Johnathan Paoli

Gauteng Education MEC Matome Chiloane has denied reports that the department is failing to sort out decaying infrastructure at schools.

The statement comes after a group of Grade 6 pupils at Umthambeka Primary School in Tembisa were injured on Tuesday when a ceiling board in their classroom collapsed.

The Gauteng Education Department confirmed that 18 Grade 6 pupils sustained injuries and were rushed to nearby hospitals and said that two pupils are still recovering at medical facilities while the others were sent home.

GED Spokesperson Steve Mabona said the cause of the incident is being probed, but that it remained uncertain at this stage.

“The cause of the incident is uncertain at this stage. As such, we have launched an investigation into circumstances surrounding this incident. Further information will be acquired from the School Management Team, School Governing Body (SGB) and the district accordingly,” Mabona said.

The MEC vehemently denied allegations by some that the incident was an example of the department’s failure to actively ensure sustainability of school infrastructure.

“There are a number of schools that we’ve also earmarked for major refurbishments, and these are some of schools, like for instance, Umthambeka, is also earmarked for major refurbishments because the infrastructure is quite old,” Chiloane said.

This comes on the heels of an accusation by EFF member Naledi Chirwa-Mpungose accusing the department of mishandling funds intended to address the infrastructure challenges in township schools.

Chiloane arrived at Soshanguve on Wednesday in order to launch the Lethabong Maths, Science and ICT School of Specialisation with a focus on Automotive technologies, in partnership with BMW South Africa, this being the 34th school of its kind to be launched in the province.

INSIDE EDUCATION

Lerato Mbhiza

Deputy President Paul  Mashatile said teachers have a crucial role in nurturing, fostering critical thinking, inspiring dreams and pushing the limits of human potential, while speaking  at the 14th policy dialogue forum of the International Task Force on teachers for education 2030 in  Johannesburg on Monday. 

“We thus owe it to these titans of our society to recognise, honour, empower, and value them as well as the job that they do. Most importantly, significant consideration must be made on how we should improve their working conditions and remuneration as a way of appreciating their hard work, so that they can be able to fulfill their important task without getting discouraged”  he said.

The Task Force is a global platform for education stakeholders, which aims to foster advocacy, knowledge exchange, peer learning and monitoring progress towards Sustainable Development Goal 4 on quality education.

Mashatile added that as we are in a digital age, educators  need to learn  how to  effectively utilise new technologies to remain relevant and efficient.

“To increase participation in the teachers profession, we should provide competitive compensation and recognise teachers’ achievements. This may be achieved by creating a culture that promotes excellence and creativity, as well as cultivating a sense of pride and purpose among educators” Mashatile said.

“We have to do whatever it takes to attract young people with bright minds to this profession and address the issue of teacher shortages”.

“As we gather here at this conference, we anticipate that the six outcomes of the 2024 Policy Dialogue Forum will present opportunities for improvement, develop insights and policy recommendations, and strengthen methods of addressing teacher shortages”.

To tackle the worldwide shortage of teachers, a comprehensive strategy is needed that focuses on improving, diversifying, and embracing the teaching profession, he said.

“Let us commit to working together to create a safe and inclusive learning environment for young children, while also recognising the important role played by our teachers.

“As policymakers and leaders, it is our responsibility to attract and retain exceptional educators. I also believe that a key component of any effective educational system is the ability to recruit and maintain a workforce of highly qualified teachers”.

INSIDE EDUCATION

Edwin Naidu

A long-awaited report on Vice-Chancellors’ pay has recommended that their salaries be capped and subject to monitoring.

The report showed that VCs in South Africa receive, on average, 1.4 times more than senior executives, 2.2 times more than senior professors, 2.3 times more than professors, 4.1 times more than lecturers, 6.6 times more than junior lecturers; 2.3 times more than P4 senior directors; 6.2 times more than senior administrators; 8.5 times more than P11-P12 administrators; and 12.3 times more than P13-P16 general workers.

