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Statistics onPost-School Education and Trainingin South Africa: 2017

StatiSticS onPost-school Education and training

in south africa: 2017

Released in MaRch 2019

Statistics on Post-School Education and Training in South Africa: 2017

i

department of higher Education and training

123 Francis Baard Street

Pretoria

South Africa

Private Bag X174

Pretoria

0001

Tel.: 0800 87 22 22

Published by the Department of Higher Education and Training.

www.dhet.gov.za

© Department of Higher Education and Training, 2019.

This publication may be used in part or as a whole, provided that the Department of Higher Education and Training is acknowledged as the source of information.

The Department of Higher Education and Training does all it can to accurately consolidate and integrate national education information, but cannot be held liable for incorrect data and for errors in conclusions, opinions and interpretations emanating from the information. Furthermore, the Department cannot be held liable for any costs, losses or damage that may arise as a result of any misuse, misunderstanding or misinterpretation of the statistical content of the publication.

ISBN: 978-1-77018-8464

This report is available on the Department of Higher Education and Training’s website: www.dhet.gov.za.

Enquiries:

Tel: +27 (0)12 312 6191/5961

Email: [email protected]

Statistics on Post-School Education and Training in South Africa: 2017

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forEword

It is a pleasure for the Department of Higher Education and Training (the Department) to present the eighth issue of statistics on Post-school education and Training in south africa. The report provides statistics on 2017 student enrolment and completion (which are key measures of access and success), as well as other kinds of performance data pertaining to public and private

Post-School Education and Training (PSET) sectors. The report also includes statistics on staffing levels at PSET institutions, as well as information about Workplace-Based Learning (WBL), financial data, notably that pertaining to the National Student Financial Aid Scheme (NSFAS), the National Skills Fund (NSF), the skills levy fund, and voted funds.

Previous statistical reports of a similar nature have been published by the Department since 2010, and can be found on the Department’s website at www.dhet.gov.za. Statistics pertaining to Higher Education Institutions (HEIs), Technical and Vocational Education and Training (TVET) and Community Education and Training (CET) colleges that cover the decade prior to 2010, can be found in statistical publications available on the Department of Basic Education’s website at www.education.gov.za, and those pertaining to SETAs, on the Department of Labour’s website at www.labour.gov.za.

Unfortunately, this report does not include examination results for TVET colleges, CET colleges and private colleges, as has been the case in previous statistical reports. A separate report on examination results for colleges will be made available during the course of this year. It should also be noted that this report also excludes data from institutions managed by other government departments and state entities (such as that from Agricultural and Nursing colleges).

This report is available to all stakeholders and serves as an important resource for planning and the allocation of budgetary resources in the PSET system. It is a reference document for reporting purposes in government, including the monitoring and evaluation of the PSET system. In addition, it provides statistics for use in research, policy and decision-making at the different levels within the system, and by the public. It therefore makes a crucial contribution towards the achievement of the goals of the PSET system, and we hope that the data and information contained in this report prove useful to role-players at all levels of the PSET system, researchers, policy-makers, journalists and the community at large.

Foreword

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Foreword

The Department encourages better use of data contained in this report to inform decision-making and policy formulation. Decisions emanating from good quality data will ensure that the Department realises Outcome Five of government’s National Development Plan (NDP), namely that of having a skilled and capable workforce to support an inclusive growth path.

The Department strives to make this report responsive to stakeholders’ needs. Therefore, feedback on the report, including suggestions for improvement, can be emailed to: [email protected].

Mr gf QondeDirector-General: Department of Higher Education and TrainingPretoria, South Africa

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acknowlEdgEMEnts

The Department of Higher Education and Training wishes to thank public and private Higher Education Institutions (HEIs), Technical and Vocational Education and Training (TVET) colleges, Community Education and Training (CET) colleges, private colleges, Sector Education and Training Authorities (SETAs), the National Artisan Development Support Centre (NADSC), the National Student Financial Aid Scheme (NSFAS), and the National Skills Fund (NSF) for providing data in order to make this publication possible. The statistical data provided excludes data from institutions managed by other government departments and state entities.

Acknowledgements

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v

tablE of contEnts

LIST OF TABLES vii

LIST OF FIGURES x

LIST OF ACRONYMS AND ABBREVIATIONS xi

1. introduction 1

2. suMMary of findings 3

3. thE Provisioning of Post-school Education and training: a statistical ovErviEw 5

4. highEr Education institutions 7

4.1 ENROLMENT IN PUBLIC AND PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) 7

4.2 PUBLIC HIGHER EDUCATION INSTITUTIONS (HEIs) 9

4.2.1 Introduction 9

4.2.2 Enrolment in public Higher Education Institutions (HEIs) 9

4.2.3 Graduates from public Higher Education Institutions (HEIs) 19

4.2.4 Staffing in public Higher Education Institutions (HEIs) 24

4.3 PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) 25


4.3.2 Enrolment in private Higher Education Institutions (HEIs) 25

4.3.3 Graduates from PHEIs 30

4.3.4 Staffing 30

5. tEchnical and vocational Education and training collEgEs 31

5.1 OVERVIEW OF TVET COLLEGES 31

5.1.1 Enrolment of students in TVET colleges 32

5.1.2 Overview of the TVET sector by province 35

5.1.3 Enrolment in TVET colleges by qualification levels and programmes 37

5.1.4 Full-Time Equivalent student enrolment in TVET colleges 39

6. coMMunity Education and training collEgEs 40

6.1 OVERVIEW OF CET COLLEGES 40

6.1.1 Enrolment of students in CET colleges 41

6.1.2 Enrolment per CET College 45

6.1.3 Staffing in CET colleges 47

7. PrivatE collEgEs 48

7.1 OVERVIEW OF PRIVATE COLLEGES 48

7.1.1 Enrolment of students in private colleges 49

7.1.2 Enrolment in private colleges by province 54

7.1.3 Staffing in private colleges 55

Table of Contents

vi

Table of Contents

8. sEctor Education and training authority (sEta) suPPortEd lEarning PrograMMEs 56

8.1 INTRODUCTION 56

8.2 REGISTRATION AND CERTIFICATION OF SETA-SUPPORTED LEARNING PROGRAMMES 57

8.2.1 Workers registered for SETA-supported learning programmes 59

8.2.2 Workers certificated in SETA-supported learning programmes 60

8.2.3 Unemployed persons registered for SETA-supported learning programmes 61

8.2.4 Unemployed persons certificated in SETA-supported learning programmes 62

8.3 ARTISANS 63


8.3.2 Learners entering artisanal learning programmes 64

8.3.3 Learners completing artisanal learning programmes 67

9. funding in thE Post-school Education and training sEctor 71

9.1 INTRODUCTION 71

9.2 FUNDING OF kEY POST-SCHOOL EDUCATION AND TRAINING PUBLIC INSTITUTIONS 72

9.3 NATIONAL STUDENT FINANCIAL AID SCHEME (NSFAS) 74


9.3.2 NSFAS beneficiaries and amounts provided 74

9.3.3 Funza Lushaka bursary scheme 76

9.4 THE SkILLS DEVELOPMENT LEVY 77


9.4.2 Distribution of the Skills Development Levy 78

9.5 GRANTS PROVIDED BY THE NATIONAL SkILLS FUND (NSF) 79


9.5.2 Number of projects and beneficiaries supported by the NSF 80

9.5.3 NSF infrastructure grants 84

10. aPPEndix: statistical tablEs 85

11. ExPlanatory notEs 99

11.1 INTRODUCTION 99

11.2 SCOPE 99

11.3 METHODOLOGY 99

11.4 RESPONSE RATES 99

12. glossary 100

13. contact dEtails 109

vii

list of tablEs

Table 3.1: Overview of Post-School Education and Training institutions and student enrolment, 2017 5

