you have recognized that the well-being of our students is challenged every single day, that suicide is the second leading cause of death for higher education students - as many as 25% of our students interviewed reported some suicide thoughts in a recent survey and that one in four university students have been diagnosed with depression.
However, that only one out of six students receives minimally adequate mental health treatment. I would like to commend you for making such services more accessible to our students through your free mobile health and wellness screening on HIV, TB, STI, contraceptives and family planning and that this will al so include psycho social services for supporting students on gender-based violence, mental illnesses, alcohol and substance abuse, as well as
assisting student who are marginalized based on gender diversity and disability.
The Higher Education and Training HIV/AIDS Programme, HEAIDS, programme also promotes the prevention, detection and management of non-communicable diseases. It is encouraging that the HEAIDS programme has facilitated the establishment of 80 clinics at TVET colleges and that they conducted 141 000 blood pressure measurements and 85 000 plus blood sugar tests across universities and TVET colleges.
We will be taking a very keen interest over the next few years to see whether the programme will be sustainable and successful a other student is a successful student. Minister, I am particularly encouraged that you also indicated during our select committee meeting that your department would endeavour to increase the number of PhD graduates in universities, focusing on especially amongst others, women in this field. I look forward to seeing what kind of assistance these students will receive from your department to achieve this goal in the next few years l am eager see these young people receive their PhD's with the assistance of your department.
Furthermore, notwithstanding the above good intention of the department, l would like us to focus on the burning issues facing higher education. National Student Financial Aid Scheme, NSFAS, has lurched from one crisis to the next, with very little effective intervention from the department of higher education and training, putting the futures of many students on the line. NSFAS is a R30 billion organization which serves hundreds of thousands of students, has been placed under administration last year and has been the site of continuous, persistent criticism over the past 20 years.
In the past NSFAS allowances for necessities such as books, food and travel had been ring fenced through a voucher system. However, this was subsequently scrapped, with allocating cash to students instead. Minister, my question is, who made this decision? Was it Higher Education and Training or was it NSFAS? Since the administrator has been appointed much has been made of the backlog in payments to institutions, however, what impact has this had on institutions?
Payments have been made, but institutions are not sure who the students are that these payments have been made to and this in turn has created massive problems for institutions, the reconciliation of bursaries is a nightmare to say the least. Reports from the Eastern Cape regarding the abuse of students allowances on alcohol is
equally concerning. The South African Bookseller's Association (SABA) has also reported a massive decline in purchases of text books for academic purposes. In fact, they had to lay off staff and close stores. Some statistics have indicated that less than 10% of book allowances are spent on academic study material in 2019.
This is extremely concerning as it will eventually have a direct impact on the successful graduation of students. To date NSFAS has failed to pay some students their allowances. Last week I received an email from a 3rd year BSc Chemical Engineering student from Wits University pleading for assistance with his NSFAS bursary which to date has not paid a single cent. He is ready to quit his studies should assistance not be forthcoming soon.
Our youth need to be able to meaningfully contribute to the country's economy and without adequate and timeous access to funding from NSFAS, many young people will be denied this opportunity. What remains a huge concern is that despite the billions made available, there is still insufficient funding for students who cannot afford fees or living expenses. Additionally, the department knows that the levels of student funding at present are unsustainable in the long term - but is unable to find any immediate solutions to it.
Secondly, Minister, your department has indicated that the development of artisans remains a priority. Your department has indicated that you are actively involved in the "Decade of Artisan", a drive to encourage young people to venture into artisanal careers towards meeting the National Development Plan of producing 30000 artisans per annum. Last year the deputy secretary general of the ANC, Jessie Duarte indicated that there was a shortfall of 40,000 qualified artisans in South Africa.
Recent statistics also indicated that the average age of artisans in South Africa is 55 years, while the number of young people being trained to produce the next generation of artisans was only a fraction of what the country needed. Nithia Pillay, Director Customer Services for Samsung South Africa, has been quoted saying that there are so many more opportunities for youth with practical skills - South Africa needs more skilled labour." However, it seems that due to a lack of throughput and success rates at colleges qualified artisans still remain an issue more than ten years after the introduction National Certificate Vocational, NCV, courses.
The poor quality of teaching in many of the TVET colleges also results in a high dropout rate among our learners. It is therefore concerning that the largest chunk of your budget is allocated to
higher education which is at R73,4 billion versus only R12,7 billion for TVET Colleges. To guarantee that our youth are given hope for the future, it is imperative to change the narrative around what it means to be an artisan. We need to make sure that these much-needed skills are appropriately taught. We need to strongly revise the budget allocation to TVET colleges in order to promote the increase of artisan development in the country. Furthermore, that career opportunities are opened for those who choose to become artisans.
Employment after graduation is of huge concern to the youth of our country, for both qualified artisans and university graduates. Where the DA governs, job creation takes centre stage. We continue to ensure that young people are equipped with the necessary entrepreneurial skills to build businesses and employ more young people. Youth cafes are providing the youth with much needed career guidance, access to skills and personal development. Economic and social development opportunities are also provided to fight unemployment.
Minister, as alluded in your Department's Annual Performance Plan you aim to increase access to Higher Education as well as TVET Colleges, as there are many students who qualify and have ambitions to further their studies, however, accommodation, access and funding
still prevent many young people from entering institutions of higher learning. We hope and we will be keenly watching over the next few years where this access to these will be improved on, whether the student funding will be less complicated and that quality academic teaching and learning programmes will lead to our youth getting employment.
Chairperson of the NCOP, the Deputy Chairperson of the NCOP, Minister and the Deputy Minister, government officials and members of the public in the gallery, hon members, I greet you all.