The inquiry into the Remuneration of University Vice-Chancellors and Senior Executive Managers in South Africa was presented in the National Assembly during a sitting of the Portfolio Committee on Higher Education, Science and Innovation on 21 February.

The probe began in January 2020, after the Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, asked the Council on Higher Education (CHE) to undertake an enquiry into the salaries of Vice Chancellors (VCs) and other senior executive managers and look at possible measures for regulation.

The Terms of Reference for the enquiry included: the annual salaries and increases of VCs and senior executive managers since 2005; how these compared to those of academic and professional, administrative and support staff in universities; administrative and governance arrangements that determine the salaries of VCs and senior executive managers; whether remuneration committees utilize external benchmarks in determining salaries; performance evaluation mechanisms, and how they are used to determine VCs’ salaries and benefits.

In 2019, the university VCs’ average total cost to the company (TCTC) was R4 129 835 (median: R3 966 069). The university VC with the highest TCTC was at the University of Johannesburg (R7 166 995), and the VC with the lowest TCTC was at the University of Venda (R3 033 988).

In 2019, VCs’ average basic salary was R2 912 846 (median: R2 785 633). The university VC with the highest basic salary was Stellenbosch University (R4 198 875), and the VC with the lowest basic salary was Vaal Triangle University of Technology (R1 915 565).

From 2005 to 2019, VCs’ median TCTC grew from R1 296 987 to R3 966 069, which is a 206% increase and when compared with inflation, the real annual increase is 2.41% points on average. From 2005 to 2019, VCs’ median basic salary grew from R821 185 to R2 785 633, which is a 239% increase and, when compared with inflation, the real annual increase is 3% points on average.

According to the report, obtaining data and information on every component of the remuneration of hundreds of individual university executives over some 15 years faced several challenges: Some universities had not kept, lost, or could not retrieve or withheld vital records (including minutes of Council meetings and remuneration data).

A lack of institutional memory was proffered as a reason not to answer specific questions. Considerable delays were caused by some universities having to make extensive corrections to submitted data, which the enquiry found – and the institutions belatedly admitted – to be incorrect.

Poor institutional governance and management and lax financial practices were unearthed at several institutions, often involving large financial payments to executives, sometimes repeatedly and over several years, without such payments following established financial and accounting processes and channels. As a result, many of these payments could not be adequately explained or accounted for.

At most universities, VCs’ and senior executives’ remuneration packages are decided by a relatively small group of individuals, such as a Remuneration Committee, whose deliberations are not always disclosed to the full Council.

Three instances of significant concern in the report were raised as follows:

The University of Johannesburg kept no records of decisions regarding and failed to report annually or adequately account for large payments paid for performance bonuses (e.g. R4 055 035 in 2016), deferred compensation (e.g. R4 392 135 in 2016 and R12 800 000 in 2017) and other incentives and benefits paid to a former VC over several years.

After a limited investigation, which did not cover the VC’s entire term of office, some of this money was recovered from the VC and outstanding taxes were paid to SARS, but the bulk was written off or not recovered.

The University of Limpopo paid a large amount of R3 745 000 to its VC in 2017 to ‘rectify lost benefits’ because he had not utilised certain perquisites (including a university house and private staff) which, for years, had been available to him, as well as an amount of nearly R1.5m in ‘leave encashment’ in 2018. This VC was, after that, immediately re-appointed on a five-year post-retirement contract with little difference to his remuneration arrangements.

The University of Pretoria failed to divulge fully (and partly misrepresented what it did divulge regarding) millions of Rands paid to its executive managers in retention agreements. These agreements twice included large payments intended to retain the services of a VC (R3.5m in 2009 and R7.7m in 2014) who, despite receiving, in addition, a very generous remuneration package, left the institution anyway and was nevertheless permitted, somewhat dubiously, both to keep the retention payments and take up full-time employment elsewhere, as long as she returned (as a professor).

The enquiry also identified the poor corporate governance and lax financial practices of several other universities.

