THE Portfolio Committee on Higher Education, Science and Innovation has presented a comprehensive 6th Parliament Legacy Report on the Department of Higher Education and Training (DHET) with a clear message for those who will follow.
Although there has been much to celebrate over the past three decades, the Committee said more must be done to strengthen its oversight and legislative functions in the years to come.
Chairperson Nompendulo Mkhatshwa delivered the assessment report on 20 March at Northlink TVET College, Tygerberg Campus, in the Western Cape.
The Portfolio Committee oversees the DHET and the Department of Science and Innovation (DSI), which has over 120 reporting and non-reporting entities and more than 20 pieces of legislation governing its work from July 2019 to March 2024.
Despite the inadequate time allocated to the Committee and the constant changes in the Parliamentary programme impacting the oversight work, Mkhatshwa said the Committee could interact across the tertiary sector.
Through intervention, the Committee has observed improved stakeholder relations in universities and Technical and Vocational Education Training (TVET) colleges. To its credit, the work done for the readiness for the 2024 academic year contributed to reducing student protests at the beginning of the year.
Mkhatshwa said the Committee welcomes the Department’s plan to develop and implement an integrated information management system for the post-school education and training sector. This will address the wastage observed over the term under review regarding students from multiple funders double-dipping and learners participating in multiple Sector Education Training Authorities (SETAs), and enable better planning and use of financial resources.
Elaborating on the success of education under 30 years of democracy, Mkhatshwa said the Committee recalled key achievements and listed critical areas for improvement while providing succinct advice for the team that will form the 7th administration, which will be appointed after the elections on 29 May.
Looking back on the changes in higher education, Mkhatshwa reminded members that in 2004 and 2005, mergers and incorporations were implemented, resulting in 24 universities. This was preceded in 2001 by the merger of 152 Technical Colleges to 50.
In 2009, the Department of Education was split into the Departments of Basic Education and Higher Education and Training. SETAs were migrated from the Department of Labour to DHET in the same year. In 2012, FET colleges (renamed TVETs) were migrated to DHET. By 2015, Adult Education and Training migrated to DHET (established as CET Colleges). The budget for education in 1994 was R193,1 million, rising to R113 billion in 2023, excluding skills levies.
In their recommendations to their successors when they take up their oversight roles in Parliament, Mkhatshwa said the Committee found that the critical challenges include tackling the sector’s slow transformation, which remains a concern, and inadequate policies and procedures to address Gender-Based Violence.
She said in its legacy report that the Committee was concerned about governance and management challenges, including institutions being placed under administration, some more than once.
Mkhatshwa also noted the increase in the use of institutional autonomy to evade public accountability. Another area of concern was the inadequate funding for the higher education, TVET and Community Education Training (CET) sectors, which was alarming, given the need to expand access to education and training.
Furthermore, she said the outstanding audits of some universities, TVET colleges, and the National Student Financial Aid Scheme (NSFAS), as the Office of the Auditor-General reported, were problematic as they limited Parliament’s ability to scrutinise expenditures and performance.
Other areas of concern, according to Mkhatshwa, were the growing student debt and the disparities in the concessions given by institutions, which are causes for concern. Unpaid student debt since 1994 is estimated at around R16 billion.
Mkhatshwa said the Committee was concerned that the National Skills Fund (NSF)-funded service providers siphoned off skills funds to address poverty, inequality, and unemployment through skills intervention.
Also criticised was the NSF’s lack of communication, consultation, and coordination regarding implementing the student accommodation pilot project at the start of the 2024 academic year, which has brought instability to some institutions.
In its broad range of recommendations, Mkhatshwa said the Committee urged the 7th Parliament to lobby the Standing Committee on Appropriations to consider allocating voted funds to the loan scheme for the missing middle and its sustainability, given that the current funding from the NSF and SETAs can only fund 47% of the missing middle students for a four-year programme, including funding for postgraduate students.
She said the Ministerial Task Team Review on the National Skills Fund has recommended reviewing the Skills Development Act to address governance challenges by appointing the Board as the accounting authority.
Mkhatshwa added that the 7th Parliament should monitor the development and implementation of gender transformation policies, especially GBV&F by TVET colleges and universities. The new committee must also report on the Department’s implementation of the Policy Framework to address Gender-Based Violence in the Post-School Education and Training System.
Furthermore, she noted that the 7th Parliament must monitor developments around the court review of the Independent Assessor Report on UNISA and progress in implementing the Ministerial Task Team Review of UNISA recommendations.
In particular, the committee must monitor Mangosuthu University of Technology (MUT), placed under administration in September 2022, to ensure that the University does not regress.
The committee was also tasked with following up on the minister’s recommendation to consider appointing an independent assessor to investigate governance challenges at UCT.
Mkhatshwa said the Department’s University Branch should ensure that universities develop processes to prevent employees from doing business with the universities without declaring their interest. There must be a follow-up on implementing the recommendations of the Colloquium on Institutional Autonomy Report.
She said the 7th Parliament must ensure that the Department and the stakeholders (UMALUSI and SITA) maintain a zero percent certification backlog.
The Department should take measures to professionalise the CET sector and ensure that CET colleges play a significant role in the PSET system.
The Committee of the 7th Parliament should ensure that the Department expedites the development of an integrated database for SETAs so that they can have the data of all the beneficiaries of skills development projects.
This database will also assist with detecting beneficiaries who are double-dipping in terms of learnerships and other skills intervention programmes offered by SETAs.
SETAs should improve their regional presence to be more accessible to the public. The Department should take action against SETAs struggling to achieve good audit outcomes, such as the Services SETA.
Mkhatshwa said action must be taken against those employees who resign before the conclusion of their disciplinary hearings. SETAs should blacklist all the service providers that have received funding for skills development projects and are not able to complete the projects or provide evidence that supports the spending on projects.