I rise here on behalf of the Eastern Cape government to support and affirm the Budget as outlined by the hon Minister, Dr Blade Nzimande. This Budget is in line with the election manifesto of the ANC and is a true reflection of the demands and aspirations of the people when we were interacting with them during our election campaign.
At a fundamental level, the social function of education and training is articulated by a Greek Philosopher, Plato, when he speaks of education as a means to achieve justice, both individual justice and social justice. These progressive ideals reaffirm the
notion of education and training as a social instrument of individual and social empowerment of the people.
The South African context reflects how education has been used as an instrument to perpetuate colonial and apartheid socio-political goals, which in the main were about entrenching a value system, which stands in direct opposition of liberation and self determination. In our case, this has resulted in an education, which is linked to discrimination and inequality, which saw the African majority as inferior beings to receive an inferior education.
The major interventions by the ANC-led government in the last 25 years, has revolved around increasing and broadening access and success for all South Africans through funding and expanding the Technical and Vocational Education and Training, Tvet, institutions. The outlined speech by the hon Minister has reaffirmed government's support through National Student Financial Aid Scheme of South Africa, NSFAS, and through social partners.
We must commemorate and celebrate the undying contribution of student leaders who have dedicated their time and energies fighting for quality and free education for all. Education in a progressive
context has been about how the people can reimagine and redefine themselves in relation to both the present and the future.
As Tata Nelson Mandela exclaimed and I quote:
It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.
I dedicate this speech to all the student activists from all generations who without seeking self-glorification have led student struggles and demanded free quality education, not just in monetary terms but also the transformation of the curriculum content.
The Budget Vote presented by the hon Minister reflects how far we have come and commitment in creating the higher education sector we want.
Amongst the crucial social ills that impact higher education is the scourge of gender based violence across our universities. Just last year, a student of Rhodes University named Khensani Maseko committed
suicide after reporting a case of being sexually assaulted by a fellow student, this is just but one out of the many tragic stories of gender based violence in our universities.
We must intensify our fight against gender based violence both in our institutions of higher learning and society in general. The fight of gender based violence can't be rhetoric. We need practical steps. As government, we must be concerned with the trend of suicide in our universities. It reflects the deep problem of social anxiety amongst our youth and society in general.
Amongst many of the problems in higher education is the problem of student accommodation. Our government must accelerate its efforts to in ensuring that universities have decent and affordable student housing.
There is still a huge impact on how resources are channelled to infrastructure development between the former privileged universities and former disadvantaged universities, in particular in the Eastern Cape Province.
In this regard, we must support the pronouncement by our government through the Minister of Higher Education of strengthening and
developing the Post-School Education and Training, PSET, sector by investing in infrastructure to provide quality teaching, learning, and research and innovation spaces. Equipments and teaching resources which includes a conducive student living and learning environment will also be prioritised.
We are faced with a challenge of a rapidly changing labour market because of the advancement in technology. The reality is that society and the global economy is rapidly changing and this means that the universities too must change how they teach and the curriculum content to keep up with the changes in the market.
The world is changing, and the new economy demands different skills set and our government through the state needs to drive development. This means that we must support the decision by our government to invest in the Tvet sector and the building of skill and innovation hubs to equip young people with skills that will be required by the digital economy, such as machine learning, artificial intelligence, data analytics and robotics.
In response to the high levels of unemployment in South Africa, the Department of Higher Education and Training has introduced measures to stimulate entrepreneurship development at universities. Higher
education institutions are well-placed to catalyse entrepreneurship and innovation for the development of a new economy. A vibrant entrepreneurship ecosystem at universities in South Africa would, amongst others, encourage students to consider entrepreneurship as a career path.
The National Development Plan, NDP, acknowledges that the single most important investment any country can make is in its people. Education has intrinsic and instrumental value in creating societies that are best better able to respond to the challenges of the 21 century. This means that we need to work together and diligently in building the higher education and training sector we want. I thank you.
Chairperson, firstly, I would like to congratulate the EFF students' command on their third successive national elective conference which took place in Bloemfontein two weeks ago. I have opened with this because of the role the EFF and the students' command has played in the struggle for free education. Only a few months after the students' command was launched in 2015, the Fees Must Fall movement began. The material conditions of students on the ground is the motive force for the EFF's presence at
institutions of higher learning, and why the EFF message continues to resonate amongst young people.
Minister, our entire higher education system is in a mess. Education cannot be treated like a commodity, but currently access to the higher education system in this country is determined by whether you can pay or not. We maintain that education is still not free despite all the promises that have been made. This is the reality on the ground amongst students. They are not seeing this free education, they are not experiencing this free education. So it does not exist.
The National Student Financial Aid Scheme of South Africa, NSFAS, Minister, is broken. Everyday poor black students go to bed hungry because they don't get their NSFAS food allowance on time. Students are squatting, and are forced to share learning material. According to your department's own statistics there are 25 000 students in this country who have not received there NSFAS money. Your department has failed to deliver what it has promised. Your department's failures in relations to NSFAS is reflected in the high number of drop-outs at universities and the Technical and Vocational Education and Training, TVET, colleges.
At institutions of higher learning we are also seeing an accommodation crisis that is leaving thousands of students homeless. In 2018, there were over one million students at universities, but at the same time there were only 130 000 beds available. That means our universities cannot even accommodate 15% of the student population. Because of this massive accommodation shortfall, students are going homeless and are forced to squat, leaving them in constant fear of having no place to sleep instead of concentrating what is in the next exam. The lack of accommodation is dangerous for female students, because like in the rest of our society female students live under constant threat from the males they study and live with.
Institutions of higher learning must improve their security. Too many young women are being raped and murdered on our campuses. That is why in our election manifesto we call for the establishment of in-sourced campus security at each TVET colleges and university with a specialised sexual crimes unit. All campuses must also have counsellors, psychologists and nurses available for students to consult free of charge. We cannot continue to ignore the mental health of young people in our society.