The report said VCs’ and senior executives’ generous remuneration packages and spiralling above-inflation increases had been facilitated by weak institutional governance and accounting practices, including decisions made by limited numbers of university councillors based on selective and sometimes problematic assumptions.

The report recommends greater external and institutional oversight, more regular scrutiny, improved institutional governance, accounting, and reporting practices, and strengthened and more developed policy frameworks concerning executive remuneration.

The reporting of executive remuneration in university Annual Reports must be made more detailed, comprehensive, comparable, and standardized; DHET monitoring of such reporting must be enhanced, and the Auditor-General should be requested to oversee the external auditing companies employed by each university, as is the practice for other public entities in the sector. Guidelines and policy frameworks should be developed and strengthened to cap executive remuneration.

INSIDE EDUCATION

Inside Education Reporter

Recently, the French Southern African Schneider Electric Education Centre (F’SASEC) at VUT, hosted a warm and insightful orientation programme for the 120 students who have been awarded bursaries by the Gauteng City Region Academy (GCRA).

The awarding of bursaries to this cohort of unemployed youth by GCRA resonates profoundly with Nas’ ispani, a mass recruitment programme spearheaded by the Gauteng Premier, Honourable Panyaza Lesufi.

Launched in June 2023, the programme stands as a pioneering initiative to address unemployment and enhance access to job opportunities within the Gauteng Provincial Government departments and state-owned agencies.

Dr. Amuzweni Ngoma, Director at the GCRA under the Department of Education, delivered an inspiring address to the students, emphasising the importance of igniting a passion for their studies.

Dr Ngoma underscored that this opportunity is not merely about academic pursuits but about self-discovery and moulding their futures. Dr. Ngoma urged the students to seize this rare chance, emphasising the need to proactively engage in research to enhance their chosen career paths and personal development.

The students will immerse themselves in various programmes offered, including domestic and industrial installations, Programmable Logic Controller (PLC) training, solar panel installation, and N3 and N4 programs.

With the programme kicking off in mid-February, these initiatives promise to equip them with valuable skills and knowledge essential for their professional growth and success.

The Head of Department for the Centre of Excellence at F’SASEC, Welile Nyembe, stated that she is truly grateful for this opportunity and is filled with enthusiasm at the prospect of collaborating with GCRA.

“Anticipating our partnership with great eagerness, I believe that VUT F’SASEC has a pivotal role to play. Our commitment extends beyond merely imparting skills; we aim to empower GCRA candidates, fostering their development into highly employable and productive individuals. Together, we are poised to make a tangible difference in the lives and careers of these aspiring professionals,” added Nyembe.

The collaboration between F’SASEC and VUT has been hailed as exemplary in attaining youth development through public-private partnerships (PPP).

INSIDE EDUCATION

The demand for highly skilled and adaptable professionals has never been greater. As businesses navigate the complexities of the Fourth Industrial Revolution (4IR) and the Digital Era, they require graduates equipped not only with technical expertise but also with the soft skills and innovative mindsets necessary to thrive in this dynamic environment.

This reality presents a significant challenge for higher education institutions, particularly business schools, tasked with preparing students for the multifaceted demands of the modern workforce. From the importance of soft skills to the power of ideation and innovation, he explores how forward-thinking institutions can and should be embracing change, fostering creativity, and empowering graduates to excel in the ever-changing landscape of global commerce.

By Hoosen Essof

Imagine being faced with the task of selecting between two candidates whose academic credentials are equally impressive, yet you can only accommodate one. What criteria would you employ to make this decision?

According to a 2021 Harris Poll survey, 81 percent of businesses prioritise soft skills, such as adaptability, communication and problem-solving, over technical expertise1. These skills enable graduates to thrive in a rapidly changing and competitive business environment.

Generally, employers seek graduates with a diverse set of skills and attributes to meet the ever-evolving demands of the workforce. According to the National Association of Colleges and Employers (NACE)2 and other surveys, employers value skills and qualities such as: leadership, problem-solving ability, adaptability, teamwork, communication, analytical and quantitative skills, initiative and self-motivation. Together with soft skills, these are described as 21st century transversal skills or cross-functional competencies.