Table 3.2: Number of workers and unemployed persons registered for and certificated in SETA-supported learning programmes, by programme type, 2017/18 6

Table 4.1: Number of students enrolled in public HEIs, by attendance mode, population group and gender, 2017 11

Table 4.2: Number of foreign students enrolled in public HEIs by country, attendance mode and qualification type, 2017 16

Table 4.3: Number of students in public HEIs by primary disability and gender, 2017 18

Table 4.4: Number of permanent staff in public HEIs, by population group, gender and personnel categories, 2017 24

Table 4.5: Number of students enrolled in private HEIs by gender, 2011 – 2017 25

Table 4.6: Number of students enrolled in private HEIs by qualification type, 2017 26

Table 4.7: Number of students enrolled in private HEIs by NQF field, 2017 27

Table 4.8: Number of students enrolled in private HEIs by population group and nationality, 2011 – 2017 28

Table 4.9: Number of foreign students enrolled in private HEIs by country and qualification type, 2017 29

Table 4.10: Number of graduates from private HEIs, by qualification type, 2017 30

Table 4.11: Number of staff in private HEIs by employment period and personnel categories, 2017 30

Table 5.1: Enrolment in TVET colleges, 2010 – 2017 32

Table 5.2: Enrolment cycle count of students in TVET colleges by qualification category and age group, 2017 33

Table 5.3: Enrolment cycle count of students in TVET colleges by qualification category and population group, 2017 34

Table 5.4: Enrolment cycle count of students in TVET colleges by qualification category and gender, 2017 34

Table 5.5: Number of Special Needs Education (SNE) students in TVET colleges by primary disability and gender, 2017 35

Table 5.6: Number of TVET colleges and enrolment cycle count of students in TVET colleges by province, 2017 35

Table 5.7: Enrolment cycle count of students in TVET colleges by qualification category and province, 2017 36

Table 5.8: Enrolment cycle count of students in TVET colleges for the NC(V) programmes, by qualification level and gender, 2017 37

Table 5.9: Enrolment cycle count of students in TVET colleges by NC(V) programmes and gender, 2017 37

Table 5.10: Enrolment cycle count of students in TVET colleges for report 191 programmes, by level of study and gender, 2017 38

Table 6.1: Number of students enrolled in CET colleges by programme, 2017 43

Table 6.2: Number of students enrolled in CET colleges by programme and gender, 2017 43

Table 6.3: Number of students enrolled in CET colleges by programme and population group, 2017 44

Table 6.4: Number of Special Needs Education (SNE) students in CET colleges according to primary disability and gender, 2017 44

Table 6.5: Number of students in CET colleges, by college and programme, 2017 45

Table 6.6: Number of students, lecturers and community learning centres, by college, 2017 46

List of Tables

viii

Table 6.7: Number of staff in CET colleges, by college, staff category and gender, 2017 47

Table 7.1: Number of students enrolled in private colleges by qualification category, 2010 – 2017 50

Table 7.2: Number of students enrolled in private colleges by qualification category and gender, 2017 51

Table 7.3: Number of students enrolled in private colleges by qualification category and population group, 2017 52

Table 7.4: Number of Special Needs Education (SNE) students in private colleges by primary disability and gender, 2017 52

Table 7.5: Number of students in private colleges by occupational qualifications and gender, 2017 53

Table 7.6: Number of students in private colleges by qualification category and province, 2017 54

Table 7.7: Number of students and lecturers in private colleges by province, 2017 54

Table 7.8: Number of staff in private colleges, by category and gender, 2017 55

Table 8.1: Number of workers and unemployed persons registered and certificated in SETA-supported learning programmes, by programme type, 2011/12 – 2017/18 57

Table 8.2 Number of workers and unemployed persons registered and certificated in SETA-supported learning programmes, by programme type and gender, 2011/12 – 2017/18 58

Table 8.3: Number of workers registered for SETA-supported learning programmes, by programme type and SETA, 2017/18 59

Table 8.4: Number of workers certificated in SETA-supported learning programmes, by programme type, 2017/18 60

Table 8.5: Number of unemployed persons registered for SETA-supported learning programmes, by programme type, 2017/18 61

Table 8.6: Number of unemployed persons certificated in SETA-supported learning programmes, by programme type, 2017/18 62

Table 8.7: Number of learners entering artisanal learning programmes, by organisation, 2011/12 – 2017/18 64

Table 8.8: Number of learners entering artisanal learning programmes, by province, citizenship and gender, 2017/18 65

Table 8.9: Number of learners entering artisanal learning programmes, by Special Infrastructure Projects (SIPS) scarce skills and gender, 2017/18 66

Table 8.10: Number of learners completing artisanal learning programmes by sector, 2011/12 – 2017/18 67

Table 8.11: Number of learners completing artisanal learning programmes, by province, citizenship and gender, 2017/18 68

Table 8.12: Number of learners completing artisanal learning programmes, by Special Infrastructure Projects (SIPS) scarce skills by gender, 2017/18 69

Table 8.13: Number of artisans certificated by SETAs and INDLELA, by economic sector, 2014/15 – 2017/18 70

Table 9.1: Funding for key Post-School Education and Training institutions, 2011/12 – 2017/18 72

Table 9.2: Number of students who received loans/bursaries from the NSFAS and the amount provided, by sub-sector, 2011 – 2017 74

List of Tables

ix

Table 9.3: Number of students who received loans/bursaries from the NSFAS by gender, 2011 – 2017 75

Table 9.4: Number of public HEIs students who received Funza Lushaka bursaries by gender and the amount provided, 2011 – 2017 76

Table 9.5: Distribution of the Skills Development Levy, 2011/12 – 2017/18 78

Table 9.6: Number of NSF supported projects and beneficiaries by province, 2011/12 – 2017/18 80

Table 9.7: Distribution of NSF across key projects and number of beneficiaries, 2011/12 – 2017/18 82

Table 9.8: Distribution of NSF infrastructure budget, 2012/13 – 2017/18 84

Table 10.1: Number of students enrolled in public HEIs, by major field of study, qualification type and institution, 2017 85

Table 10.2: Number of students enrolled in public HEIs, by attendance mode, population group, gender and institution, 2017 86

Table 10.3: Number of first-time undergraduate students enrolled in public HEIs by institution, 2009 – 2017 87

Table 10.4: Full-Time Equivalent student enrolment in public HEIs by attendance mode, major field of study and institution, 2017 88

Table 10.5: Number of students who graduated from public HEIs by major field of study, qualification type and institution, 2017 89

Table 10.6: Summaries of graduation rates in public HEIs by qualification type and institution, 2017 90

Table 10.7: Undergraduate success rates of students in public HEIs by attendance mode, population group and institution, 2017 91

