1. Department of Higher Education and Training
2017/18 Fourth Quarter Performance Report
Presentation to the Portfolio Committee on Higher Education and Training
23 May 2018

2. Presentation Outline
1. Background
Performance per Programme
Programme 3: University Education
Programme 4: Technical and Vocational Education and Training
Programme 5: Skills Development
Programme 6: Community Education and Training
Programme 2: Planning, Policy and Strategy
Programme 1: Administration
3. Budget Performance

3. Background
In terms of the Annual Performance Plan for the 2017/18 financial year, the Department had 86 targets to achieve.
Department has been tabling progress reports to the Portfolio Committee on quarterly basis.
This is the last quarterly report for the 2017/18 financial year.
It provides progress on the targets that targets that were due for completion during the quarter under review.

4. Background Summary of performance
Of the 57 targets in the 4th quarter:
91% (52 targets) were achieved.
9% (5 targets) were not achieved (3 in Programme 1 and 2 in Programme 3) – the respective Branch Heads will elaborate on these.
This brings the overall performance of the Department against annual targets for the 2017/18 financial year to 94% (meaning that 81 of the 86 targets have been achieved).
We are currently in the process of compiling the Annual Report to present the overall picture of the Department's performance for year ending 31 March 2018.

5. Programme 3: University Education
Performance on targets
13 of the 15 targets for the 4th quarter were achieved (87%):
Review of the NSFAS Act completed; Regulations approved and published.
11 Monitoring/ Oversight Reports: (1) Close out of the Teaching Development Grant (2) Close out of the Research Development Grant (3) research outputs, (4) infrastructure and efficiency grant, (5) new universities earmarked grant, (6) Ministerial enrolment targets, (7) institutional governance, (8) Staffing South Africa’s Universities’ Framework (9) compliance of PHEIs with the regulations, (10) BRICS partnerships, and (11) Student leadership capacity development programme;
Cohort Study Report on First Time Entering Undergraduates in Higher Education (2000 to 2015); published on website

6. Programme 3: University Education
2 targets were not achieved (13%):
National Plan for PSET not completed
Reason: time frame had to be adapted due to: a need to wait for the finalisation of the Fees Commission report and government policy decisions related to its recommendations; a need for financial modelling and to set targets linked to any policy decisions; two changes in the Ministry and a need to have Minister’s concurrence before releasing for public comment; delayed consultation process
Policy Framework on collaboration between professional bodies, government departments and quality councils
Reason: CD driving the project resigned; challenges in project management led to delays; draft is complete and must be published for comment

7. Reflections on strategic and/or policy implications
The new funding allocated to support poor and working class students and for university subsidies (block and earmarked grants) have major strategic and policy implications:
Policies on student funding (allowances/ conditions) and on the university fee regulations will have to be developed and finalised for implementation in
Modelling of the distribution of additional funds linked to the financial health project and funding framework – consideration to be given to how the funds will be distributed in 2020/21 onwards to ensure sustainability in the context of the fee regulation policy once developed;
ISFAP pilot – decisions on the proposed PPP; the student monitoring platform; and ‘wrap around’ support for all students funded through NSFAS/ ISFAP
UCDP and UCDG – need to align the student support plans at institutional level to support students funded through the expanded DHET bursary/ Funza/ ISFAP etc. – need to ensure access and success
Policies to be finalised: Internationalisation of Higher Education; Differentiation; African languages policy; and regulations for institutional types (linked to HE Act)

8. Other significant achievements in the 4th quarter
The implementation of the DHET Bursary scheme for poor and working class students. Included the development of a Frequently Asked Questions document and extensive communication and consultation with the system to ensure a relatively incident free registration period in 2018
The University Capacity Development Programme implemented from January including:
The fourth phase of the New Generation of Academics Programme (nGAP) launched in March 2018; 100 new posts allocated to universities and advertised.
The first phase of the University Staff Doctoral Programme (USDP) initiated in March 2018; will support approximately 140 university academics to achieve their PhD degrees.
The Entrepreneurship Development in Higher Education (EDHE) strengthened and formalised into a three year funded programme; approved for implementation in collaboration with USAf in March 2018.
The Higher Education Leadership and Management Programme was formalised into a three year funded programme; approved for implementation in collaboration with USAf in March 2018.