In essence, employers are seeking graduates who possess a combination of technical expertise, soft skills and personal qualities that enable them to thrive in a rapidly changing and competitive business environment. These skills and attributes are highly valued and can significantly enhance a candidate’s employability and long-term career prospects. But how do you prepare graduates for the world of work beyond academic achievement?

Disrupt. Rethink. Innovate.

Business schools play a pivotal role in this regard. Institutions must recognise the imperatives of the Fourth Industrial Revolution (4IR) and the Digital Era. Schools should be exploring pedagogical methods that integrate academic programs with hands-on, real-world experiences which at first glance seems out of place for a business school.

Take, for instance, a trailblazing technology-related hub established at Regent Business School called the iLeadLAB, which, in effect, is a Makerspace (a place for making, exploring and using high-tech tools). Through the auspices of these labs, students are encouraged to adopt a hands-on approach and are taught various technological skills that synergise with industry needs, specifically in commerce, finance and business. Five such iLeadLAB’s have been established across various Regent Business School campuses in Southern Africa, each one equipped with laser cutting machines, 3D printers, sublimation equipment, high-spec computers, VR sets, and electronic and robotic kits. In preparing students for the new world through new integrated core curriculums, higher education institutions can equip students with technological skills for a disruptive 21st century.

Hoosen is Essof Head of Employability at Regent Business School

Staff Reporter

THE Nedbank & Old Mutual Budget Speech Competition, a prestigious annual event celebrating academic excellence and innovative thinking, proudly announces the winners of this year’s challenge.

Recognising the brightest minds from across the nation, the competition has once again highlighted the significant contributions of both undergraduate and postgraduate students to economic discourse and policy development. With awards recognising outstanding essays that tackle complex socio-economic issues, this initiative continues to foster a generation of leaders poised to shape the future of South Africa’s economy.

The postgraduate students were tasked with presenting their insights on the concept of the “Just Energy Transition” and its potential ramifications on South Africa’s economy. Their essays delved into the examination of whether this transition could act as a catalyst for the nation’s economic growth agenda or whether it could present headwinds and ultimately fail to deliver the intended outcomes.

With aspirations of becoming a researcher, University of Johannesburg student Sandile Mbatha’s well-articulated essay secured him the coveted first place, along with an incredible amount of R150 000 in the postgraduate category.

Expressing his excitement following the announcement, Mbatha said “Winning the Nedbank & Old Mutual Budget Speech Competition shows how much I care about this subject. It makes me even more excited and determined to look closely at the country’s economic problems and come up with innovative ideas to solve them. I am honoured to have my thoughts and voice recognised in this prestigious competition and by leading figures in the field.”

The Competition also recognised the outstanding essays presented by fellow participants, awarding second and third places to Ziyanda Magazi and Irshaad Mayet respectively. Their exceptional contributions have earned them prizes of R100 000 and R50 000.

In the undergraduate category, Hamzah Mia from Wits University emerged as the winner, earning himself the first prize of R60 000. Shuaib Mahomed from Wits University secured second place in the category, earning the prize of R40 000, while Paula Prinsloo, also from Wits University received the third-place honour, valued at R20 000.

In the undergraduate category, students were tasked with analysing the inflation dynamics in emerging markets from 2017 to 2022, focusing on the implications for monetary policy in South Africa.

Talking about his win, Mia said: “Winning the Nedbank & Old Mutual Budget Speech Competition is an indescribable feeling, a culmination of endless dedication, perseverance, and passion. In this moment, every sacrifice, every late night, and every setback feels worth it.

“It’s a validation of not just my abilities, but also of the unwavering support and belief from my loved ones. Yet, amidst the overwhelming joy, I’m reminded of the journey’s humbling lessons and the camaraderie shared with fellow competitors. Now, as I bask in the glow of success, I’m filled with gratitude for this opportunity and a readiness to embrace what lies ahead with newfound confidence and determination.”