Table 10.8: Number of permanent staff in public HEIs by population group, gender, personnel categories and institution, 2017 92

Table 10.9: Number and percentage of permanent staff in public HEIs, by population group, gender, personnel categories and institution, 2017 93

Table 10.10: Enrolment cycle count of students in TVET colleges by college and qualification category, 2017 94

Table 10.11: Full-Time Equivalent student enrolment in TVET colleges by qualification category, 2017 95

Table 10.12: Funding allocated for public HEIs, by institution, 2017/18 96

Table 10.13: Funding allocated for TVET colleges, by college, 2017/18 97

Table 10.14: Funding allocation for CET colleges, by college, 2017/18 98

List of Tables

x

list of figurEs Figure 3.1: Percentage distribution of student enrolments in Post-School Education and Training

institutions, 2017 6

Figure 4.1: Number of students enrolled in public and private HEIs, 2010 – 2017 7

Figure 4.2: Number of students enrolled in public HEIs by attendance mode, 2009 – 2017 9

Figure 4.3: Proportion of student enrolment in public HEIs, by attendance mode and gender, 2017 10

Figure 4.4: Number of students enrolled in public HEIs by major field of study, 2009 – 2017 11

Figure 4.5: Proportion of students enrolled in public HEIs by major field of study, 2017 12

Figure 4.6: Number of students enrolled in public HEIs by qualification type, 2009 – 2017 13

Figure 4.7: Proportion of students enrolled in public HEIs by qualification type, 2017 14

Figure 4.8: Number of first-time undergraduate students enrolled in public HEIs, 2009 – 2017 15

Figure 4.9: Number of Full-Time Equivalent student enrolment in public HEIs, by attendance mode and major field of study, 2017 17

Figure 4.10: Number of graduates from public HEIs by major field of study, 2009 – 2017 19

Figure 4.11: Number of graduates from public HEIs by qualification type, 2009 – 2017 20

Figure 4.12: Average graduation rates in public HEIs by qualification type, 2017 21

Figure 4.13: Percentage distribution of average undergraduate success rates in public HEIs for contact education programmes by population group, 2009– 2017 22

Figure 4.14: Percentage distribution of average undergraduate success rates in public HEIs for distance education programmes by population group, 2009 – 2017 23

Figure 5.1: Number of Full-Time Equivalent student enrolment in TVET colleges by qualification category, 2017 39

Figure 6.1: Number of students enrolled in CET colleges, 2011 – 2017 41

Figure 6.2: Number of students in CET colleges by programme, 2011 – 2017 42

Figure 7.1: Number of students enrolled in private colleges, 2010 – 2017 49

Figure 7.2: Number of students enrolled in private colleges by qualification category, 2010 – 2017 50

List of Figures

xi

list of acronyMs and abbrEviations AET Adult Education and Training

AGRISETA Agriculture Sector Education and Training Authority

BANkSETA Banking Sector Education and Training Authority

CATHSSETA Culture, Arts, Tourism, Hospitality and Sports Sector Education and Training Authority

CET Community Education and Training

CETA Construction Education and Training Authority

CHIETA Chemical Industries Education and Training Authority

CLC Community Learning Centre

DHET Department of Higher Education and Training (further referred to as the Department)

DoE Department of Education

DTI Department of Trade and Industry

EMIS Education Management Information System

ETDP SETA Education, Training and Development Practices Sector Education and Training Authority

EWSETA Energy and Water Sector Education and Training Authority

FASSET Finance and Accounting Services Sector Education and Training Authority

FET Further Education and Training

FOODBEV Food and Beverages Manufacturing Industry Sector Education and Training Authority

FP&M SETA Fibre Processing and Manufacturing Sector Education and Training Authority

FTE Full-Time Equivalent

GETC-ABET General Education and Training Certificate: Adult Basic Education and Training

HE Higher Education

HEI Higher Education Institution

HEMIS Higher Education Management Information System

HEQSF Higher Education Qualifications Sub-Framework

HWSETA Health and Welfare Sector Education and Training Authority

INDLELA Institute for the National Development of Learnerships, Employment Skills and Labour Assessments

INSETA Insurance Sector Education and Training Authority

IPAP Industrial Policy Action Plan

LGSETA Local Government Sector Education and Training Authority

MBChB Bachelor of Medicine and Bachelor of Surgery

MERSETA Manufacturing, Engineering and Related Services Sector Education and Training Authority

List of Acronyms and Abbreviations

xii


MICT SETA Media, Information and Communication Technologies Sector Education and Training Authority

MQA Mining Qualifications Authority

MTSF Medium-Term Strategic Framework

NADSC National Artisan Development Support Centre

NAMB National Artisan Moderation Body

NATED National Technical Education

NC(V) National Certificate (Vocational)

NDP National Development Plan

NGP New Growth Path

NID National Institute for the Deaf

NQF National Qualifications Framework

NRF National Research Foundation

NSA National Skills Authority

NSC National Senior Certificate

NSDS National Skills Development Strategy

NSF National Skills Fund

NSFAS National Student Financial Aid Scheme

PED Provincial Education Department

PIVOTAL Professional, Vocational, Technical and Academic Learning programmes

PLC Public Learning Centre

PSET Post - School Education and Training

PSETA Public Service Sector Education and Training Authority

QCTO Quality Council for Trades and Occupations

RPL Recognition of Prior Learning

RSA Republic of South Africa

SAICA South African Institute of Chartered Accountants

SAIVCET South African Institute for Vocational and Continuing Education and Training

SANReN South African National Research and Education Network

SABEN South African Broadband Education Networks

SARS South African Revenue Service

SASSETA Safety and Security Sector Education and Training Authority

SERVICES SETA Services Sector Education and Training Authority

SET Science, Engineering and Technology

xiii

SETA Sector Education and Training Authority

SSPs Sector Skills Plans

TETA Transport Education and Training Authority

TVET Technical and Vocational Education and Training

TVETMIS Technical and Vocational Education and Training Management Information System

UNISA University of South Africa

UoT Universities of Technology

WBL Workplace-Based Learning

W&RSETA Wholesale and Retail Sector Education and Training Authority


1

Introduction

1. introduction

The Department of Higher Education and Training (the Department) seeks to improve the capacity of the Post-School Education and Training (PSET) system to meet the skills needs and development of the country. The Department’s objectives are as follows:

a) increase the rate at which the key skills necessary for economic growth and social development are delivered;

b) serve the growing number of young people and adults who seek education and training outside of the schooling system;

c) provide alternative entry points into and pathways through the learning system;

d) provide quality learning, irrespective of where learning takes place (i.e. college, university or workplace); and

e) provide easy pathways across the various learning sites.

The Department has oversight over four main categories of PSET institutions, namely: public and private Higher Education Institutions (HEIs); Technical and Vocational Education and Training (TVET) colleges; Community Education and Training (CET) colleges and private colleges1.

This report provides institutional, student, programme, staffing and funding statistics on PSET over which the Department has oversight. It therefore does not provide information on PSET that is managed by other government departments and state entities. It also limits its reporting on private education and training institutions to those that are registered with the Department.