The Department should follow up with the relevant law enforcement authorities to ensure those implicated in the NSF forensic investigation report are convicted. The NSF should also update the 7th Parliament about the conclusion of disciplinary and other criminal cases against employees involved in the forensic report.
The Department should ensure that all the companies and their directors that are fingered in the forensic report are blacklisted from doing any business with the state.
Mkhatshwa urged NSFAS and the Department to ensure better communication, coordination, and consultation on the student accommodation pilot project. Adequate funding should be allocated to the Department to provide sustainable funding for the loan scheme for the missing middle and postgraduate funding.
Basic Education Deputy Minister, Dr Reginah Mhaule, embarked on an oversight and monitoring programme to the Bohlabela Education District to take key education officials to task in terms of supporting underperforming schools in the district.
As part of her visit, she engaged with School Management Teams (SMTs), teachers and learners from Ngwaritsane, Masilela and Marcia Mokoena Secondary Schools, as well as education stakeholders in Thulamahashe.
During a briefing session with the Deputy Minister, the SMTs affirmed that action plans are in place to address the rate of underperforming schools in their purview. These include the intensification of learner support programmes targeted at struggling learners, moderate and top achievers; the strengthening of parental involvement and support; and the promotion of positive discipline amongst learners.
As part of the visit, Ms Busisiwe Ndlovu, Chief Education Specialist for Further Education and Training in Bohlabela, indicated that underperforming schools in the District were a cause for concern. “In response to the issue, the District has deployed chief education specialists, subject advisors and circuit managers to provide intervention support to the affected schools.
In line with the strategies initiated to improve quality results during the 2024 National Senior Certificate (NSC) examinations, the District conducted one-on-one accountability sessions with 57 underperforming schools.
We also conducted performance review sessions with SMTs of all 143 schools, focusing on the 2023 NSC results. We have organised meetings with all high school teachers, particularly the Grade 12 teachers to explore possible techniques that can be adopted in improving learning outcomes.
We further conducted Residential Workshops for underperforming teachers in Mathematics and Physical Sciences to improve quality results. The District is currently planning to conduct content workshops; online lesson broadcasts; school based additional classes to assist learners with identifiable challenging topics; and winter school classes for the 57 underperforming schools.
We will also host a one-week camp for talented Mathematics and Science learners, as well as a camp for Accounting, Economics and Business Studies during the winter school holidays. Schools will also be encouraged to implement the provincial Learner Performance Improvement Plan (LPIP) and schools are encouraged to implement the plan,” she explained.
In response to the briefing Dr Mhaule informed district officials that her visit to the province was meant to unblock bottlenecks to ensure that schools were adequately supported and resourced. She encouraged school principals to take charge in terms of monitoring curriculum coverage in their respective schools and urged the District to accelerate the filling of vacant posts.
Deputy Minister Mhaule also interacted with the Grade 12 learners during assembly. In her keynote address, Dr Mhaule encouraged learners to concentrate on their studies: “The main objective of our visit to this District is to motivate you to work harder and to remain focussed to improve the performance of the District for the better. I know you have potential to achieve quality results and I therefore advise you to cooperate with your teachers and ensure that your schools obtain an above 80% pass rate,” Dr Mhaule concluded.
Mathanzima Mweli, DBE Director-General, convened a two-day Heads of Education Departments Committee (HEDCOM) Workshop aimed at reviewing the performance of the Basic Education Sector since the 6th administration resumed office.
The Workshop took place at the Pestana Kruger Lodge in the Mpumalanga Province from 8 – 9 April 2024. HEDCOM is regarded as a critical engagement platform where education matters are tabled for discussion and consolidation before being escalated to the Council of Education Ministers (CEM) for consideration and approval.
During the Workshop, HEDCOM expressed appreciation to various education stakeholders, including school principals; teachers; learners; and parents for showing dedication and determination towards delivering quality education. According to HEDCOM, the Basic Education Sector, under the leadership of the CEM, has succeeded in intensifying the revision and implementation of the Curriculum Assessment Policy Statements (CAPS), especially in the current administration.
Senior managers from various units of the DBE were given time slots to present progress reports on key programmes in their purview. These included the Learner Discipline Model; Development of a Curriculum Review Policy; Reflection on Teaching, Learning and Assessment; Modernisation of the National School Nutrition Programme (NSNP); General Household Survey 2022; Implementation of the Early Childhood Development (ECD) Programme; Placement of Funza Lushaka Graduates; Mathematics, Science and Technology (MST); Provision of Quality Inclusive Education for Learners with Special Needs; Implementation of the Three Stream Model (Academic, Vocational and Occupational Streams).
Mweli indicated that CAPS enabled the sector to maintain stability in the Basic Education Sector. “As things stand, CAPS is regarded as one of the strongest policies in terms of transforming the landscape of education in South Africa.
However, the policy might need to be revised to meet the demands of the 21st Century. I therefore extend my gratitude to the various Heads of Departments (HoDs) for their consistent attendance in all HEDCOM sittings. Our coordinated efforts will assist us in promoting uniformity in the Sector.
This Workshop has enabled us to accelerate the consolidation of information required for the handover report, which will be submitted to the 7th Administration post the General Elections.”
HEDCOM, in turn, extended its gratitude to Mweli for his leadership in steering the Sector in the right direction.
The HoDs applauded the DBE for its efforts in ensuring that learners have broad non-academic streams at their disposal to make informed decisions in their career choices. HEDCOM remains a valuable platform, particularly in identifying shortfalls and progress encountered in the education system. The next HEDCOM will be held in the Northern Cape Province during August 2024.