Over the past 52 years, the Competition has demonstrated Old Mutual and Nedbank’s commitment to intellectual rigour in pursuit of education and solving societal challenges. This competition is a key annual event and has already helped to fund future academic research by some of the country’s most influential economists, intellectuals, and business leaders.

“The essays continue to demonstrate outstanding academic prowess and innovative thinking, making this cohort of students champions of economic insight and societal progress,” said Old Mutual CEO Ian Williamson.

“We congratulate these exceptional young thought leaders for their commitment to applying their talent to help in solving complex and pressing socio-economic challenges facing our country,” says Nedbank Chief Executive Mike Brown.

The essays provide more than uniquely valuable insight into our most vexing challenges but also offer practical solutions for consideration by the country’s decision-makers, added Williamson.

Old Mutual and Nedbank support this annual competition as part of our commitment to being corporates that wish to make our mark in supporting the national agenda to reduce poverty, unemployment and inequality, which are our three most pressing challenges, he added.

Inside Education Reporter

During the ANC Manifesto launch at the Moses Mabhida Stadium in Durban, Thousands of supporters filled the stadium to the brim to listen to their 6th democratically-elected South African President Cyril Ramaphosa deliver the party’s manifesto among dancing and singing from the crowd.

Ramaphosa reminded loyal party supporters that over the last 30 years, the people of South Africa, led by the  ANC, have been at the forefront of a movement to construct a  new South Africa.  

“Our country has come a long way. We have made incredible  strides and achieved so much. However, even after 30 years of  freedom and democracy, our journey towards the South Africa  that our people truly desire is far from over. We still have more  hills to climb. 

“In the 2024 elections, we will therefore go beyond celebrating  accomplishments. We learn from the past, from mistakes and  setbacks, as we learn from achievements.  

“We will focus on six priorities that are critical to speeding up  transformation and improving the lives of the people: our jobs  plan; building our industries to include an inclusive economy;  tackling the high cost of living; investing in people; defending  democracy and advancing freedom; and building a better Africa and world. 

“We will do better, we will do more and we will do it faster. Together. 

“At the same time, there are forces that seek to use this election  to undo the progress of democracy. It is crucial that together  we defend our hard-won freedom”. 

By renewing the mandate of the ANC, we build on the  foundations of the 30 years of freedom. We continue the  journey towards a better life with equal opportunities for all  South Africans, now and into the future, he said.  

“Together, we will accomplish so much more”.

The ANC Manifesto Launch had culminated in a big party and festivities where different artists were performing including a group of Zulu traditional dancers.

Then different speakers, mainly women, came to the fore to testify about their achievements in the last 30 years through the government’s subsistence grants such as old age pensions, child support grants and education funding such as NSFAS.

Some of the women were in fields such as aviation, arts, medicine, engineering, teaching and other career opportunities that were not available to black South Africans before the 1st National General Elections in 1994.

South Africans will go to the polls on 29 May in one of the highest contested elections since 1994 and KwaZulu-Natal, with the highest number of voters registered, is regarded as a king marker in that whoever wins the majority there, has a better chance of winning the elections.

The EFF was the first party to hold a manifesto launch at the same venue and the IFP is expected to launch its manifesto in Johannesburg.

Inside Education

Edwin Naidu

In a boost for public school teachers throughout South Africa, the Minister of Finance Enoch Godongwana has announced an additional R25.7 billion in the Budget for the education sector for the carry-through costs of the wage increase over the medium term. 

But the tertiary sector is facing severe cutbacks amounting to close to R5 billion, which will lead to delays in infrastructure development. 

At the same time, Godongwana said the National Treasury was able to protect the budgets of critical programmes such as the school nutrition, which provides food to pupils in almost 20,000 schools. The early childhood development grant is allocated R1.6 billion, which will rise to R2 billion over the medium term. 