Minister, the TVET colleges have been ignored by you for too long. And the best example of this once again is the accommodation crisis. We have 800 O00 students at TVET colleges but there are only 14 000 beds available. And even where there is accommodation, like at TVET colleges in Giyani, it cannot be used because the buildings are collapsing and are not being repaired and maintained. This failure by your department to provide the basics is not only due to incompetence, but it is a product of corruption in the TVET system. Money that is meant for students fees, for books, for accommodation and for general maintenance of the campuses is being stolen. Your department must act against these criminal administrators.
Xitsonga:
Tanihi vandla ra EFF a hi pfumelelani na yona bajete leyi. Ndza khensa
Hon Chairperson, with regard to Higher Education and Training funding, in particular, in rural areas across our country, the department must be clear in providing students and artisans not what they can give but what students needs.
The debate on funding has been skewed towards universities only. It is important that the department not only focus its attention there, but prioritise the rural child too.
We commonly find that registration fees and admin fees are still too high for families and students to afford. In addressing inequality, we must address the economic inequality that exists. We must, therefore, uplift those who are unable to do so by themselves. We must work towards uplifting our people in the spirit of Ubuntu.
Chairperson, we must welcome the Minister's announcement of building more colleges in rural areas where our people live.
IsiZulu:
Sithokozile ukuzwa uNgqongqoshe ekumemezela ukwandiswa kwezikhungo zemfundo ephakeme ezindaweni zasemakhaya. Lokho nje kukodwa kusho ithemba enganeni empisholo. Ingane ekwaMaphumulo, ingane eseNdwedwe, ingane eseMbumbulu ibuyelwa ithemba uma kuzokwandiswa izikhungo zemfundo ephakeme eduze kwazo.
English:
Furthermore, rolling out more agricultural and rural development training programmes at our technical schools, colleges and TVET colleges will have a lasting impact on our communities.
It may be difficult to please everyone, but in the same way we overcame oppression from a minority government, it is the same way we must tackle inequality and ensure that we hold true to our words that education is liberation.
IsiZulu:
Ngalokho, Sihlalo sithi ungqongqoshe asimuzwise lesi sibelo mali aqhubeke nokusebenza.
Thank you, Chairperson; hollow promises are the typical courtesy an abusive state affords its subjects. It is also true that, citizens in exchange for promises of wellbeing such as food, health care, education and security will forfeit their freedom and get neither.
This is something that George Orwell understood very well when he wrote his novel Nineteen Eighty-Four. The hon Minister must be aware of this book. If he hasn't read it, I suggest he does. Orwell wrote
about the dangers of dystopian society or an imaginary society that is dehumanising and as unpleasant as possible.
In short, a dystopia is not a good place. Dystopias also serve as warnings about the current state of affairs of a government or those in power.
It remains ironic that the same Minister who was captured on video stating that students must, in reaction to fees must fall, is now back for another round.
Back to the issue of dystopian promises, Chairperson, and boy, were there many! The Minister promised that within the next 10 years there will be no district municipality will be without at least one post school education and training institution. Which district municipalities are we talking about?
The department will realign its programmes to focus on the government's economic priorities. Furthermore, R150 million is promised to upgrade workshops at Technical and Vocational Education and Training, TVET, colleges to meet industry requirements. This is according to the Minister.
Minister, your time is running out for the implementation of the National Development Plan, NDP, by 2030. It is less than eleven years from now. That is equal to two Parliaments to implement your policies.
Furthermore, this year, this department has been allocated more than R79 million for planning, policy and strategy. Minister, we hope that is going to be a first grade plan. That's surely a lot of money for planning; some might even call it excessive. The promises go on and on.
Afrikaans:
Die verlede kry die skuld vir alles, sonder enige fokus op die toekoms. Ongelukkig is dit wat gebeur as jy baie Karl Marx lees. Ons studente is nie vry nie.
Die regering hou hulle gyselaar deur ongeletterdheid en gebruik die blaam van die verlede vir alle probleme vir hulle eie korttermynpolitieke gewin. Die ANC soek antwoorde in die verkeerde boek. As daar nie dringend gefokus word op die verbetering van basiese onderrig nie, kan ons maar hierdie ministerie toemaak.
English:
This department will be redundant if the ANC does not deliver on its promise to improve reading in younger children aged 10.
Afrikaans:
Ons uitvalsyfers in hor en basiese onderwys wys dat ons studente oorgelewer word aan omstandighede, sonder dat hulle 'n benul het van wat vir hulle voorl. [Gelag.]
English:
... Ask them ... Every year, South African schools are amongst the worst in international math tests. However, when the results of Afrikaans schools are considered, these schools fall amongst the best in the Trends in International Mathematics and Science Study, TIMMS, test international. This is not because Afrikaans is better or clever; it is because these students are taught in their mother tongue or vernacular.
Minister, you are creating the inequality by not understanding that mother tongue education sets the basis for quality education. Let our students be able study in IsiZulu, Sesotho, Sepedi and all our other languages.
Minister, we welcome your programme to develop more black academics but let them also develop their studies in their vernacular so that they can teach their students in their own language.
An English only approach to our society is not progressive.
Afrikaans:
Ons studente, swart en wit, het 'n bydrae om te lewer. Ons weet die Minister ag homslef as revolusionr. So kom ons praat oor die Vierde Industrile Revolusie. Een van die gevare wat die komende revolusie gaan inhou is meer ongelykheid en meer werkloosheid. Minister, wat doen die regering om ons studente vir werk, wat nog nie bestaan nie, voor te berei?