9. Other significant achievements in the 4th quarter
Between January and March 2018, 580 applications for 165 scholarships to study in China, Russia and Hungary were received, screened, and assessed. Over 250 applicants were interviewed. Recommendations for scholarship awards were communicated with the embassies for consideration.
Provided support for the application processes for Swedish scholarship programme (10) and Irish Kader Asmal Fellowship (17).
Monitoring and support for 32 scholarship recipients in Russia, 97 in China and 72 in Hungary.
Visit to scholarship recipients in Russia and to engage Russian authorities on the scholarship programme (January 2018)
592 individual teacher/lecturer applications for the evaluation of qualifications were received for the fourth quarter; 390 certificates were issued for applicants who met the requirements and 202 letters issued for those who did not/ who needed to submit additional information in order to finalize the evaluation;

10. Other significant achievements in the 4th quarter
45 teacher education programmes were received for evaluation for compliance with the Policy on Minimum Requirements for Teacher Education Qualifications, 2015, and were tabled at three evaluation committee meetings; 24 programmes were approved, 21 programmes were not approved and institutions were informed accordingly; and
8 TVET/CET lecturer education programmes were received for evaluation, and were tabled at the two evaluation committee meetings in the fourth quarter, of which three (3) programmes were approved, 5 programmes were not approved and institutions were informed accordingly.
Trends in Teacher Education Graduates and Enrolments (2016) published
Inter-sectoral meeting held with DBE and HRDC to identify areas of synergy, difference and duplication in the respective work undertaken to strengthen the teaching of mathematics in initial teacher education.
A Public Awareness Campaigns on illegal colleges was undertaken in the first quarter from 18 January 2018  to 10 February The campaign was conducted in Rustenburg, Johannesburg, Durban, Port Elizabeth, Nelspruit, Polokwane and Bloemfontein.

11. Programme 3: University Education
In addition, the branch is responsible to oversee performance on university system targets. All 3 targets for the quarter have been achieved:
Outcome indicator
Target: /18
Achievement
Graduates in initial Teacher Education from universities (n)
20 800
22 123
Universities offering accredited TVET College qualifications (n) 1 2
Additional first-time entrants (black and women) to academic workforce in addition to normal replacement and plans (n)
100
548

12. Programme 4: TVET Performance on targets
All 17 targets for the 4th quarter were achieved (100%):
Policy for TVET College finance management
Policy on South African Institute for Vocational and Continuing Education and Training (SAIVCET)
Policy for administration/management of student admission for TVET Colleges
Reviewed departmental policy framework on TVET qualifications
Report on the monitoring and evaluation of TVET Colleges
Report on the implementation of Student Support Services plans in TVET Colleges for the previous academic year
Report on the conduct of public TVET College examination centres during national examinations and assessments
Report on the implementation of teaching and learning support plans in TVET Colleges for the previous academic year

13. Programme 4: TVET
Report on sampled TVET Colleges for the previous academic year evaluated for compliance to recommended governance standards
Report on the performance of students in colleges for the previous academic year
Report on the implementation of strategy on strategic partnerships with key stakeholders
Report on certification backlog eradication
Plan for TVET College lecturer development,
Roll out plan for the construction of nine TVET College campuses
An Infrastructure funding model for TVET College sector
An Infrastructure maintenance plan for TVET College sector
An national infrastructure asset management system for TVET Colleges

14. Other significant achievements in the 4th quarter
Development and implementation of the Policy on the Audit and Verification of TVET College Enrolment and Student Registration
Undertaking and completion of verification of 2015 and 2016 student enrolment data and compilation of quality reports thereon
Formulation of Policy on Performance Reporting for Technical and Vocational Education and Training Colleges, to be implemented by the TVET colleges with effect from the 2017 Annual Reporting and subsequent annual reports
Conducting Strategic Planning sessions with colleges which culminated in the timeous submission of 50 TVET colleges strategic plans and approved by the Minister for implementation
Maintenance of fully constituted TVET college councils across 50 colleges

15. Other significant achievements in the 4th quarter
The review and repair of the Technical and Vocational Education and Training Management Information System (TVETMIS) and the whole value chain of collection, quality assurance and provision of TVET college data
Coordination of student registration and enrolment management conducted by the regional offices.
The Prevocational Learning Programme was implemented in 8 of the 9 identified colleges as the pilot phase of the full roll-out in 2019
Development of a strategy and plan for lecturer development and Continuing Professional Development System for lecturers in TVET Colleges
The major project in the National Examinations and Assessment unit is the development of the new integrated information system for examination. This project is designed to develop a new system which will replace SITA system.

16. Programme 4: TVET
In addition, the branch is responsible to oversee performance on TVET college system targets. 7 of 9 targets for the quarter have been achieved:
Outcome indicator
Target: 2017/18
Achievement
Headcount enrolments in TVET Colleges *
NC (V) L4 certification rates (%)
30%
41.7%*
N3 Certification rates (%)
55%
65.8%*
N6 certification rates (%)
N6: 40%
66.1%*
Certificates issued to qualifying candidates within 3 months of publication ( number of months)
3 months
3 months*
Percentage of public TVET College examination centres evaluated in conducting national examinations and assessments in compliance with national policy (%)
100%
100%*
Qualifying TVET students obtaining financial assistance (n) *
Funded NC (V) L4 students obtaining qualification within stipulated time (%)
Establish baseline (2012 to 2014 cohort)
33.47%
Percentage of TVET institutions evaluated on implementation of proposed best practice policies and guidelines issued by the Department of Higher Education and Training (%)
56%
*2016 academic year