A remarkable expansion is underway in South Africa’s energy sector. The country is increasingly embracing renewable energy sources, spurred by pragmatic considerations such as sustainability, economic competitiveness, and environmental responsibility.
As South Africa strives to address global challenges like climate change and energy security, the renewable energy sector is brimming with exciting career paths for the next generation. Here, Temporary Employment Services (TES) providers can play a vital role in bridging the gap between South Africa’s young workforce and the renewable energy sector’s growing labour needs. By facilitating placements and participating in skills development partnerships with industry players, TES providers can empower young people to enter this rapidly growing industry.
The energy crisis – a catalyst for change The urgency behind our transition to renewable energy is heightened by an ongoing energy crisis, which is characterised by load shedding – deliberate, rolling power cuts implemented to manage electricity demand. This crisis highlights the need for a more sustainable, secure energy system, and renewable energy sources like solar and wind offer a viable solution that harnesses clean and abundant natural resources to power the nation.
The promise of renewable energy for employment in South Africa Given that it is predicted that by 2029 at least 19.28% of all energy used will be from renewable sources, it is clear that this is an industry that will keep growing, with the private sector actively leading the expansion.
The surge in adoption indicates a shift towards sustainable practices and signifies a promising future for renewable energy in our country. Positively, this growth in the renewable energy sector offers significant career prospects for the youth. This is particularly important in light of data released by Statistics South Africa in May 2023 showing that the total number of unemployed youth aged 15-34 years stands at a staggering 4.9 million, which is 46.5% of the country’s employable population.
With roles spanning across various disciplines such as engineering, project management, research and development, and policy advocacy, young individuals will be able to contribute to the design, installation, and maintenance of renewable energy systems, lead project initiatives, drive innovation, influence policy decisions, and even venture into entrepreneurship. This presents a dynamic and promising field for career growth and development, the ideal conduit for young people to actively shape a sustainable future for the nation.
A growing industry for a growing workforce
The opportunities presented by renewable energy extend beyond mere employment. For unskilled workers, it offers a gateway to gainful employment and provides valuable skills development opportunities.
Construction projects associated with renewable energy infrastructure serve as learning platforms, imparting essential skills such as workplace safety practices, technical skills, and project management expertise.
The decentralised nature of renewable energy projects means that opportunities are not limited to urban centres but extend to rural areas, which contributes to inclusive economic growth and development across the country.
Career possibilities aplenty in renewable energy
In terms of specific roles in high demand within the renewable energy industry, there is a spectrum of avenues available to individuals with varying skill levels. From health and safety personnel to engineers and semi-skilled and skilled electricians, civil works professionals and project managers, the sector offers an unimaginable array of career paths.
As the industry matures, there will be a growing need for workers in operations and maintenance roles, providing long-term employment prospects for young individuals who gain the necessary specialised skills.
Embracing renewable energy career paths offers young South Africans personal and professional growth opportunities. The sector’s long-term stability ensures consistent employment opportunities, with certain renewable energy projects likely to span several decades.
Being part of a flourishing industry presents a chance to be at the forefront of innovation and development, with ample room for career advancement and skill enhancement. Contributing to renewable energy initiatives also allows individuals to make a tangible impact on mitigating climate change and fostering a more sustainable future for generations to come. This factor has proven to be important with the upcoming Gen Z workforce.
Shaping the workforce of the future
As an alternative to traditional career pathways, Temporary Employment Services (TES) providers and outsourcing firms can play a crucial role in facilitating entry into the renewable energy sector for the younger workforce.
TES providers specialise in sourcing, recruiting, and managing temporary or contract workers, offering flexibility and scalability to businesses in need of labour. By partnering with TES providers, the sector can access a pool of talented individuals with diverse skill sets, bridging any skill gaps and accelerating project timelines.
TES arrangements allow individuals to gain valuable hands-on experience in the industry, building their resumes and enhancing their employability in the long term.
In this way, TES providers can serve as a strategic resource for both employers and young professionals looking to embark on a career in renewable energy and, in the long run, the transition to renewable energy provides the ideal opportunity for our youth to contribute meaningfully to the country’s sustainable development.
As the sector continues to grow and evolve, embarking on renewable energy career paths offers young individuals the chance to be part of a transformative journey towards a greener, more prosperous future.
Pierre Bekker is the Manager at Quyn International Recruitment & Staffing Solutions.
Deputy Minister of Higher Education, Science and Innovation Buti Manamela has launched the Indwe 4IR Lab at the Artisan and Skills Development Centre in Ekurhuleni East TVET College.
The establishment of the Indwe 4IR Lab is a direct result of a collaborative Private-Public Partnership involving the Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA), Festo Didactic and the Ekurhuleni East TVET College.
This strategic alliance aims to introduce comprehensive 4IR educational programmes that will significantly boost the employability and productivity of the workforce and enhance capacity-building efforts for TVET college staff.
“It’s quite an honour for me to be part of this launch of the Indwe 4IR Lab. Today is a significant milestone for all accounts. It’s a momentous occasion representing a decisive step in our ongoing efforts to reposition our post-qualification and training sector to be much more agile and build the necessary capacity to capitalise on the opportunities presented by the advent of the Fourth Industrial Revolution,” said Manamela.
The Deputy Minister said the 4IR resulted from the convergence of the past century’s groundbreaking scientific and technological advances, and it has had a profound impact on the world.
“One of the most obvious of these impacts has been how the advent of the 4IR has challenged our understanding and knowledge and how it can be applied. This is mainly because the 4IR is characterised by unprecedented intersectionality in the convergence of digital, biological, and physical realms, accompanied by the proliferation of groundbreaking technologies based on the fourth industrial revolution.
“So, it has forced us to radically rethink the nature of skills, the nature of jobs, and the nature of the workplaces, including the fact that it has rendered some skills and jobs obsolete. Still, it has also given birth to new and exciting industries, especially artificial intelligence.”