According to the National Treasury Expenditure overview, over the medium term, the department will continue to focus on accelerating the delivery of and improving school infrastructure, providing educational opportunities to learners with severe to profound intellectual disabilities, enhancing teaching and learning by ensuring access to high-quality learner and teacher support materials; increasing the supply of quality teachers and preparing teachers to teach new subjects that will prepare learners for a changing world; improving the quality and reach of early childhood development (ECD) services; and providing nutritious meals for learners through the national school nutrition programme.

Transfers and subsidies, mostly for conditional grants to provinces, make up 85.3 per cent (R86.8 billion) of the department’s allocation over the MTEF period, increasing at an average annual rate of 5.9 percent, from R25.3 billion in 2023/24 to R30 billion in 2026/27. 

Cabinet-approved reductions of R2.8 billion over the medium term are effected on various programmes, including the school infrastructure backlogs grant (R1.2 billion), the education infrastructure grant (R611 million), the Funza Lushaka bursary scheme (R397.9 million) and workbooks (R97 million). Total expenditure is set to increase at an average annual rate of 5.3 per cent, from R30 billion in 2023/24 to R35.1 billion in 2026/27.

The department is committed to ensuring all schools have safe and appropriate infrastructure. This is delivered through the education infrastructure grant and the school infrastructure backlogs grant, which account for 95.8 per cent (R47.6 billion) of spending over the MTEF period in the Planning, Information and Assessment programme. 

The education infrastructure grant’s allocation of R42.3 billion over the period ahead will be transferred to provinces as supplementary funding to accelerate the construction, maintenance, upgrading and rehabilitation of new and existing infrastructure in the basic education sector. 

The school infrastructure backlogs grant addresses infrastructure backlogs at schools that do not meet the norms and standards for basic school infrastructure. This grant is allocated R5.3 billion over the MTEF period, which will be used to replace a targeted 100 inappropriate and unsafe schools with newly built schools, and to provide water to 350 schools, sanitation to 320 schools and 220 additional classrooms to address overcrowding.

Cabinet-approved reductions of R1.2 billion to the school infrastructure backlogs grant and R611 million to the education infrastructure grant will delay projects still in the planning phase so that those currently being implemented can be completed. 

The Learners with profound intellectual disabilities grant aims to improve the provision of quality education to learners with severe to profound intellectual disabilities. The grant is expected to provide access to quality publicly funded education to more than 13,000 such learners over the MTEF period through an allocation of R874.7 million in the Curriculum Policy, Support and Monitoring programme. 

Providing high‐quality learning materials Recognising that quality learning materials enhance the effectiveness of teaching and learning, the department plans to print and deliver grades R to 9 life skills, languages and mathematics workbooks to all public schools that request them. 

An estimated 60 million workbooks will be provided to about 9 million learners in each year of the MTEF period. To fund this, R3.9 billion is allocated over the period ahead in the Curriculum and Quality Enhancement sub programme in the Curriculum Policy, Support and Monitoring programme. 

Despite Cabinet-approved reductions of R97 million to the programme’s budget over the MTEF period, the department still expects to print and distribute all workbooks requested by schools by maximising cost-saving measures, particularly on printing. 

Increasing the supply of quality teachers The Funza Lushaka bursary scheme provides bursaries to prospective teachers to address critical educator shortages in priority subject areas such as inclusive education, mathematics, coding, robotics, and science and technology. 

Despite Cabinet-approved reductions to the programme’s funding amounting to R397.9 million over the MTEF period, the department plans to increase the number of bursaries awarded from 9,700 in 2024/25 to 10,300 in 2026/27. 

This will be done by funding more students completing the one-year postgraduate certificate in education and increasing the number of bursaries awarded to institutions with lower fee structures. 

The bursary scheme is allocated R4 billion over the MTEF period in the Teachers, Education Human Resources, and Institutional Development programme. Improving Early Childhood Development Services in provinces is supported by the Early Childhood Development grant of R5.6 billion over the MTEF period to provide subsidies for children accessing ECD services, infrastructure support to ECD providers and pre-registration support packages, and to pilot the construction of low-cost ECD centres. An additional R197 million in 2024/25 is earmarked for piloting a nutrition support programme that targets low-cost ECD centres.