17. Programme 5: Skills Development
Performance on targets
All 3 targets for the 4th quarter were achieved (100%):
National Skills Development Plan
Report on the implementation of Skills Development Strategy
Report on the implementation of security infrastructure development plan at INDLELA.
14 Targets if we unpack monitoring reports
i.e. 8 main targets + 6 System targets

18. Programme 5: Skills Development Outcome indicator target
In addition, the branch is responsible to oversee performance on skills development system targets. 5 of 6 targets for the quarter have been achieved (annual figures are preliminary, pending validation):
Outcome indicator target
Target 2017/18
Achievement 2017/18
Work based learning opportunities (n)
177 594
New artisans qualified per annum (n)
21 110
23 128
New artisan learners registered nationally per annum (n)
27 750
33 724
National Artisan Learners Trade Test pass rate (including INDLELA)
58%
54%
National artisan learners employed or self-employed (%)
60%
Proportion of SETAs meeting standards of good governance (%)
100%
14 Targets if we unpack monitoring reports
i.e. 8 main targets + 6 System targets

19. Programme 5: Skills Development
Reasons for underperformance on the ‘Trade Test Pass rate’
The pass rate is not directly influenced by the department
INDLELA deals with mostly walk-in applicants that have not gone through a formal artisan training
The Department through National Artisan Moderation Body (NAMB) will increase monitoring of artisan training centres to ensure that the training provided is up to acceptable standards.
14 Targets if we unpack monitoring reports
i.e. 8 main targets + 6 System targets

20. Programme 6: CET Performance against targets
All 3 targets for the 4th quarter were achieved (100%):
Annual Reporting Policy for CET colleges
M&E System Performance Report
Teaching and Learning Improvement Plan Implementation Report

21. Outcome indicator target
Programme 6: CET
In addition, the branch is responsible to oversee performance on CET college system targets. Both targets for the quarter have not been achieved:
Outcome indicator target
Target 2017/18
Achievement 2017/18
Headcount Enrolment in CET Colleges
Certification in CET formal qualifications
38%
35,9%

22. Reasons for underperformance: Head count enrolment
Inadequate advocacy for the community learning centres and their programme offerings
Stigma associated with outstanding certificates
Delays in the release of the examination results by PEDs
Limited programme diversity and responsiveness
Limited infrastructure and recent centre evictions in some provinces
Safety concerns due time of tuition and distance

23. Reasons for underperformance: Certification rate
Lecturer qualifications
Departure of lecturers to better employment opportunities in the schooling system
Inadequate Learning and Teaching Support Material
Delays in the procurement and delivery of LTSM as result of the current procurement arrangement with some TVET college.
Cultural (religious) practices
Seasonal employment opportunities
Inadequate specialist curriculum support to lecturers

24. Reflections on strategic and /or policy implications
Based on its performance during quarter under review, the Branch has to focus on:
Quality and efficiency improvement
Build ICT and financial system infrastructure in CET colleges
Setting information management systems in CET college to improve data quality and integrity
Actively engage in macro-level and (Department) and micro- level (college) partnerships to ensure relevance and sustainability of the sector
Work towards attaining a lasting solution for ensuring labour peace in the sub-system

25. Other Significant Achievements during Quarter 4
Strengthening governance and management by conducting induction workshops for all Council members ( 84 participants).
Lecturer policy mediation roadshows were conducted focusing on the transition from AET and CET as well as policies that regulate this progressive innovation (1705 participants).

26. Programme 2: Planning, Policy and Strategy
Performance against targets
All 12 targets for the quarter were achieved (100%):
NQF Amendment Bill submitted to Parliament for processing
Produced a list of occupations in high demand
Finalised Policy Framework on Disability
Produced two reports to inform planning:
Investment trends in PSET
statistics on PSET
Initiated institutionalization of career development

27. Programme 2: Planning, Policy and Strategy
Produced oversight reports on:
Social Inclusion in PSET
Open Learning in PSET
Career Development Services
International relations
Communication strategy for student support Services has been developed
Finalised the design of the Management Information System for Public Community Colleges (in terms of the specifications for data load files)

28. Reflections on strategic and/or policy implications
List of Occupations in high demand
Will inform skills planning in the country to support the DHET’s planning processes with respect to: Enrolment planning, Resource allocations, Career advice and qualifications development .
Strategic Policy Framework on Disability
Guide Universities and Colleges to create an enabling environment for people with disabilities
Ensure the attainment of the NDP target: 2% of people with disabilities having the right skill sets and obtaining relevant qualifications