Manamela said the launch of the indoor Fourth Industrial Revolution lab must be viewed as part of the government’s strategic goals in developing the relevant skills to address our pressing socio-economic challenges and help steer the economy from resource-driven to knowledge-driven.
In line with the vision by President Cyril Ramaphosa to harness technological innovation fully to drive economic growth and societal upliftment, Manamela said this has led to the establishment of the Fourth Industrial Revolution Commission, which has laid out crucial recommendations prioritising investments in human capital development and the establishment of critical institutions and platforms to drive these innovations, ensuring that young people are equipped with the relevant skills.
“The other priority that our embrace of the Fourth Industrial Revolution must help us address is youth unemployment, a disturbing phenomenon in which over 2 million young people are not in any form of employment, education, or training,” he said.
He said the new lab on campus would benefit the new entrants and existing students trained in various other trades.
“We have launched these 4IR centres in many of our TVET colleges. Today’s launch is a continuation of these efforts. The lab is also envisioned as a vibrant hub of creativity and innovation, offering opportunities for young people to engage with cutting-edge technologies. It is also imagined to be a space where young people can acquire skills in exciting areas such as robotics, 3D printing, the Internet of Things, and advanced wireless technologies.
“These skills are no longer optional but essential for success and prosperity in the digital age. There is, therefore, no doubt that the establishment of Indwe 4IR Lab will also position the TVET College as a transformative hub for the communities of Ekurhuleni,” he said.
THE shared vision of NASA Globe and the University of the Western Cape (UWC) Chair in Sport, Development, Peace, and Olympic Education (SDP) came to fruition, empowering educators globally for enhanced environmental awareness and intercultural competence to promote the Sustainable Development Goals.
Larisa K. Schelkin and Professor Michael Jabot – both teaching faculty at the UN Institute for Training and Research (UNITAR) in New York – initiated the collaboration with UWC UNESCO Chair Professor Marion Keim.
It culminated in Prof Keim’s facilitation of the first online Seminar on Intercultural Competence, Story Circles, and Olympic Values Education for NASA Globe on 26 February. Schelkin, CEO, President, and Founder of the Global STEM (Science, Technology, Engineering, and Math) Education Center, along with Prof Jabot – a State University of New York (SUNY) Distinguished Professor in Science Education – spearheaded this innovative teacher education initiative.
Their invitation to Prof Keim, who is a distinguished sports science, development, and peace studies teacher, garnered immediate interest, further strengthening the collaboration with NASA GLOBE.
NASA GLOBE is an international initiative fostering environmental science and learning. It aligns with UWC’s UNESCO Chair SDP focus and the UN Agenda 2030. This alignment promotes capacity building, research exchange, and joint learning, emphasising policy dialogue and collaboration in the SDG, SDP, and Olympic Education fields.
Based on research led by fellow UNESCO Chair, Dr Darla K. Deardorff, the Story Circle methodology was identified and adapted to foster a human rights-based approach to intercultural competencies. Piloted successfully by UNESCO in five regions worldwide, this methodology formed the cornerstone of the vibrant online seminar.
Educators from South Africa, Nigeria, the UK, and the US engaged in values-based approaches, exploring intercultural competence and story circles as transformative tools. Through storytelling, participants embraced shared humanity, recognising commonalities amidst diversity, echoing the spirit of ubuntu.
Prof Jabot remarked: “One of the greatest challenges we have in shaping the world for the students that we work with is developing the disposition that our students have toward the appreciation and consideration of views of the world that are different from ours.
“Story Circles allow for a unique way of helping students to develop these dispositions. As teachers, I often think that we are often driven to define student success based on the external measures that shape our educational systems.
“The reality of the situation is that when students leave our schools the world they enter won’t judge them based on these measures but rather on the qualities they exhibit as a person and the quality of the work they contribute to make the world better.
“With a strategy like Story Circles, I think we as teachers can shape our work to help students understand that they can lead a purposeful life where their achievements are based on the impact their actions have, and that their successes are based on serving others based on the principles that matter most to them.”
Schelkin summarised the first NASA Globe – UWC collaboration: “In our journey to nurture a global community that is both environmentally conscious and culturally competent, the collaboration between NASA GLOBE and the UNESCO Chair SDP exemplifies the strength of international educational initiatives.
Minister of Higher Education and Training Blade Nzimande has said that the dissolution of the National Student Financial Aid Scheme (NSFAS) Board was an important step in turning the entity around, and was not a decision taken lightly, but considered all critical factors, including the impact on students.
Minister Nzimande briefed the media on recent developments related to the financing scheme on Sunday afternoon in Pretoria, following the dissolution of the NSFAS board last week, and its subsequent placement under administration.
The department said the decision was made as part of interventions meant to improve the efficiency of NSFAS, and comes on the heels of the resignation of the board’s former chairperson, Ernest Khosa, amid allegations of corruption, which also fingered the minister.
Nzimande said he had no choice but to dissolve the board, but confirmed that the dissolution will not affect the normal functioning of NSFAS, including the disbursement of funds.
“People must not panic, we are changing things. We are not going to change our commitments just because the scheme has been placed under administration,” the Minister said.
He confirmed that the administrator will have the authority to appoint expert opinion and assistance in his administration, and was expected to submit a written report every three months, detailing the progress in addressing the critical issues.
Nzimande appointed the former head of the South African Institute of Chartered Accountants, Freeman Nominal, as the administrator for the scheme. The appointment was published in the Government Gazette and signed by Nzimande on Thursday.
However, EFF deputy President Floyd Shivambu has called on Nzimande to wait until after the elections before appointing a new board.