The department plans to continue providing nutritious meals to more than 10 million learners each school day at 19 950 schools each year over the period ahead, in line with the National Development Plan’s priority of eliminating poverty and supporting food security. The national school nutrition programme grants funds the programme, and it allocated R30.9 billion over the MTEF period in the Educational Enrichment Services programme.

Turning to the tertiary sector, the Expenditure overview noted that as part of implementing its mandate, the Department of Higher Education and Training oversees universities, TVET colleges, CET colleges, SETAs, quality councils and private education providers. Its goals include expanding access to higher education and training opportunities and improving the quality of the provisioning, responsiveness and efficiency of the post-school education and training system. 

It aims to give effect to these goals over the medium term by focusing on upgrading ailing infrastructure at higher education institutions and providing bursaries and loans to students from poor and working-class backgrounds. 

The department’s expenditure is expected to increase at an average annual rate of 4.8 per cent, from R130.5 billion in 2023/24 to R150.2 billion in 2026/27, driven mainly by transfers and subsidies to departmental agencies, accounts, and higher education institutions. These account for an estimated 90.6 per cent (R389.8 billion) of total spending over the period ahead. 

Spending on compensation of employees’ accounts for an estimated 8.6 per cent (R37.3 billion) of the total budget over the same period, mainly in the Technical and Vocational Education and Training programme for TVET college lecturers (R26.6 billion) and the Community Education and Training programme for CET college lecturers (R8.6 billion). 

Cabinet-approved reductions amounting to R27 billion over the medium term are mainly on transfer payments to the university infrastructure and efficiency grant, TVET infrastructure and efficiency grant, university subsidies, and the National Student Financial Aid Scheme. Of these reductions, an estimated R4.9 billion over the MTEF period is on university subsidies. 

Although these subsidies are set to be reduced over the period ahead, the main funding source for universities is set to increase at an average annual rate of 3.7 per cent, from R44 billion in 2023/24 to R49 billion in 2026/27. To accommodate the reduction, universities must implement cost-containment measures – including revisiting contracts and reducing travel and subsistence costs.  This considers the expected increase in university enrolments from 1.1 million in 2023 to 1.2 million in 2027. 

Upgrading ailing infrastructure at higher education institutions will suffer as the reductions of R6 billion to infrastructure grants over the MTEF period are expected to delay the start of new capital projects. 

They will also ensure closer alignment with the sector’s capacity to spend infrastructure allocations, as these grants have been underspent in recent years. The department plans to ensure institutions have appropriate infrastructure to accommodate students accessing higher education. 

The university infrastructure and efficiency grant is allocated R4.5 billion over the medium term, decreasing at an average annual rate of 24.3 per cent, from R2.2 billion in 2024/25 to R1.2 billion in 2026/27. 

The TVET infrastructure and efficiency grant is allocated R539.4 million over the same period, decreasing at an average annual rate of 41.7 per cent, from R491.9 million in 2023/24 to R97.6 million in 2026/27. 

Despite these decreases, these allocations will enable infrastructure repairs and maintenance in priority areas such as bulk services, sanitation, teaching and learning facilities, and student accommodation. Allocations amounting to R989.4 million will be used to construct basic skills centres, teaching and learning facilities, workshops and ICT laboratories at CET colleges.

The department will ensure that all students offered a place to study at a university or TVET college based on academic merit will be afforded that opportunity. The National Student Financial Aid Scheme provides bursaries that cover tuition at these institutions and living expenses to students from families earning below R350 000 per year. Despite reductions of R16 billion over the MTEF period, transfers to the National Student Financial Aid Scheme to provide a projected 2.9 million students with loans and bursaries are expected to increase at an average annual rate of 3.6 percent, from R45.6 billion in 2023/24 to R50.8 billion in 2026/27. The reductions will, however, affect the number of bursaries the scheme can award over the medium term.

INSIDE EDUCATION