Wat doen die regering om ons studente te leer dat ons nie meer iemand anders die skuld kan gee vir mislukkings nie, maar dat ons as 'n land skouer aan die wiel moet sit. Minister, as die regering nie optree en proaktief ons kinders voorberei vir die nuwe revolusie nie, gaan ons agterbly. En as ons agterbiy, is daar weer ongelykheid en nog optogte en nog plundering oppad.
Die VF Plus s, hou op fokus op die verlede en bou aan 'n beter toekoms. Hou op skuld gee en neem verantwoordelikheid. Leer ons
studente dat grade goed is, maar dat grade alleen nie jou sukses bepaal nie. Leer ons kinders om iets te word en in die proses om iets te leer. Maak hulle gereed vir die uitdagings wat mre inhou en om verantwoordlike burgers te wees, wat verantwoordelik is, wat uitdagings aanpak en die beste daarvan maak, ongeag jou velkleur of omstandighede.
English:
Minister, if you do not do this, your promises will remain hollow and your dystopian society will rise up against you. Thank you. [Time expired.]
Hon Chairperson of the National Council of Provinces, Deputy Chairperson, hon Minister, Deputy Minister, Members of Parliament, hon Members of the Executive Council, MECs, Members of Provincial Legislatures, MPLs, and distinguished guests; molweni. It is indeed an honour to be afforded an opportunity towards this important debate.
Chairperson, the National Development Plan's, NDP, Vision 2030 identifies decent work, education and the capacity of the state as particularly important priorities. The NDP envisages that by 2030, South Africans should have access to education and training of the
highest quality and it further suggests that the education, training and innovation system should cater for different needs, and produce highly skilled individuals with adequate skills and knowledge to meet the demands of the economy and society.
The NDP set access rates targets for the entire post-school education, including the Tvet sector. The NDP provides that by 2030, student headcount enrolments in the TVET colleges should reach 2,5 million.
Furthermore, the NDP suggests that to enhance work exposure for students and lecturers, relationships should be strengthened between TVET colleges and industry. Such exposure would directly influence participation rates, throughput rates and create a space for artisan development; and so respond to the NDP target seeking to produce 30 000 artisans annually by 2030.
Both the African National Congress' 54th National Conference resolutions and the President of the country, Mr Cyril Ramaphosa's February and June 2019 State of the Nation Addresses, reiterate that education and skills development must be prioritised.
The President pronounced that at the centre of efforts to achieve higher and more equitable growth, to draw young people into employment and to prepare our country for the digital age must be the prioritisation of education and the development of skills.
Furthermore, the President declared that government is committed to contribute R100 billion into the Infrastructure Fund over a 10-year period as a first step to expand projects already underway, such as student accommodation.
Chairperson, we are not a country in isolation as the results our plans find perspective to both out regional and international agendas. For instance; we find solace amongst, but not limited to the Aspiration 1 of the African Union Agenda 2063:
A prosperous Africa based on inclusive growth and sustainable development.
This aspiration envisages an Africa with well-educated and skilled citizens, underpinned by science, technology, innovation for a knowledge society as the norm, and no child missing school due to poverty or any form of discrimination.
This is where we are striving to as the country, taking a cue from these important prescripts. Access rate at the TVET colleges remains constant at 710 535 due to unforeseen expansion challenges. Chairperson while we acknowledge access progress, certification rate remains a challenge.
The ANC-led government has made significant progress in the past 25 years in the provision of quality post-education system. However, Chairperson, we remain conscious of the challenges that still face our colleges and we remain resolute that we shall continue to address them, and to provide necessary support for them to be able to meet the standards of their post- school education counterparts.
Some of the challenges include infrastructure, outdated curriculum, qualified lecturers, lack of artisans to mend workshops, non- accredited workshops, information systems and etc.
The performance of Tvet colleges has been under spotlight for underperformance. As a result, we welcome plans by the department that seek to monitor student performance, Tvet colleges'adherence to governance standards and implementation of teaching and learning support plans in Tvet colleges over the Medium Term Expenditure Framework, MTEF, period.
The department is doing so to ensure improved performance of Tvet colleges in response to the need for provision of a quality skills programme that meets the needs of the labour market.
Chairperson, this is what we all have been concerned about; the credibility of the Tvet college programmes in relation to what the industry requires.
In support of that, we welcome a portion of the R1 9 billion over the MTEF period that is allocated to the National Examination and Assessment sub- programme in the Technical and Vocational Education and Training programme, to be used to ensure credibility of the national examinations and assessments and to eradicate certification backlogs through implementation of Information Technology, IT, examination services system.
In support of expansion and ensuring that TVET campuses are well distributed, we welcome the funds set aside to operationalise three new Tvet college campuses, namely; Waterberg Tvet College in Thabazimbi, Umfolozi Tvet College in Nkandla and Umfolozi Tvet College in Bhambanana.
As a result, transfers to Tvet colleges through the programme are expected to increase at an average annual rate of 18,9 per cent from R4 3 billion in 2018-19 to R7 2 billion in 2021-22 financial years.
These transfers include R967 2 million over the medium term for the operationalisation of three new Tvet college campuses as highlighted. Over the same period, R4 9 billion is set to be allocated for infrastructure related spending at TVET colleges and the spending on the compensation of employee's accounts is set to increase at an average annual rate of 7,2 per cent, from R63 billion in 2018-19 to R7 7 billion in 2021-22 financial years.
This is attributable to the fact that almost 70 per cent of the department's personnel are paid through the Technical and Vocational Education and Training programme.
Chairperson, in spite of the challenges that still cripple the TVET college system, we have steadily supported this programme.
As the result, the budget allocated towards Programme 4: Technical, Vocational Education and Training, grew significantly from R3 9 billion in 2010 to R12 7 billion in 2019, representing 14 per cent of the total department budget.