Shivambu said that the outgoing Minister must not rush to appoint a new board, but allow the incoming government to appoint the new board to sort out the crises he created in NSFAS.
“We as EFF Members of Parliament conducted an oversight visit to DHET in January and cautioned the Ministry, Department and NSFAS board about an impending crisis and they did nothing. The ANC must be voted out of power for the damage and crisis they are causing to Higher Education,” Shivambu said.
The Democratic Alliance (DA) condemned what it referred to as the “shocking mess” in NSFAS, with Shadow Minister of Higher Education Chantel King saying the allegations implicating both Nzimande and Khosa had weakened the foundation of trust in the administration of student financial aid once again.
“Khosa had previously asked to be placed on leave in the wake of allegations against him by the Organisation Undoing Tax Abuse (Outa). The organisation accused him and Minister Nzimande of corruption, ” King said.
Opposition party ActionSA welcomed both the dissolution of the NSFAS board and the resignation of Khoza and reiterated its demand for the immediate resignation of Nzimande.
However, when asked about the calls for his resignation, Nzimande reiterated his claim of innocence and said that in terms of the detractors, he would not resign simply because opposition parties such as the DA and EFF have called for it.
Nzimande said that neither the DA nor the EFF appointed him, so he was not beholden to them, and furthermore, questioned why he should resign when he has contributed so much to the growth and expansion of the financing scheme.
Student organisation South African Students Congress (SASCO), along with other organisations, have renewed calls for NSFAS to terminate its contracts with four service providers who run the funding scheme’s direct payment system.
While the board adopted a report that proved there were some irregularities in the appointment of the service providers, SASCO said there has not been any urgency from the funding scheme in resolving the matter.
Secretary Alungile Kamtshe says this should be done with immediate effect.
“We are largely interested that in the interim the money must be distributed by institutions of higher learning up until the method for direct payment is fine-tuned so there is no middle person, it becomes direct, not indirect,” Kamtshe said.
Over the last year, NSFAS has been riddled with challenges, including allegations of corruption from OUTA bringing about more issues for the embattled funding scheme.
Thousands of students were left stranded without allowances, after the implementation of the direct payment system in June last year, which led to backlash from students, and protest action.
In October 2023, CEO Andile Nongogo was fired for interfering with processes to appoint service providers, and in December, OUTA released a report and audio implicating Khosa in corruption, with the chairperson taking a leave of absence in January, pursuant to his recent resignation.
The Minister said that further meetings and media updates would be scheduled for the coming weeks in which the administrator is expected to meet with all the relevant stakeholders as well as further updates by both him as well as NSFAS in order to give further details on the process of engaging the issues stalking the scheme and students.
THE Minister of Higher Education Blade Nzimande has announced the resignation of National Student Financial Aid Scheme (NSFAS) board chairperson Ernest Khosa in the wake of bribery allegations.
Nzimande, who was also implicated in the allegations, issued a statement on Thursday in which he wished the former chair well on his endeavors in the future.
Khosa went on voluntary leave of absence in January after the release of a report from (OUTA), supported by voice recordings alleging Nzimande and Khosa received millions of rands in kickbacks from service providers contracted by the financing scheme.
However, Khosa said that he had never received any financial gratification for his personal use or facilitated any for the Minister nor the South African Communist Party.
Khosa raised concerns over alleged threats that have been made against both him and his family.
On Thursday, Nzimande outlined proposals for dealing with the ongoing crisis around NSFAS’s non-payment of student allowances as well as announced Khosa’s resignation.
Nzimande said that he had instructed the student funding scheme to immediately establish a task team that would visit all TVET colleges and universities in order to address the serious challenges.
“Given the magnitude of this problem and its negative impact on the well-being of students and the continued functioning of our post-school education and training system, in the next few days, the minister will be taking a series of additional and decisive steps, all of which are intended to have the problem of non-payment of allowances resolved as a matter of priority,” Nzimande said.
Nzimande said NSFAS had paid TVET college students allowances and tuition to the value of R511 106 120, and R2 306 583 222 to university students; and that these payments were made against valid registration records received on 15 March, in respect of the 2024 academic cycle.
“Regrettably, not all TVET colleges and universities have complied with the NSFAS deadline of 15 March for the submission of student registration data to facilitate the payment of allowances. The failures to comply by some TVET colleges and universities has contributed to the latest sporadic student protest,” he said in a statement.
NSFAS had sent its servicing administrators to work with the non-compliant colleges and universities to finalise the student registration data submission, Nzimande added.
“Further to all this, the Minister intends to engage all key stakeholders in the sectors, such as student leadership, with the view to ensure that the issues of non-payment of Nsfas student allowances and related challenges are resolved as a matter of priority”.
When the democratic government took power in South Africa in 1994, it faced an incredible challenge to undo the systematic underdevelopment of most children who studied in South African schools under apartheid.
Education policies such as the Outcomes-Based Education (OBE), Curriculum 2005, and subsequent initiatives have significantly shaped the lives of ordinary South Africans over the past three decades of democracy in the country.
These policies addressed historical inequalities by improving black South Africans’ teaching and learning conditions and achievements while promoting inclusive education.
A milestone achievement was the introduction of free primary education, which facilitated greater access to education for marginalised and vulnerable communities by reducing financial barriers and increasing enrolment rates among disadvantaged learners.
In 1982, the apartheid government reportedly spent an average of R1,211 on education for each white child and only R146 for each Black child. National Party MP Piet Marais was the last apartheid Minister of Education between 1992 and 1994. His replacement under the country’s first democratically elected President, Nelson Mandela, was Professor Sibusiso Bengu from 1994 to 1999. Underpinned by the provisions of the South African Schools Act, Bengu drove the amalgamation of 17 apartheid education departments.