29. Reflections on strategic and/or policy implication
NQF Amendment Bill, to provide for:
Verification of all qualifications or part-qualifications by SAQA;
Formulation of criteria for evaluating foreign qualifications;
Establishment and maintenance of separate registers of misrepresented or fraudulent qualifications;
A separate register for professional designations;
Referral of qualifications or part qualifications to SAQA for verification and evaluation;
Offences and penalties which have a bearing on fraudulent qualifications

30. Other Significant Achievements during the 4th Quarter
Progress made with development of open learning materials (electrician, NASCA and Diploma for TVET College Lecturers)
Started development of a national Open Learning System (for completion in 2019)
Undertook evaluation of implementation of the NQF in partnership with DPME, and developed Management response
Held RPL and Articulation capacity building workshops with key stakeholders
Implemented National Policy for Integrated Career Development System - across all spheres of government

31. Programme 1: Administration
Performance against targets
4 targets for the 4th quarter were achieved (57%):
The Department has filled 167 posts (94, 8%) out of 299 posts advertised during 2017/18 financial year; and 5, 21% vacancy on funded posts
Audit issues have been attended to through an Action Plan
Unqualified audit opinion for 2016/17 financial year
ICT procurement plan has been developed and being implemented in 2018/19

32. Programme 1: Administration
3 targets were not achieved (43%)
Planned target
Actual achievement and reasons for under performance
An average of 180 days from recruitment requisition received until appointment recommendation made
It took an average of 188 days to process appointments (improvement from 222 days in 2016/17).
Reason: High volumes of applications and capacity constraints
Mitigation:
Improvement plan approved
Integrated annual recruitment plan developed
Develop and implement an e-recruitment system
External service provider appointed for processing of applications
Overtime approved for processing applications
100% of disciplinary cases resolved within 90 days
97% of cases were resolved within 90 days (the previous year’s performance was 22%):
Reason: Postponement of cases and shortage of trained Chairpersons.
LR Improvement plan approved
Employed 4 additional LR officers at regional offices
Trained college LR officers on chairingf and initiating

33. Programme 1: Administration
Planned target
Actual achievement and reasons for under performance
100% of invoices received from creditors paid within 30 days
Reason:
A key delay in the processing of invoices that are eventually rejected due to wrong banking details. These must be corrected through the system before the payments could again be processed.
Mitigation:
Developing and implementing an Invoice tracking system

34. Financial Information Fourth Quarterly Report

35. 2017/18: Fourth Quarterly Report
The overall spending of the Department by the fourth quarter amounted to R billion.
This results in an underspending of R million.
The underspending was mainly as follows:
Personnel Expenditure: The underspending on personnel expenditure is mainly due to vacancies at year-end amounting to R5.734 million. It should be noted that a verified amount of R million was paid before 31 March 2018 to the GEPF as Government contribution for employees at TVET Colleges inherited during the function shift process.
Operational activities: An amount of R5.632 remained unspent by the end of the financial year. Of this amount, R2.472 million was for equipment.
Transfer payments: An amount of R remained unspent by 31 March This amount was mainly regarding an exchange rate saving on the Commonwealth of Learning membership fee (R ); unclaimed ad hoc grants by universities (R ) and an unallocated levy amounting to R
The Department and none of its programmes overspent.
The total unspent amount of R million will be surrendered to National Treasury as required by the PFMA.

36. Status of expenditure per programme Adjusted Appropriation
Main Appropriation
R’000
Adjusted Appropriation
Final Appropriation
Actual Expenditure
Variance
1: Administration
3 346
2: Planning, Policy and Strategy
73 298
68 298
66 975
1 323
3: University Education
969
4: Technical and Vocational Education and Training
616
5: Skills Development
833
6: Community Education and Training
4 692
7: Direct Charges ( Skills Levy to SETAs and NSF)
240
Total
12 019

37. Status of expenditure per Economic Classification
Main Appropriation
R’000
Adjusted Appropriation
Final Appropriation
Actual Expenditure
Deviation
Compensation of Employees
Personnel Expenditure
Examiners and Moderators
5 718 16
Goods and Services
3 169
Transfer Payments
644
Capital Expenditure
9 139
9 551
7 079
2 472
Payments for Financial Assets - 83
Total
12 019

38. Status of expenditure on transfers
Transfer Classification
Main Appropriation
R’000
Adjusted Appropriation
Final Appropriation
Actual Expenditure
Deviation
Universities
216
Public Entities
- NSFAS
- Other -
Commonwealth of Learning
IBSA
Universities South Africa (HEAIDS)
NIHSS
2 936
553
8 581
26 323
2 753
183
TVET Colleges
CET Colleges 1
Skills levy
240
Claims against the State
180 3
Leave Gratuities
8 071
16 606
16 605
Total
644

39. Thank You