The Department draws its data from a number of internal and external databases, as well as from management reports provided by departmental entities. These include:

a) The Higher Education Management Information System (HEMIS), which contain data provided to the Department by public HEIs;

b) Annual reports submitted by registered private HEIs;

c) The Technical and Vocational Education and Training Management Information System (TVETMIS), which contain data provided to the Department by TVET colleges;

d) Annual Surveys data submitted to the Department which contain data for CET and registered private colleges;

e) Quarterly reports provided to the Department by SETAs;

f) Data provided to the Department by the National Artisan Development Support Centre (NADSC);

g) Reports provided to the Department by the National Skills Fund (NSF);

h) Data extracted from the DHET levy system; and

i) Data obtained from NSFAS Annual Reports and NSFAS database.

1Previous publications of this nature would have made reference to FET colleges (now renamed TVET colleges), and AET Centres (now renamed Community Education and Training colleges), in terms of the Continuing Education and Training, 2006 (Act No. 16 of 2006), Government Gazette No. 36271.

2

The quality of the data obtained from PSET institutions and public entities is being improved upon continuously to ensure the validity and reliability of the data the Department reports on. The Department thus aims to replace the data collection processes for all the sub sectors from aggregated reporting to unit level record submissions in the future.

It is important to note that the Department uses the racial descriptors: “African”, “Coloured”, “White” and “Indian/Asian” for planning, monitoring and funding purposes. The Department places on record that these racial descriptors, which characterised apartheid policies and practices in the past, are being used to provide historical context and comparisons as well as to describe and measure the effects of present policy and practice on redressing the inequities of the past as required by the Constitution of South Africa.

Introduction

3

2. suMMary of findings

Post-School Education and Training Institutions

In 2017, there were 26 public Higher Education Institutions, 125 private Higher Education Institutions, 50 Technical and Vocational Education and Training (TVET) colleges, 268 registered private colleges and 9 Community Education and Training (CET) colleges.

Enrolment in Post-School Education and Training Institutions

a) There were 1.2 million students enrolled at public and private HEIs in 2017, with majority of enrolments in public HEIs (1 036 984) while private HEIs enrolled 185 046 students. The target in the National Development Plan (NDP)2 is 1.6 million enrolments by 2030.

b) Majority of enrolments in public HEIs were through contact mode (659 970 or 63.6%), while 377 014 or 36.4% enrolled through distance mode of learning.

c) Enrolment in TVET colleges reached 688 028 in 2017, which was 2.5% (17 369) lower compared with 2016. This number reflects a count of students enrolled in each enrolment cycle (there are six enrolment cycles at TVET colleges). The NDP indicates that headcount enrolment in TVET colleges should reach 2.5 million by 2030.

d) There were 258 199 students enrolled in CET colleges in 2017, which was 5.6% (15 232) lower compared with 2016. The NDP target for enrolment in this sector is 1 million students by 2030.

e) Students enrolled in private colleges were 187 354 in 2017, which was 10.9% (18 443) higher compared with 2016.

Public and Private Higher Education Institutions Graduates

a) There were 210 931 graduates in public HEIs in 2017, reflecting a 3.9% (7 855) increase compared with 2016. Similar to the previous years, majority of graduates were in the Science, Engineering and Technology (29.2% or 61 581), followed by Business and Management (27.4% or 57 772), all other Humanities (22.4% or 47 144) and Education (21.1% or 44 434) fields of study.

b) Majority of students graduated for undergraduate degrees (45.6% or 96 120), followed by Undergraduate Certificates and Diplomas (26.3% or 55 426) and Post-graduate below Master’s level (20.6% or 43 377).

c) Graduates for Doctoral degrees was 3 057 in 2017, which was 9.3% (260) higher compared with 2016 (2 797). The Department plans to produce a total of 12 000 PhD graduates over five years, namely, from 2014 to 2019. The actual number of PhD graduates from public universities for the period 2014 to 2017 is 10 642. Given these figures, it is very likely that the Department will meet the target set in its 2014-2019 Strategic Plan, by the 2019/20 financial year.

d) Graduates in private HEIs reached 35 922 in 2017, reflecting a 9.5% (3 764) decrease when compared with 2016 (39 686).

e) Majority of students in private HEIs graduated in Bachelor’s degree (31.6% or 11 358), followed by graduates for Higher Certificate (28.9% or 10 366).

Summary of Findings

2National Development Plan, November 2011

4

Summary of Findings

Sector Education and Training Authority (SETA) Supported Learning Programmes

a) There were 269 147 learners registered for SETA-supported learning programmes during the 2017/18 financial year.

b) More than half of the learners registered for skills programmes (53.7% or 144 531), followed by learnerships (41.5% or 111 681), while fewer learners registered for internships (4.8% or 12 935).

c) A total of 177 477 learners were certificated for SETA-supported learning programmes, with majority of learners certificated for skills programmes (69.3% or 122 979), followed by learnerships (27.0% or 48 002), while fewer learners were certificated for internships (3.7% or 6 496).

The National Student Financial Aid Scheme (NSFAS)

a) NSFAS allocated R14.1 billion during the 2017 academic year, which was 13.8% (R1.7 billion) higher than what was allocated in 2016.

b) The number of students who were allocated NSFAS funding was 460 341 in 2017, reflecting a 2.0% (8 834) increase when compared with 2016.

c) The number of students who benefitted from NSFAS was higher for public HEIs (260 002 or 56.5%) as compared with TVET colleges (200 339 or 43.5%).

The Funza Lushaka Bursary Scheme

a) A total of 14 899 students were awarded Funza Lushaka bursaries in 2017 which is aimed at assisting students who enrolled in the education field of study. This was a 5.4% or 763 increase when compared to 2016.

b) The total amount allocated for this bursary was R1.1 billion, which was 7.8% or R79.2 million higher than the amount allocated in 2016.

The Skills Development Levy Fund

a) During the 2017/18 financial year, the skills levy system disbursed R16.2 billion, of which a larger proportion was disbursed to the SETAs (R13.0 billion) while the National Skills Fund (NSF) received R3.2 billion.

b) Of the R13.0 billion disbursed to the SETAs, R8.0 billion was spent on discretionary grants, R3.2 billion was spent on mandatory grants and R1.7 billion was spent on administration costs.

c) The NSF supported 173 projects during the 2017/18 financial year with 57 238 beneficiaries. The total amount disbursed through NSF was R6.9 billion, with over a quarter of these funds allocated for rural development (25.7% or R1.8 billion) while 13.9% (R969.7 million) were allocated for student bursaries.

Public Funding for Post-School Education and Training

a) The total funding allocated to public HEIs, TVET colleges and CET colleges during the 2017/18 financial year was R40.5 billion, reflecting an 11.0% (R4.0 billion) increase when compared to what was allocated during the 2016/17 financial year.

b) Out of the total R40.5 billion allocated during the 2017/18 financial year, a larger proportion was allocated to public HEIs (78.0% or R31.6 billion), while the TVET and CET sectors were allocated 16.7% (R6.7 billion) and 5.3% (R2.1 billion) respectively.