In an interview with the writer during his tenure, Bengu stated that his task was akin to piloting a plane that had to turn without crashing. He was proud of his achievements.
Under Bengu, parents were exempt from paying school fees from 1998. Still, he will be remembered as the Minister responsible for introducing the new Curriculum 2005 (C2005), a proposal for transforming the approach of school education in South Africa, and OBE.
Teachers and opposition parties roundly criticised it, which led to its review under his successor, Kader Asmal, who called it flawed. In essence, OBE lost its way into the heart of education in the classrooms. Most teachers needed to learn what to teach (content, reading, writing) or how to teach.
Prof Bengu’s proposals transformed the tertiary system, dismantling the fragmented, inefficient, and inequitable higher education system of the apartheid era. Today, South Africa has a single, national, and coordinated Post-School Education and Training sector (PSET) open to all.
Enrolments have increased significantly, and through the establishment and expansion of the National Student Financial Aid Scheme (NSFAS), poor students now have much-expanded opportunities to access and participate in the post-school education and training sector. University research outputs have increased significantly, and several universities are internationally recognised as citadels of excellence.
Professor Asmal, appointed by President Thabo Mbeki to serve between 1999 and 2004, introduced far-reaching reforms, including university mergers and the amalgamation of Technical Vocational Education and Training colleges. Prof Asmal also made surprise visits to schools to ensure learning and teaching were taking place as required. He also set his sights on varsities, warning that he would impose quotas if tertiary institutions did not implement affirmative action for staff and students. Asmal died on 22 June 2011.
Between 2004 and 2009, Dr Naledi Pandor presided over a complete overhaul of the education system, initiating reforms to the country’s failed implementation of the OBE system. Mbeki resigned in 2008 and left Kgalema Motlanthe in charge. Motlanthe retained Pandor in her position in his interim cabinet.
Minister Naledi Pandor.
After the 2009 general election, Jacob Zuma became the new President of South Africa. He unbundled the Education Ministry into two new portfolios, appointing Pandor to the newly established Minister of Science and Technology post in May 2009. Under her tenure, with Pandor as an inspiring champion, South Africa won the bid to host the Square Kilometre Array (SKA) in the Karoo region.
Following the splitting of the education portfolio, long-serving Angie Motshekga first took a bow in 2009 as Minister of Basic Education, while Dr Blade Nzimande began his stint as Minister of Higher Education and Training in the same year.
Basic Education Minister Angie Motshekga. Picture: Eddie Mtsweni
Motshekga believes she has brought stability to the curriculum. The matric results have also provided a barometer of success, with Early Childhood Development a critical pillar laying the foundation for a solid future.
But the jury remains out on Nzimande. In 2017, he was axed from the education portfolio amid student unhappiness over his leadership. He famously said, “Students must fall,” colluding with varsity management to stop protests.
Since returning under President Cyril Ramaphosa in 2019 with science and technology added to his responsibilities, Nzimande has had to fend off one controversy after another. However, establishing a single system of universities and TVET colleges is one of his legacies. Funding irregularities under the National Student Financial Aid Scheme have seen Nzimande embroiled in controversy, claims he has denied but failed to follow his threat to sue, suggesting that it was all bluster. However, several claims of corruption involving his appointments at several learning institutions under his watch have not helped his case.
Higher education minister Blade Nzimande. File photo.
Image: GCIS
One of the key architects behind the post-apartheid tertiary system, Professor Jairam Reddy, says it is time to review the state of higher education and make recommendations for any contemplated changes.
Unlike the National Commission on Higher Education (NCHE), which he chaired, this should be a shorter exercise – perhaps six months in duration and involving about five experts on higher education, including one international expert. The remit could be as follows: What are the strengths and weaknesses of the current state of higher education? Secondly, he asked whether the mergers had worked. A third aspect would focus on the quality of our higher education system, while race and its implications in the higher education system must be explored. Funding of the higher education system – is it adequate and equitable? and examine the efficacy of NSFAS. Finally, the professor proposes an assessment of corruption and mismanagement in higher education.
One of the country’s top academics, Professor Tshilidzi Marwala, the former vice-chancellor of the University of Johannesburg and now Rector of the United Nations University in Japan, says one of the often ignored facts about post-apartheid research in higher education is that South African universities do more research today than ever before. Furthermore, the proportion of people with doctoral degrees in South African universities is also historically high.
“What is missing is taking this research into innovation and products,” Marwala told Inside Education.
However, post-democracy, great emphasis was placed on the schooling sector. The launch of Curriculum 2005 (C2005) in March 1997 signaled a move from content-based to outcomes-based education and from the fundamental pedagogics under apartheid to progressive pedagogy, with the student having a central role in learning.
University of Cape Town’s Prof Joanne Hardman says that while OBE owed some of its substance to international education developments, it is incorrect to assume it was imported wholesale from any country.
She believes OBE owes some of its elements to the National Training Board (NTB) and Congress of South African Trade Unions (COSATU, at the time South Africa’s largest labour union). Together, they produced the National Training Strategy Initiative policy document, which provided the foundation for the national training strategy that was later developed.
“If one appreciates OBE’s genesis in the labour movement, one can begin to understand one of the key critiques facing OBE today: that teaching in South African schools using OBE serves a skills acquisition, rather than a development, function. The need to move away from a curriculum that separated mental and manual work or academic and vocational training was recognised in the curriculum’s focus on integrating education and training,” she says.
Thus, the ideological thrust behind C2005 was outlined in the White Paper on Education and Training (1995) and the South African Schools Act (1996), emphasising the social justice imperative to provide quality education for all through developing democratic citizens capable of participating in the knowledge economy of the 21st century.