As the African National Congress, we acknowledge that the Technical Vocational Education and Training budget which equates to R12 7 billion, representing an increase of R1 3 billion or 12,6 per cent in real terms when the inflation factor is taken into consideration, is not enough when considering the importance of skills for the country and the need to redress the skills force.
However, we shall continue to advocate for more allocation to the Tvet sector budget allocation for it to match the importance of its sector.
Chairperson, the current political reforms made significant gains and progress in overcoming the lack of skills development legacy of the past. Incorporation of skills sectors such as Sector Education and Training Authorities, SETAs, under the post-school education and policy reform suggest that skills development is a critical priority and requires concerted efforts by all.
Nevertheless, the triple challenges of unemployment, poverty and inequality in South Africa suggest that South Africa is not yet equipped with the skills required for its economic and employment growth.
Chairperson, the state of infrastructure in our public institutions needs urgent attention to afford students with opportunities to develop requisite skills on the job.
Moreover, the competitive environment between the public and private sectors needs to be levelled; and requires constructive talks between the two sectors to find ways to support each other and the national skills drive thereof, according to government plans.
Chairperson, while we seek to up the game on the skills development drive. Such move might not be quickly attained considering the expenditure of the budget allocation to Programme 5: Skills Development.
Chairperson, realisation of the number of artisans as targeted in the NDP is seriously affected by budget availability. Programme 5: Skills Development receives a budget allocation of R282 4 million, representing 0.32 per cent of the total department budget, which is a slap on the face.
Your time is up, hon member.
Okay, we support the budget of Higher Education, Science and Technology. Thank you.
Commissars, fighters ...
IsiZulu:
... izivakashi zethu ngiyanibingelela nama-Fighters emakhaya. Sihlalo lohulumeni kanye noMnyango awunalo ulwazi lokuthi uziyise kanjani izidingo kubantu. Kungenxa yokungazi nenkohlakalo esingathe loMnyango ukuthi...
English
... you lack the revolutionary vision. The ANC has failed ...
IsiZulu:
... abantu bakuleli lizwe ukubanikeza imfundo yamahhala njengoba wawubathembisile kwakudala.
English:
When the issue of free education was first discussed in Parliament, the EFF made concrete proposals, even before the commission on
higher education finished its report - and we believe the proposals we made back then are still relevant today.
In our proposal we clearly explained where government can source money within the current economy to fund free education. Now Minister, get your pen and paper ready so that you can take notes. Firstly we need to have a 2,5% education levy on pension funds.
IsiZulu:
Akufanele ngabe kukhona ama-trillions ezimali edudlile nje esikhwameni sempesheni kodwa engakwazi ukusiza ...
English:
... to develop the economy of this country. Secondly, the skills levy needs to be increased from 1% to 2% and the difference must be used to fund free education. Thirdly, government should allocate a budget to Higher Education that accounts for 1,5% of the GDP. This is a common practise internationally, and we need to start doing the same.
And finally, there needs to be a business income levy of 4,9%, with the proceeds from that levy being used to pay for higher education.
IsiZulu:
Ukuba wena Ngqongqoshe kanye noMnyango wakho wasilalela futhi wazithatha izincomo zethu ngowe-2016 ngabe nakwazi ukuba nemali engange-R166 bhiliyoni eyayizosetshenziswa ukukhokhela imfundo yamahhala. Ngabe namhlanje leyo mali isinyukile yaze yafika ku-R200 bhiliyoni ukuze sikwazi ukuthi sikhokhekele imfundo yamahhala.
English:
Using our proposed funding model, this government would be able to provide free quality decolonised education. Every aspect of a student's welfare must be looked after by the state so that they are best prepared to contribute to the building of a new society.
IsiZulu:
Abafundi kumele bathole ukudla kabili Ngqongqoshe.
English:
We need to have free 24/7 clinics that employ counsellors need to be established at all institutions of higher learning.
IsiZulu:
Bonke abafundi kumele bathole ama-laptops kanye nezincwadi zamahhala. Bonke abafundi kumele bathole izindawo zokuhlala
zamahhala. Kuthi kuleminyaka emihlanu ezayo Ngqongqoshe noMnyango wakho kumele niziphinda-phinde kathathu lezi zindawo zokuhlala zamahhala zabafundi. Kumele lo hulumeni ube nesivumelwano noMnyango wezokuThutha ukuthi bonke abanfundi abasezikoleni bagibele izimoto mahhala.
English:
Institutions of higher learning must offer free driving lessons. Off-campus students should receive 3GB of data per month. [Interjections.] And campuses must distribute sanitary pads, Minister. All this can be done - and the money is there, but government does not have the will or capacity to do so. The unwillingness to act decisively not only is problem when it comes to funding education, but also when we are talking about the decolonisation of our higher education system. For 25 years, institutions of higher learning in South Africa have remained guardians of white wealth, power and privilege. [Interjections.]
Where black students have been admitted, it has been on the condition that they conform to the status quo and subject themselves to a culture and curriculum that for centuries rejected them and considered them inferior. Minister, all courses need to be taught in African languages, papers must be published in African languages.
The system must also be amended to reflect African culture, so that our higher education system can produce South Africans who have the knowledge and skills to develop a country that is both politically and economically free and independent - but unfortunately the ANC is not a revolutionary movement. [Interjections.]
IsiZulu:
Yingakho nje lo hulumeni uyaye usheshe uthumele amaphoyisa kanye nonogada ukuba balwisane nabafundi kanye nabasebenzi kule lizwe. [Ubuwelewele.] Akusimangazi lokhu ngoba uNgqongqoshe yena lo esinaye njengamanje, akabathandi vese abafundi. [Ubuwelewele.]