5

The Provisioning of Post-School Education and Training: A Statistical Overview

3. thE Provisioning of Post-school Education and training: a statistical ovErviEw

A wide range of Post-School Education and Training (PSET) programmes are offered in South Africa through public and private Higher Education and Institutions (HEIs), Technical and Vocational Education and Training (TVET) colleges, Community Education and Training (CET) colleges and private colleges. In addition, development and improvement of skills for both employed and unemployed persons is undertaken at workplaces with support from the Sector Education and Training Authorities through learnerships, internships, apprenticeships and other skills development programmes. The following section of the report provides an overview of student enrolment in public and private PSET institutions as well as registration and certifications for SETA-supported workplace-based learning programmes.

table 3.1: overview of Post-school Education and training institutions and student enrolment, 2017

hEis collegestotal PsEt

Public Private total tvEt cEt Private total

number of institutions 26 125 151 50 9 268 327 478

number of students enrolled 1 036 984 185 046 1 222 030 688 028 258 199 187 354 1 133 581 2 355 611

sources: 2017 heMis database, data extracted in november 2018. Annual report submitted by private HEIs to DHET for the 2017 year of reporting.TVETMIS 2017, data extracted in January 2019.CLC_Annual_2017_20180205, data extracted in February 2019.Private_college_annual_2017_20181020, data extracted in October 2018.Note 1: Private and public Higher Education Institutions figures were audited. Note 2: The number of private colleges shown in Table 3.1 reflects the number of institutions registered with the Department.Note 3: On 01 April 2015, AET centres merged into nine, and the erstwhile AET centres become Community Learning Centre under the respective nine community colleges, one per

province.Note 4: Students are counted once in every enrolment cycle i.e. annual, semester and trimester, and this may result in students being counted more than once if they enrol in every

trimester/semester cycle. For example, this means that a student enrolled for N2 and repeating N1 subjects in the same enrolment cycle will be counted once.

In 2017, there were 478 PSET institutions in South Africa, of which the public sector comprised of 85 institutions (i.e. 26 HEIs, 50 TVET colleges and 9 CET colleges). Over 2.3 million enrolments were recorded across public and private institutions in 2017, with the higher education sector enrolling a larger proportion of students (1.2 million). Enrolments in public institutions reached 1 983 211 in 2017, which was 84.2% of total enrolments, while the private PSET sector accounted for 15.8% (372 400) of total enrolments.

6

registered certificated

learnerships internshipsskills

developmentProgrammes

total learnerships internshipsskills

developmentProgrammes

total

workers 34 824 n.a. 89 632 124 456 16 391 n.a. 85 320 101 711

unemployed persons 76 857 12 935 54 899 144 691 31 611 6 496 37 659 75 766

total 111 681 12 935 144 531 269 147 48 002 6 496 122 979 177 477

Source: SETA Quarterly Reports, 2017/18.Note 1: The category “Learnerships” means a learning programme that leads to an occupational qualification or part qualification, and includes an apprenticeship and cadetship.Note 2: The category “Internships” refers to the structured work experience component of an occupational qualification registered by the Quality Council for Trades

and Occupations (QCTO).Note 3: The category “Skills Development Programmes” refers to programmes that have been undertaken as part qualifications as defined in the NQF Act, 2008.Note 4: “n.a.” means not applicable.

There were 269 147 workers and unemployed learners registered for SETA-supported learning programmes during the 2017/18 financial year, of which more than half were unemployed persons 53.8% (144 691) while 46.2% (124 456) were workers. A larger proportion of learners registered for skills development programmes (53.7% or 144 531) and learnerships (41.5% or 111 681), while 4.8% (12 935) registered for internships.

A total number of 177 477 learners were certificated for SETA-supported learning programmes during the 2017/18 financial year, with 57.3% (101 711) certificates awarded to workers and 42.7% (75 766) awarded to unemployed learners. More than two thirds of learners were awarded certificates for skills development programmes (69.3% or 122 979), while over a quarter of learners were certificated for learnerships (27.0% or 48 002). The table shows that majority of workers registered and were certificated for skills development programmes. On the other hand, majority of unemployed learners registered for learnerships but a higher proportion of certifications were for skills development programmes.

figure 3.1: Percentage distribution of student enrolments in Post-school Education and training institutions, 2017

Figure 3.1 indicates that over half of enrolments in the PSET sector was in public and private HEIs. Enrolment in TVET colleges accounted for 29% of total enrolment in the PSET sector, while a smaller proportion of students were enrolled in CET and private colleges (11% and 8% respectively).

table 3.2: number of workers and unemployed persons registered for and certificated in sEta-supported learning programmes, by programme type, 2017/18

Private colleges 8%

CET colleges 11%

TVET colleges 29%

HEIs 52%

Note: Figure 3.1 reflects enrolment in both public and private institutions.

The Provisioning of Post-School Education and Training: A Statistical Overview

7

2010 2011 2012 2013 2014 2015 2016 2017

Total 983 703 1 041 237 1 050 851 1 103 639 1 111 712 1 132 422 1 143 245 1 222 030

Public HEIs 892 936 938 201 953 373 983 698 969 155 985 212 975 837 1 036 984

Private HEIs 90 767 103 036 97 478 119 941 142 557 147 210 167 408 185 046

1 400 000

1 200 000

1 000 000

800 000

600 000

400 000

200 000

0

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hEi

s

4. highEr Education institutions

4.1 EnrolMEnt in Public and PrivatE highEr Education institutions (hEis)

The Higher Education (HE) Sector is intended to perform the following three functions as outlined in the National Development Plan (NDP): a) Educate and equip people with high-level skills to meet the employment needs of the public and private sectors; b) produce new knowledge and assess and find new applications for existing knowledge; and c) provide opportunities for social mobility while strengthening equity, social justice and democracy to deal with the injustices brought about by the apartheid system. In 2017, the HE sector comprised of 26 universities and 125 private higher education institutions (PHEIs).

In order to improve access to university education opportunities in Mpumalanga and the Northern Cape, the Department continued to oversee the development of its two new Universities (which were established in 2014), namely, the University of Mpumalanga and Sol Plaatje University. The Sefako Makgatho Health Sciences University opened its doors for student enrolments in 2015, and the Department will as with the other two new universities, continue to oversee the development of this university.

figure 4.1: number of students enrolled in public and private hEis, 2010 – 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016. 2017 heMis database, data extracted in november 2018. Annual reports submitted by private HEIs to the DHET for the 2017 year of reporting.Note: Enrolment figures for private HEIs for 2010-2015 were unaudited.

Higher Education Institutions

8

The total number of student enrolment in public and private HEIs in 2017 was 1 222 030, which represents a 6.9% (78 785) increase compared with 2016 enrolment (1 143 245). This was mainly due to enrolment increases in both public HEIs (61 147) and private HEIs (17 638). Out of 1 222 030 students enrolled in HEIs in 2017, more than three quarters of them enrolled in public HEIs (84.9% or 1 036 984), while fewer students enrolled in private HEIs (15.1% or 185 046). A similar trend can be observed throughout the period under review.

An increasing trend can be observed for access to HEIs for the period under review, with a growth of 24.2% or 238 327 students recorded. When comparing student enrolment between 2010 and 2017, large increases were reported for public HEIs (144 048) while private HEIs doubled their student enrolment and increased by 103.9% or 94 279.


9

4.2 Public highEr Education institutions (hEis)

4.2.1 introduction

The public higher education sector consists of 26 universities, differentiated into eleven general academic universities; nine comprehensive universities and six universities of technology. The statistics reflected in the tables and figures below were provided to the Department by public HEIs. The figures can be considered to be fairly reliable since external auditors appointed by the HEIs audited the data prior to it being submitted to the Department.