Prof Hardman says OBE sought to address past inequities and level the playing field for students across South Africa. However, the problem facing those who were tasked with implementing OBE was that South Africa’s hugely unequal schooling base could not ensure the material or human resources required for a curriculum that focused on using a variety of resources to teach outcomes.
“Moreover, teachers’ training was unbelievably unequal, with those taught in former ‘black’ teacher training colleges not having been prepared to meet the rather opaque ‘critical’ outcomes required from the curriculum. Lack of training in how to implement an outcomes-based model of pedagogy, coupled with teachers’ underdeveloped conceptual skills due to unequal training, meant that OBE was doomed from the start,” she says.
Respected educationist Professor Jonathan Jansen warned in 1999 of C2005’s potential failure because he understood and had worked in South Africa’s unequal schooling terrain.
“Unfortunately,” adds Prof Hardman, “Jansen was right; C2005, although admirable in its quest for social justice, resulted in a radical form of learner-centredness that soon appeared to disadvantage the very students it was meant to promote, namely, poor second-language students in under-resourced schools with poorly prepared teachers.”
“In a country with the highest Gini coefficient in the world, the one-size-fits-all, underspecified curriculum presented as C2005 had little chance of succeeding without serious teacher training.
She says that for many, OBE had failed to achieve its emancipatory goal of educating all South African schoolchildren.
Two years after implementation, the C2005 was reviewed, given the challenges. The Review Committee into Curriculum 2005 Report found that C2005 was over-designed and under-stipulated.
In its attempt to pursue a policy of integrating subjects and real-world material, C2005 rendered the sequence, pacing and progression requirements, especially of the gateway subjects of language, mathematics, and science, invisible to teachers and students alike. The result could have been much better learner progression. One main lesson of the Review was thus that the explicitness of the learning and evaluation requirements could not, under present South African conditions of learning, be sacrificed in the name of learner-centredness without impairing learning. This lesson was embedded in the National Curriculum Statement (NCS) for grades 1 to 9, which was rolled out in phases from 2002 to 2009.
By 2009, this curriculum was again under scrutiny for its focus on OBE and painfully low attainment in students’ outcomes. The NCS Review Report focused on what is to be learnt rather than vague outcomes, suggesting that “clear content, concept and skill standards and clear and concise assessment requirements” should replace the notion of outcomes.
Prof Hardman adds that revisions to the NCS did not specify a constructivist pedagogy, although the understanding that children are active in constructing knowledge was accepted. Following the NCS review report, a new Curriculum Assessment Policy Statement (CAPS) was introduced in 2014, focusing more on specifying knowledge and assessment standards.
However, CAPS is very administration, content, and assessment-heavy, leaving little time for teachers to develop deep knowledge and understanding.
Moreover, teachers have once again received very little training in how to deliver CAPS and how to effectively teach in a constructivist manner that aims to develop children cognitively.
The impact of CAPS on children was found to have led to an increase in anxiety amongst ever younger children due to the content-heavy curriculum, over-assessment, rigidity of the curriculum and the excessively fast pacing needed to cover such a content-dense curriculum.
“With CAPS, it seems, we have thrown the baby out with the bathwater. Viewing curriculum change in South Africa through a dialectical lens, we must appreciate that CAPS has produced a contradiction in the object of the activity of schooling: curriculum coverage versus understanding. We have children who are over-assessed, and, in some instances at least, this has led to teachers teaching to the test rather than developing students’ understanding of concepts,” says Prof Hardman.
“Moreover, the actual content that students learn has changed very little over time, and there is little difference in the content of what is taught in the 21st century to what was taught in the 20th century. This is surely problematic as the world our children face today is not the world of the previous century,” she adds.
Professor Kobus Maree of the Department of Educational Psychology at the University of Pretoria says that implementing policies like Outcome-Based Education, which emphasises holistic development and learner-centred approaches, has been widely criticised and has faced significant challenges.
This includes resistance from educators, inadequate training, and assessment-related issues that have hindered its effectiveness.
“Many scholars argued from the outset that OBE was not designed with impoverished contexts in mind and has adversely impacted the education of many black learners from disadvantaged environments. Initiatives like the language and 40% policies were also introduced to enhance educational equity and quality. The language policy aimed to promote multilingualism, preserve indigenous languages, and foster cultural identity and inclusivity within the education system,” Prof Maree says..
“The controversial 40% policy intended under Angie Motshekga to provide a safety net for vulnerable learners, allowing them to pass a grade with a minimum of 40% in certain subjects. This policy aimed to prevent mass dropout rates and stimulate progression through the education system. However, it’s important to note that many scholars have fiercely criticised it.
“Despite these efforts, major challenges persist in the education system even after 30 years of democracy. Infrastructure remains critical, especially in inner-city, township, rural, and other underprivileged areas. Many of these schools lack basic facilities such as connectivity, electricity, sanitation, and adequate classrooms, perpetuating existing inequalities and negatively affecting the quality of teaching and learning,” says Prof Maree.
While there have been notable successes in enhancing access to education and promoting inclusivity, he says significant challenges related to infrastructure deficits and the implementation of theoretical policies persist. “It is crucial to involve all major stakeholders in apolitical discussions about the future of education in South Africa and to draw on existing pockets of excellence to assist disadvantaged schools, rather than implementing policies unilaterally that may negatively impact well-functioning schools.”
Jacques Farmer, the managing director of Prisma Training Solutions, says that with elections imminent, South Africa is gripped by an air of expectation as unemployment stands at 33.9%, and there is a need for a skills revolution.
Gone are the days of generic qualifications; the modern, digital-first economy demands precision skills. However, more than education is needed; experience is necessary.
However, the government alone cannot orchestrate this revolution, and the private sector, particularly industries like mining, must be a potent catalyst for change. Companies should consider expanding employment opportunities through targeted training and development initiatives.