English:
During the FeesMustFall protest, the self-proclaimed communist said students must fall simply because they were demanding free education. [Interjections.] That is why it makes no sense that the President would decide to appoint Blade Nzimande as the Minister of Higher Education, this shows how little care and respect he has for students of this country.
IsiZulu:
Kungenxa wakhe lo hulumeni kanye noMnyango ukuthi uKhaya Cekeza usabhadlile ejele kanye kanye nemigulukudu yezigegebengu. Kungenxa
yawo loMnyango ukuthi abafundi abavunyelwe ukuba bafunde futhi abanye bayaxoshwa. Bonke abafundi ababoshiwe, nabaxoshiwe nabamisiwe ngenxa ye- FeesMustFall kumele bakhululwe Ngqongqoshe. [Ihlombe.] Ngqongqoshe kepha siyazi ukuthi konke lokhu ngeke kwenzeke futhi awuzimisele nokukwenza. Kungalezi zizathu siyi-EFF singasamukeli le sabiwomali njengoba nje nawe ungabamukeli abafundi futhi ungabathandi. Siyabonga Ngqongqoshe. [Ihlombe.]
Hon Chairperson, hon members, fellow South Africans, this crisis of higher education is attributed by many shortcomings and faults that are not only limited to bursary or student loan funding. One of these shortcomings is evidently within the department itself and how it manages oversight relationships with 84 entities that report directly to the Minister. The key words here are effective oversight.
The 21 sector education and training authorities or Setas, together receive about R15 billion, many of them having been put under administration. A fate experienced by the National Student Financial Aid Scheme, NSFAS, as well, these Setas have been rendered unsuccessful and gave received negative Auditor-General reports.
Minister, the realignment and reprepared Setas that you have mentioned in your speech should have been done already. Many of the 50 TVET colleges in South Africa are failing, sometimes operating with little regard for the Public Finance Management Act. Minister, more resources into TVET colleges and norms and standards for community colleges are welcomed, but the focus should also be on proper management thereof, otherwise it won't help us.
Not all our universities are up to scratch. The University of Fort Hare in the Eastern Cape is also under administration. The problem here lies in the fact that we have a department that is only sometimes responding to a failing entity once the damage is already done. What happened to proactive measures to prevent these entities from crashing in the first place? It seems like a case of treating a symptom but not the cause.
This comes back to the lack of effective oversight by the department. You have a willing Parliament, including a dedicated Official Opposition in the DA who are ready to enact oversight over the department and its respective entities - yet the annual performance plans or APPs of these entities are not presented to the respective oversight committees.
The preparation of young South Africans wanting to enter the tertiary education environment after finishing high school is also an area of great distress. Minister, when will the announced skills master plan and critical skills list with the career development resources that you have mentioned be completed and implemented. In the meantime, many of those who are lucky enough to get into a tertiary education institution, are often confronted with a workload and standard of examination that is completely above their capabilities.
This is not because they are academically challenged but because basic education schools have failed in preparing young South Africans for this new environment. This only results in troubling dropout rates, leaving the Department of Higher Education scratching their heads, wondering where it all went wrong. Minister, this requires co-ordination and collaboration between you and your department with the Minister of the Department of Basic Education to find responsive solutions to repeated trend.
Minister, you should further find time to engage with the Minister of Police. Not only do thousands of students have to contend with delayed payments of money from NSFAS for their books, meals and travel allowances but also must bear the brunt of crime in and
around university campuses. Students, especially female students are often harassed or even raped when travelling from university to their off-campus residences at night. Why on top of trying to stay ahead of their studies, should students also worry about their own safety?
Hon Minister, you said you will focus on gender-based violence, the select committee will monitor this undertaking. These are credible challenges faced and endured by the average student. Urgent solutions from your department are necessary. Minister, some of the measures you can execute to improve the quality of tertiary education is to drive the reform the outdated syllabus in order to offer and teach technical, artisanry and innovative skills - some of which you have mentioned in your speech - that are in demand in the current market; invest more in quality infrastructure - this includes lecture rooms, libraries, ICT centres and residences; audit all TVET college lecturers to ensure they have the necessary qualifications, and most importantly, the knowledge to lecture on the concerned subject; ensure NSFAS allocates bursaries and allowances on time to the universities and colleges so that students can proceed with their studies without delay; investigate all corrupt officials and reported activities in our institutions to
ensure that these institutions can work more effectively in the future for the students.
Minister, the prerequisite for the dream of learning centres at all municipalities is clean, capacitated and effective financial governance within a growing economy. That is something that the NCOP cannot ensure but that is something that you should take up with your colleague, the Minister of Co-operative Governance and Traditional Affairs within the cabinet and ensure that it happens, otherwise, that will stay a dream.
It is on you Minister ... [Time expired.] ... to not tell students they must fall, but rather tell them that their futures are important to government and South Africa. I thank you.
Hon Chairperson, hon Minister, hon Deputy Minister, Members of Parliament, distinguished guests, ladies and gentlemen, this debate happen on this day that marks the 30th anniversary of the passing of our student leaders, Comrade Colin Williams and Robbie Waterwitch. Indeed we stand on the shoulders of giants.
To the FFP ...
Afrikaans:
Die blaam van die verlede sal nooit uitgewis kan word nie. Jong mense het in die strate van Suid-Afrika doodgegaan vir die vryheid, spesifiek vir vryheid tot die reg tot dieselfde opvoeding. Ons het nooit gedroom dat ons eendag in Suid-Afrika dieselfde opvoeding sal kry nie.
English:
In the state of the nation address earlier this year, the President set out the government's intentions in relation to the higher education and training sector. Critical to our understanding of the commitment made is the link between education and the economy and the need to invest in education as part of the drive for inclusive growth.