4.2.2 Enrolment in public higher Education institutions (hEis)

figure 4.2: number of students enrolled in public hEis by attendance mode, 2009 – 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016.2017 heMis database, data extracted in november 2018.Note 1: The contact mode of study involves personal interaction with lecturers or supervisors, through, inter alia, lectures, seminars and/or practicals at the premises of the

institution. Note 2: The distance mode of study involves interaction with lecturers or supervisors through distance education techniques, such as written correspondence, telematics and/or

the internet.

The proportion of students enrolled through contact mode out of the total enrolment has been consistently higher than that of students enrolled through distance mode throughout the period under review. In 2017, total enrolment in public HEIs reached 1 036 984, and the proportion of students enrolled through contact mode was 63.6% (659 970) while 36.4% (377 014) of students enrolled through distance mode of learning. A decreasing trend in the number of students enrolled through distance mode can be observed between 2014 and 2016, while an increasing trend for students enrolled through contact mode of learning has been recorded throughout the period under review.

Student enrolment increased for all modes of learning between 2016 and 2017, with the largest increase recorded for distance mode of learning (39 178) while the lowest increase was for contact mode of learning (21 969). Table 10.2 of the Appendix indicates that Tshwane University of Technology enrolled the majority of students through contact mode (61 998 or 9.4%), followed by the University of Johannesburg (50 434 or 7.6%) and the University of kwaZulu-Natal (48 586 or 7.4%). UNISA only offers distance mode of learning and 91.2% of students enrolled through this mode in 2017 were from UNISA.


2009 2010 2011 2012 2013 2014 2015 2016 2017

Total 837 776 892 936 938 201 953 373 983 698 969 155 985 212 975 837 1 036 984

Contact 521 427 545 759 556 695 566 239 581 048 596 824 605 480 638 001 659 970

Distance 316 349 347 177 381 506 387 134 402 650 372 331 379 732 337 836 377 014

num

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dent

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olle

d in

pub

lic h

Eis 1 200 000

1 000 000

800 000

600 000

400 000

200 000

0

10

figure 4.3: Proportion of student enrolment in public hEis, by attendance mode and gender, 2017

source: 2017 heMis database, data extracted in november 2018.

In 2017, the highest proportion of students enrolled in public HEIS were females (58.5%), while 41.5% were males. Both contact and distance mode of learning in public HEIs were dominated by female students (54.2% and 66.1% respectively). The largest gender disparity was recorded for distance mode of learning, where two thirds of students were females (66.1%) compared to just over a third of males (33.9%).

Contact Mode Distance Mode Total

Female 54.2 66.1 58.5

Male 45.8 33.9 41.5

70.0

60.0

50.0

40.0

30.0

20.0

10.0

0.0

%


11

table 4.1: number of students enrolled in public hEis, by attendance mode, population group and gender, 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016.2017 heMis database, data extracted in november 2018.

The highest number of student enrolments in public HEIs in 2017 was recorded for SET (310 115), followed by Business and Management (278 930) and other Humanities (252 826) fields of study, while the Education field of study recorded the lowest number of student enrolments (195 113). When comparing 2009 and 2017, all fields of study recorded an increase in student enrolment, with the largest increase recorded for the SET field of study (73 057) while the other Humanities field of study recorded the lowest increase (25 972).


Almost three quarters of the students enrolled in public HEIs in 2017 were Africans (73.7% or 763 767), followed by White students (14.3% or 148 802), Coloured students (6.2% or 64 772) and Indian/Asian students (4.8% or 50 131). The largest gender difference was within the African population group, where 130 138 more female students enrolled compared to males, while the Indian/Asian population group recorded the lowest gender difference (9 905 more males compared to females).

figure 4.4: number of students enrolled in public hEis by major field of study, 2009 – 2017

Population group

contact distance total

female Male no information female Male

no information

female Maleno

informationtotal

African 258 989 221 179 12 187 957 95 629 1 446 946 316 808 13 763 767

Coloured 26 085 17 297 2 14 654 6 734 0 40 739 24 031 2 64 772

Indian/Asian 16 006 13 503 0 14 012 6 610 0 30 018 20 113 0 50 131

White 52 509 46 607 2 31 665 18 019 0 84 174 64 626 2 148 802

No information 4 036 3 739 4 985 748 0 5 021 4 487 4 9 512

Total 357 625 302 325 20 249 273 127 740 1 606 898 430 065 21 1 036 984

SET Business andManagement Education Other Humanities

2009 237 058 236 256 137 467 226 854

2010 251 344 278 843 145 413 217 336

2011 264 447 288 487 164 939 220 326

2012 273 282 282 299 168 608 229 184

2013 283 622 279 954 172 991 247 131

2014 287 221 272 409 166 099 243 426

2015 294 935 273 828 170 550 245 899

2016 295 383 264 934 176 986 238 535

2017 310 115 278 930 195 113 252 826

350 000

300 000

250 000

200 000

150 000

100 000

50 000

0

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Eis


12

figure 4.5: Proportion of students enrolled in public hEis by major field of study, 2017


The SET field of study accounted for 29.9% of total enrolment in public HEIs in 2017 as indicated in Figure 4.5, followed closely by Business and Management (26.9%), other Humanities (24.4%) and Education (18.8%) fields of study. UNISA enrolled the majority of students in the SET field of study in 2017, followed by University of Pretoria and Tshwane University of Technology (38 837; 25 661 and 24 631 respectively). UNISA was also the institution that enrolled most students in all fields of study in 2017, with the highest enrolment recorded for Business and Management (104 384), followed by other Humanities (103 158), Education (97 636) and SET (38 387) (see Table 10.1 of the Appendix).

Figure 4.4 further shows that prior to 2013, the majority of students were enrolled for the Business and Management field of study. However, more students enrolled in the SET field of study from 2013 onwards. Student enrolment for the Education field of study was the lowest throughout the period under review. However, enrolment in this field of study increased by 41.9% (57 645) over the nine-year period.

29.9%

Science, Engineering and Technology

Business and Management Other Humanities Education

26.9%

24.4%

18.8%


13


Figure 4.6 indicates that in 2017, the majority of students in public HEIs enrolled for undergraduate degrees (555 892), followed by undergraduate certificates and diplomas (276 459) and postgraduate below Master’s level (101 450). An upward trend can be observed for students enrolled for all qualification types throughout the period under review, with the exception of undergraduate certificates and diplomas and occasional students where a downward trend was recorded.