The union of education and employment must be seen not merely as a transactional exchange but as a powerful force for progress.
“Imagine a young woman from a rural village, equipped with the skills to operate a drone, mapping mineral deposits precisely. Imagine a young man, once struggling to make ends meet, transformed into a sought-after artisan due to his welding capabilities. These are not stories; they are the building blocks of a brighter future when the right skills meet the right opportunities,” Farmer adds.
Arguably, there has been change, but the jury is still out on the work done in education during 30 years of democracy.
As a young girl from a rural village in Eswatini, she wanted to boldly go “where no man has gone before”. But Captain Kirk and his merry men ensured that women must wait their turn in space – in reality and on the television screens. Khensani loves reading. Her favourite teacher gave free rein to her vivid imagination. She wanted to become an astronaut. While her desire did not materialise, she has excelled in her chosen space in the marketing world.
Today, Khensani, the 2023 Scopen Top Most Admired Marketer in South Africa, still has an expansive imagination. But she is focused on doing good as the charismatic and much-loved leader as Nedbank Group Executive for Marketing and Corporate Affairs.
It’s been an incredible journey for the young girl born in the rural area of Fonteyn in the country formerly known as Swaziland. She never dreamed that all that she had achieved would be possible.
But she told delegates at the International Advertising Association conference in Malaysia from 6 to 8 March, where she spoke on the future being female, that her grandmother and mum believed in her. “And that’s why the past, the present, and the future are female. Believe it.”
Previously, Khensani marketed and promoted skin care products, a famous liquor brand, and a mobile operator. The financial world, however, has taken her career into orbit, with countless industry awards, making her one of the country’s most powerful women in marketing.
As the marketing executive and a Nedbank Group executive leadership member, she ensures the cohesive and consistent alignment between marketing messaging, brand positioning, and business objectives across the group while providing strategic input into various Nedbank structures, committees, and partnerships.
Khensani joined Nedbank in September 2017 as Executive Head of Group Marketing before being promoted to her current role and the Nedbank Group Exco in May 2018. Her 20-year marketing career has afforded her invaluable experience in several leading South African and multinational organisations.
After starting as an assistant brand manager at Unilever, she rose to eventually head up the Skin Category for Unilever in Africa, the Middle East, and Turkey. Before joining Nedbank, various leadership and executive roles followed this in Diageo, South African Breweries and Vodacom.
Khensani has a BCom from the University of the Witwatersrand, an MBA from GIBS and an Advanced Management Program from Harvard Business School, where she was nominated as representative for that cohort. She is a member of Effie Awards South Africa and the Loeries boards, a Jury President for the Bookmarks Awards, and a sought-after public speaker.
She has amassed several accolades in recognition of her contribution to the industry, including top honours as winner of the Loeries 2021 “Marketing Leadership & Innovation” award and the “Marketing Industry Leader of the Year” award by AdFocus, as well as the 2022 “Most Admired Marketer in South Africa” award by Marklives.com. She was among the three most admired marketing professionals rated by marketers and agency professionals in the Agency Scope 2023/2024.
Khensani Nobanda thanks her inspirational teacher for setting her on the path to her dreams.
Khensani recently shared memories of her favourite teacher in conversation.
What was their name? Mrs Brenton-Smith
Please share the name of the school attended and year/s. Malkerns Valley Primary in eSwatini 1984 to 1990
How did your favourite teacher endear themself to you? She encouraged my love for reading. She would allow me to spend more time in the library than I was allowed to and even skip some extra murals because I was engrossed in a book and couldn’t put it down.
What subject/s did he/she teach you? She was my grade 1 teacher, so she taught me everything except the second language I was studying, French.
Did you look forward to their subject? I looked forward to class. It was a place where my imagination was allowed to wander and flourish.
What did you like about your teacher? She allowed us as kids to lean into what we wanted whilst ensuring we achieved what was required to pass the grade.
What was your favourite subject at school? Overall, across primary and high school, English and history were taught. I loved English because, in literature, we had to read books…that seemed like an easy pass for me. History is essential because, to move forward, we must learn from the many stories of our past. They give us context and allow us to see the present in that context. Also, learning history builds up a repository of knowledge that allows one to engage in many topics.
Has this influenced your choice of career? Maybe a little bit. Indeed, brands have roots and histories that we must respect. So, as much as we can reposition brands, we must never forget where that brand comes from and build from that past to ensure that whilst we look forward…we look forward rooted in the past.
What was the one phrase from any teacher that stuck with you or inspired you? Don’t give up on what you enjoy, she would say – even if other people want you to do different things, I’m happy you know what you love doing and always keep at it.
Have you kept in touch with your favourite teacher? Unfortunately, she passed on. I returned to primary school as part of my #40before40 journey. I planned 4o things to do before I turned 40, and one of them was to return to St Michael’s. It was surreal standing in front of that grade 1 class and reflecting on the fact that it underlined a big part of who I was.
Why are teachers so important to society? Phew… a big question. In summary, they give kids the opportunities and possibilities for “A Better Life.” I know that without the education I received, I wouldn’t be where I am.
Finally, what advice do you have for learners today? For a seed to grow, it has to land on fertile ground. Your attitude is the most important thing, no matter how good the teacher is. I realised that education was MY road to success, so really, during my schooling, even as I sometimes didn’t agree with my teachers, I used that as an opportunity to have a good debate where I could come up more knowledgeable. I loved school because I was clear that school was going to be the road to my success.
One final question: did you imagine ending up where you are today while at school, and why is it important to believe in one’s dreams? I thought I’d be an astronaut. At no point did Mrs. Brenton Smith say that’s not possible for a young black girl from the Southern tip of Africa. So, whilst I never became an astronaut, she encouraged me to lean into my dreams.