Our point of departure is that the Vote is an investment in the future of our country. This means ensuring that we spent money in such a way that it will result in improved economic performance, which in turn will lead to increased tax revenue, which in turn will lead us to being able to make further investments in education.
Whilst historically, we have agreed that Technical and Vocational Education and Training, TVET, college and Medium-Term Expenditure
Framework, MTEF, enrolment targets to be capped in at a figure of 710 535. We urge this to be reconsidered going forward given the pressure we have in respect of skills development.
In the medium-term, there must be at least as many young people attending the colleges as there are in universities.
The DA through member Christians, paints such a negative picture of higher education and National Student Financial Aid Scheme, NSFAS, in this country. My question to the DA is as follows: Why is it that only in the Western Cape young people are deprived of taking part in the opportunity to go and study overseas, specifically, medical students in Cuba? [Applause.]
Is this your part of your good plan for South Africa? Our vision remains one of TVET being a central area of expansion, both in terms of numbers, quality and the currency to TVET programmes in the economy.
In higher education, the challenge is not solely to increase funding to enable education, but to free for those that are the poorest in our communities.
It is important to expand access in this way, but at the same time measures must be taken to expand the availability of affordable accommodation, provide meals, safe and affordable transport and to expose poorest students to the networks and other advantages of those coming from more affluent households.
Throughout, the pass rates must improve and there are many factors that have an impact on these. I hope my learned friend of the EFF went through the budget. If not, let me refresh your mind. The higher education budget makes an important start in addressing these important areas of student support.
Order, hon members!
The fact that the TVET sector has expanded from around 400 000, some few years ago to over 700 000 today is a very substantial expansion. This has been made possible by the combination of voted funds, significant fundraising efforts by the TVET colleges themselves and the willingness of the levy grant institutions, Sector Education and Training Authorities, Setas, and the National Skills Fund, NSF. [Applause.]
To allocate substantial sums to drive the delivery of occupationally directed programmes that address scares skills occupations in demand in the economy. Colleges have experienced a great deal of change resulting from the function shift from provincial, education departments to the national Department of Higher Education, Science and Technology and have had to completely rethink their budgets and programme offerings.
Hon members, the speaker shall be heard! Please proceed, hon member.
And yet they have done very well. We want to congratulate the colleges on the increasing numbers of learners obtaining an National Certificate Vocational, NCV, the technical equivalent of the matric as well as the delivery of some 20 000 occupational programmes, including artisan trades.
We acknowledge that the NCV does not guarantee a job any more than the National Senior Certificate, NSC, or matric certificate does. Regrettably, the labour market in South Africa characterised as it is by extremely high unemployment is very harsh. Many employers are requiring an NSC or matric for low skills job. University degrees for administrative or middle levels skills job and have unrealistic
expectations based on the large pool of unemployed people they are able to draw on.
However, the NCV is a good qualification and it does provide an entry point to a nonacademic career. It provides a general awareness of preparation for a range of middle level occupations that are in demand. An increasing number of NCV graduates are going on to enter apprenticeships and become artisans, as well as programmes designed for other occupations in demand. Gradually TVET colleges are becoming recognised and institutions of choice for young people who are more practically orientated.
In skills development, we have seen a great deal of progress. The numbers of people trained has increased and we are particular pleased that artisan training has expanded by over 400% in the last 10 years. This is a major achievement and it demonstrates that we can achieve when we set a national agreed target, agree a strategy between the main stakeholders and drive the agreed strategy with determination and courage.
We have noted initiatives that have been funded by the Setas and the National Skills Fund, such as the centres of specialisation and the production of skills for national infrastructure projects, expansion
of the role of state-owned enterprises in training and we applaud all those that have been involved. We are truly making progress in the supply of middle level skills that are so badly needed in this economy.
We must not equate the achievement of numerical targets with effectiveness. In the area of throughput and pass rate targets have been set and this is welcomed. There can be no celebration of expanded enrolments when the numbers completing and numbers passing their exams drops. We will be closely watching this indicator and expect to see continuing improvement in the medium-term.
We have noted a number of initiatives that are planned or in place to improve the efficiency and effectiveness of the skills development institutions.
With the performance of Setas and the National Skills Fund there have been some challenging engagements with them over the past year. We have for example noted plans to centralise certain functions and to take action where failures in the system occur.
The Setas and the NSF are at the interface between the education and training systems and the economy. They must broker work placements
and work integrated learning. Skills development is a vital pillar of economic growth and we must start to see the impact that is being made.
Minister, we reiterate the important role that the emerging community colleges must play. They must provide young and unemployed people locally, accessible quality education and training in areas of employable skills. They must be progressed towards the National Development Plan, target of 1 million people enrolled in such programmes. We strongly urge the department to engage with the NFS and Setas to examine how funds can be allocated to enable relevant skills programmes to be offered in communities.
Minister, higher education and training are a critical area of investment in our country's future. Much has been achieved and significant progress has been made. We have emerged from a period of contestation within our institutions of higher learning with a coherent plan to incrementally expand access for the poor and the working class. There are weaknesses in the system, including less than ideal through out less and pass rates and those need to be addressed. We look forward to seeing progress in all of these areas over the next 12 months. The ANC approves this budget. I thank you. [Applause.]
The MINISTER OF HIGHER EDUCATION, SCIENCE AND TECHNOLOGY: Thank you
very much, hon Chairperson of the NCOP. Let me start by thanking the ANC for supporting this debate but also the hon Chair Nchabeleng, Mam Gillion, Mam Ndongeni, the MEC for Social Development from the Eastern Cape. They did not only support but they help to elucidate the commitments and the plans of the ANC government in Higher Education. [Applause.]