Student enrolment for doctoral degrees more than doubled over the period 2009-2017 (114.4% or 12 043). Increases were also recorded for undergraduate degrees (37.2% or 150 843), postgraduate below Master’s level (36.2% or 26 955) and Master’s degrees (35.3% or 15 430 respectively) over the period under review. Enrolment for occasional students and undergraduate certificates and diplomas declined by 12.8% or 3 155 and 1.0% or 2 908 respectively in the same period.

figure 4.6: number of students enrolled in public hEis by qualification type, 2009 – 2017

Undergraduate Degrees

Undergraduate Certificates and

Diplomas

Postgraduate,Below Master’s

Level

Master’sDegrees

DoctoralDegrees

OccasionalStudents

2009 405 049 279 367 74 495 43 723 10 529 24 613

2010 440 934 285 948 80 321 46 699 11 590 27 444

2011 476 841 289 931 86 188 48 873 12 832 23 536

2012 500 429 281 280 85 501 49 561 13 965 22 637

2013 523 431 277 322 91 494 52 217 16 039 23 195

2014 518 859 270 251 86 730 53 675 17 943 21 697

2015 528 145 271 845 88 602 55 546 19 513 21 561

2016 530 361 254 990 91 866 57 290 21 510 19 820

2017 555 892 276 459 101 450 59 153 22 572 21 458

600 000

500 000

400 000

300 000

200 000

100 000

0

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Eis


14

figure 4.7: Proportion of students enrolled in public hEis by qualification type, 2017

source: 2017 heMis database, data extracted in november 2018.Note: As a result of rounding off, percentages may not add up to 100%.

More than half of the students in public HEIs in 2017 enrolled for undergraduate degrees (53.6% or 555 892) and over a quarter enrolled for undergraduate certificates and diplomas (26.7% or 276 459) while fewer students enrolled as occasional students (2.1% or 21 458).

The institution that enrolled most of the undergraduate degree students was UNISA (187 380), followed by the University of Pretoria (34 359) and the University of kwaZulu-Natal (34 254). UNISA also enrolled the highest of students for undergraduate certificates and diplomas (85 031), postgraduate below Master’s level (48 387) and occasional students (15 659). The University of Witwatersrand enrolled most of the Master’s degree students (7 392) while the University of kwaZulu-Natal enrolled most of the Doctoral degree students (3 164) (see Table 10.1 of the Appendix).

53.6%

26.7%

9.8%

5.7%

2.2% 2.1%

UndergraduateDegrees

UndergraduateCertificates and

Diplomas


Level

Master’s Degrees Doctoral Degrees OccasionalStudents


15

figure 4.8: number of first-time undergraduate students enrolled in public hEis, 2009 – 2017


The total number of first-time entering students in public HEIs in 2017 was 193 282, which was 18.6% of total enrolment. This represented a 21.6% (34 391) increase compared with the number of first-time entering students in 2016 (158 891), with the major contributor being UNISA (35 270 increase). UNISA enrolled most of the first-time entering students in 2017 (28.2% or 54 434), followed by Tshwane University of Technology (7.7% or 14 822) and North West University (6.0% or 11 595) (see Table 10.3 of the Appendix).

Access to public HEIs for first-time entering students has been fairly stable over the period under review, and a growth of 17.5% or 28 764 was recorded between 2009 and 2017. The largest increase over this period was recorded for UNISA (13 550), followed by the North West University (5 666) and the University of the Free State (3 989) (see Table 10.3 of the Appendix).

2009 2010 2011 2012 2013 2014 2015 2016 2017

Total enrolment 837 776 892 936 938 201 953 373 983 698 969 155 985 212 975 837 1 036 984

First time entering 164 518 168 388 179 105 169 765 158 389 168 356 171 930 158 891 193 282

1 200 000

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800 000

600 000

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16

table 4.2: number of foreign students enrolled in public hEis by country, attendance mode and qualification type, 2017

country

contact distance

tota

lco

ntac

t and

dis

tanc

e

occ

asio

nal s

tude

nts

und

ergr

adua

te

certi

ficat

es a

nd d

iplo

mas

und

ergr

adua

te d

egre

e

Post

grad

uate

bel

ow

Mas

ter's

lev

el

Mas

ter's

deg

rees

doct

oral

deg

rees

tota

l con

tact

occ

asio

nal s

tude

nts

und

ergr

adua

te

certi

ficat

es a

nd d

iplo

mas

und

ergr

adua

te d

egre

e

Post

grad

uate

bel

ow

Mas

ter's

lev

el

Mas

ter's

deg

rees

doct

oral

deg

rees

tota

l dis

tanc

e

Zimbabwe 49 555 5 044 801 2 543 2 152 11 144 476 2 266 9 401 1 680 570 322 14 715 25 859

namibia 27 218 1 106 424 718 175 2 668 39 863 621 1 138 122 30 2 813 5 481

nigeria 28 230 339 176 836 1 533 3 142 53 116 429 128 84 79 889 4 031

democratic

republic of the

congo

21 1 728 731 87 285 109 2 961 55 240 302 64 38 19 718 3 679

lesotho 19 495 1 200 253 540 205 2 712 39 170 400 125 41 12 787 3 499

swaziland 14 416 910 107 308 138 1 893 45 196 985 215 109 19 1 569 3 462

Zambia 10 73 332 71 341 229 1 056 15 65 384 43 41 29 577 1 633

botswana 11 33 360 91 319 141 955 14 86 478 43 29 19 669 1 624

kenya 10 20 291 67 293 399 1 080 12 6 108 23 51 41 241 1 321

congo 7 285 196 31 105 82 706 17 81 128 26 6 3 261 967

other foreign

nationalities1 884 1 343 2 949 719 2 868 2 647 12 410 136 441 1 519 482 241 649 3 468 15 878

total 2 080 5 396 13 458 2 827 9 156 7 810 40 727 901 4 530 14 755 3 967 1 332 1 222 26 707 67 434

source: 2017 heMis database, data extracted in november 2018. Note 1: Contact students are those who are registered mainly for courses offered in contact mode. Note 2: Distance students are those who are registered mainly for courses offered in distance mode. Note 3: Occasional students are students who are taking courses that are part of formally approved programmes, but who are not registered for a formal degree or diploma. Note 4: The category “Undergraduate Degrees” includes also professional Bachelor’s Degrees, which are those that have an approved formal time of four or more years.

Examples include degrees such as B Tech, BSc (Engineering), MBChB, BFA. Note 5: The category “Postgraduate, Below Master’s Level” includes Postgraduate and Post-Diploma Diplomas, Postgraduate Bachelor’s Degrees, and Honours Degrees. Note 6: Enrolment numbers are listed by the ten countries with the most foreign student enrolment. The rest of foreign student enrolments are included in “other foreign nationalities”.

The total number of foreign national students enrolled in public HEIs was 67 434, which was 6.5% of total enrolment in 2017. Out of the top 10 countries indicated on Table 4.2, the highest proportion of foreign national students were from Zimbabwe (38.3% or 25 859) while Congo enrolled the lowest proportion of students (1.4% or 967).

More than half of the foreign national students were enrolled through the contact mode of learning (60.4% or 40 727), while 39.6% or 26 707 of the foreign national students enrolled through the distance mode of learning. A third of the foreign national students that enrolled through the contact mode of learning registered for an undergraduate degree (33.0% or 13 458), followed closely by enrolments for Master’s degrees (22.5% or 9 156) and Doctoral degrees (19.2% or 7 810). Among the students enrolled through distance mode of learning, more than half of them enrolled for undergraduate degrees (55.2% or 14 755).


17

figure 4.9: number of full-time Equivalent student enrolment in public hEis, by attendance mode and major field of study, 2017


The total number of Full-Time Equivalent (FTE) students in public HEIs in 2017 was 731 602, of which 514 766 or 70.4% enrolled through the contact mode of learning and only 216 836 or 29.6% enrolled through the distance mode of learning. Among students enrolled through the distance mode of learning, more than a third of the FTEs were for the other Humanities field of study (36.3% or 78 721). UNISA contributed largely to FTE enrolments for students enrolled through the distance mode of learning (200 546).