I just want to highlight the matter that the Chair raised first on student accommodation. We are aware that this is a big challenge. That's why we are committing to 300 000 beds. That's the minimum over the next 10 years. We are absolutely clear that we need much more than that. We also need to identify extra resources, something that we will announce as we are able to identify additional resources. But also, I think if we are to expand university education, we also need to think creatively. We have to expand online education as I have said. We also have to expand extra mural if you like or after hour's education. We can't just use one model. So, all those things, we will look at, which will then be able to address many problems that the hon Chairperson and other members have raised.
To hon Christians, thanks for what otherwise looks like a very constructive engagement with the Budget Vote which is unlike normally the approach of the DA. I really appreciate this. The points that you are making, the fact that you acknowledge the work we are doing on health psychosocial as well as actually on fighting gender-based violence in our campuses, we want to do more on this upfront.
I also share your concern about how some of cash for the National Student Financial Aid Scheme, NSFAS, is being used by some of the students. It's a matter that I want to pay very close attention to so that we ensure that money does go to where it supposed to be.
Indeed, I wish to confirm that the Publishers Association of South Africa have written to me that, from last year, the buying of text books have gone down by 94%, which means that some of these things are not being done, the money is not going where it's supposed to be.
To the EFF, you have lots of problems. [Interjections.] Firstly, your focus is almost exclusively on universities. [Interjections.] You are not focussing on other things. Those things of yours which sounds revolutionary, everything for everyone, the ANC's policy is
focussing on the poor and the working class, not to everyone. [Applause.] Children who can afford Louis Vuitton wear do not deserve to actually be supported with some of these things because ...
Minister, just a minute. Hon member, why are you standing up?
I think my point of order ... [Inaudible.]
What is the point of order?
Can the Minister take a seat before I ...
Sorry!
No, its fine, it's done.
I can't hear you. What is the point of order?
The point of order is, if the ANC care about the poor of the poorest, as we speak today, education would be free. So,
until Higher Education is free, the ANC is not doing anything. It continues to pave the masses of this country. I thank you.
Please sit down, hon member. That's not a point of order. It's a debate. It's your point of view, not a point of order. Please continue.
The MINISTER OF HIGHER EDUCATION, SCIENCE AND TECHNOLOGY: Hon Chair,
the other problem with the EFF is that, you have not condemned the destruction of university property. Some of your students have actually being involved in enormous destruction. Hon Chair, 2015 to 2016, more than R800 million of university property was destroyed in this country. It has never happened; the EFF has never condemned that. Instead, some of the major destroyers are the people we are defending, we won't listen to you. Where are we going to get all these other things that you are saying if you also are not joining us to say no to destruction of university and college property? I think that is very important that we actually say that. By the way, there is travel for free education. [Interjections.]
Hon member, firstly, you can't just stand up and talk. You must raise your hand; I must point you out and then give you permission to speak. Secondly, the tendency to
just stand up and just ramble on and so on is not helpful at all. [Interjections.] The only point where we stop as a House and listen to you is when you have raised a point of order. [Interjections.] Okay, let's hear you. What's your point of order?
Chair, it's so unfair.
What is your point of order?
I am coming to it.
Okay, come to it.
It's so unfair for yourself as a qualified Chairperson of the NCOP sitting there, presiding over a House where a speaker on the podium is casting accusations and you don't say anything about it and you just smile. It's wrong. This Minister must withdraw accusations that members of the EFF are disruptors and they are demolishing buildings.
Please, hon member, sit down. That's not a point of order. Please proceed, Minister.
The MINISTER OF HIGHER EDUCATION, SCIENCE AND TECHNOLOGY: I also
want to assure members especially those who have raised the issue. The stabilisation of NSFAS is my immediate priority now. We need to address some of the challenges that are there. We have acknowledged a number of challenges. Some of them have to do with lack of capacity in some of our institutions to actually manage NSFAS properly. We are prioritising that. I will go beyond that and have a Ministerial Task Team that's going to look into the systemic issues. But to then say because of these challenges, NSFAS is not actually functioning is not true. [Interjections.] There are many EFF students who are benefiting from the National Students Financial Aids Scheme. They don't speak like you speak here because they know what it is like to get NSFAS support unlike you who talk about it from a distance, sitting here comfortable. [Interjections.]
I also want to thanks hon Ndongeni for highlighting many aspects, challenges and things we are doing in relation to the Tvet colleges sector. We are going to grow the Tvet colleges sector. [Interjections.] We are already growing it and we have already grown it. We are going to be focusing. We have a comprehensive turnaround strategy to actually address these particular issues. [Interjections.]
What I would also want to point out is that issues about artisan training are deeply interlinked to actually strengthening our Tvet college system.
We would also like to say that on critical skills, we are continuing as department to publish a least of critical skills. We are going to have the publishing and the master plans. We are going to do that as a matter of urgency. I must say that, as I am standing here, the ANC is under no illusion that we have enormous challenges. But the progress we have made has changed enormously the situation. [Applause.]
IsiZulu:
The MINISTER OF HIGHER EDUCATION, SCIENCE AND TECHNOLOGY: Ilungu
elihloniphekile uMadlanduna, ukuba awukho lo hulumeni kaKhongolse ngabe avize zikuhlupheka izangane zakithi, ukuba sazishiya nani njenge-EFF. Ngabe ziyalamba ngabe futhi azifundi. Siyabonga sihlalo.
English:
I would like to take this opportunity to thank the Minister, Deputy Minister, permanent special delegates, and the SA Local Government Association, Salga, representatives for participating in the debate. Before we proceed to the next policy
debate, I would like to take this opportunity to welcome, the Minister, Deputy Minister, special delegates and Salga representatives to the House.
Debate concluded.