When looking at the contact mode of learning, the largest number of FTE enrolments were in the SET field of study (194 874 or 37.9%), followed by the other Humanities field of study (145 491 or 28.3%). Tshwane University of Technology, University of Pretoria, University of Johannesburg and the University of kwaZulu-Natal contributed largely to the FTE enrolments for contact mode students (45 120; 38 811; 38 799 and 36 528 respectively (see Table 10.4 of the Appendix).

Science, Engineering and Technology

Business andManagement Education Other Humanities Total

Distance 25 543 53 849 58 722 78 721 216 836

Contact 194 874 115 562 58 839 145 491 514 766

Total 220 417 169 411 117 561 224 212 731 602

800 000

600 000

400 000

200 000num

ber o

f ftE

stud

ents


18

table 4.3: number of students in public hEis by primary disability and gender, 2017

disability female Male no information total

communication (talking, listening) 50 123 0 173

Emotional (behavioural or psychological) 282 194 1 477

hearing (even with a hearing aid) 324 274 0 598

intellectual (difficulties in learning) 483 723 0 1 206

Multiple 47 30 0 77

Physical (moving, standing, grasping) 1 121 938 0 2 059

sight 1 009 860 0 1 869

disabled but unspecified 845 700 0 1 545

total 4 161 3 842 1 8 004


In 2017, a total of 8 004 or 0.8% students enrolled in public HEIs reported to have some disability. The proportion of female and male students enrolled in public HEIs who reported to have disabilities was similar (52.0% or 4 161 and 48.0% or 3 842 respectively). One quarter of students reported to have a physical disability (25.7% or 2 059), while (23.4% or 1 869) had a sight disability. A fewer proportion of students reported to have multiple disability (1.0% or 77). It should also be noted that the largest gender disparity was recorded for students with intellectual disability, where 240 more male students reported to have this disability as compared to females.


19

SET Business andManagement Other Humanities Education

2009 41 511 33 818 34 523 35 532

2010 42 760 41 657 31 016 37 892

2011 46 100 44 155 32 484 37 879

2012 48 848 46 042 35 618 35 478

2013 53 176 49 051 40 384 38 212

2014 55 574 50 381 42 344 37 076

2015 58 090 53 863 42 917 36 654

2016 59 125 56 364 45 480 42 107

2017 61 581 57 772 47 144 44 434

70 000

60 000

50 000

40 000

30 000

20 000

10 000

0num

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f gra

duat

es in

pub

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Eis

4.2.3 graduates from public higher Education institutions (hEis)

figure 4.10: number of graduates from public hEis by major field of study, 2009 – 2017


In 2017, the total number of graduates in public HEIs was 210 931, which reflects the highest number of graduates recorded for the period under review. The highest number of graduates were recorded in SET in 2017 (61 581 or 29.2%), followed by Business and Management (57 772 or 27.4%), other Humanities (47 144 or 22.4%), while Education recorded the lowest number of graduates (44 434 or 21.1%) in 2017.

There was an increase of 7 855 or 3.9% graduates in 2017 when compared with 2016, of which the highest increase was recorded for SET (2 456), followed by Education (2 327), other Humanities (1 664) and Business and Management (1 408) fields of study.

An increasing trend in the number of graduates in public HEIs can be observed over the period 2009 to 2017, with a growth of 45.1% or 65 457 recorded. All major field of studies recorded an increase in the number of graduates during the period under review, of which Business and Management recorded the highest increase (70.8% or 23 955), followed by SET (48.3% or 20 070), other Humanities (36.6% or 12 620) and Education (25.1% or 8 902).


20

Undergraduate

Degrees

Undergraduate

Certificates and

Diplomas

Postgraduate,

Below Master’s LevelMaster’s Degrees Doctoral Degrees

2009 57 191 52 152 26 591 8 112 1 380

2010 61 301 51 884 30 088 8 633 1 421

2011 64 551 53 012 31 801 9 690 1 576

2012 70 743 49 654 33 385 10 334 1 879

2013 79 136 50 913 37 913 10 809 2 051

2014 82 856 50 515 38 117 11 627 2 258

2015 87 717 51 388 37 953 11 936 2 530

2016 93 915 53 289 40 213 12 862 2 797

2017 96 120 55 426 43 377 12 951 3 057

100 000

80 000

60 000

40 000

20 000

0

num

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f gra

duat

es in

pub

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Eis

In 2017, the University of Pretoria recorded the highest number of graduates in the SET field of study (5 388), followed closely by Tshwane University of Technology (5 274). UNISA recorded the highest number of graduates in the Education (18 813), Business and Management (11 470) and other Humanities (10 940) fields of study. These universities also enrolled highest number of students in the same fields of study mentioned above (see Tables 10.1 and 10.5 of the Appendix)

UNISA recorded the highest number of student enrolments and graduates in 2017 (344 015 enrolled students and 44 842 graduates). This university also recorded the highest number of students enrolled in the SET field of study (38 837 or 12.5%) however, the number of graduates in this field of study were lower (3 621 or 5.9% graduates). On the other hand, the University of Pretoria enrolled 25 661 or 8.3% students in the SET field of study and 5 388 or 8.7% graduated (see Tables 10.1 and 10.5 of the Appendix). (Note: graduates referred to enrolled in the previous academic years and not in 2017).

figure 4.11: number of graduates from public hEis by qualification type, 2009 – 2017


Almost half of the 2017 graduates in public HEIs were for undergraduate degrees (45.6% or 96 120), followed by undergraduate certificates and diplomas (26.3% or 55 426) and postgraduate below Master’s level (20.6% or 43 377). UNISA produced the highest number of graduates for undergraduate degrees (18 047), undergraduate certificates and diplomas (13 894) and postgraduate below Master’s level (11 681).


21

The number of graduates for Master’s and Doctoral degrees were 12 951 and 3 057 respectively in 2017, reflecting an increase when compared with 2016. The University of Pretoria produced the majority of Master’s degree graduates (1 866 or 14.4%) followed by University of Stellenbosch (1 601 or 12.4%). More than half of Doctoral degree graduates were collectively from University of kwaZulu-Natal (388 or 12.7%), University of Pretoria (354 or 11.6%), University of Stellenbosch (305 or 10.0%), UNISA (289 or 9.5%) and the University of Witwatersrand (283 or 9.3%) (see Table 10.5 of the Appendix).

There was an increase in the number of graduates over the period 2009-2017 for all qualification types, with Doctoral degrees recording the highest increase (121.5% or 1 677), followed by graduates for undergraduate degrees (68.1 % or 38 929) while the lowest increase was recorded for undergraduate certificates and diplomas graduates (6.3% or 3 274) (see Table 10.5 of the Appendix).

figure 4.12: average graduation rates in public hEis by qualification type, 2017


Figure 4.12 shows that in 2017, the highest graduation rate was recorded for postgraduate below Master’s level (42.8%) while the graduation rate for Doctoral degrees was the lowest (13.5%). Similar graduation rates for Master’s degrees, undergraduate certificates and diplomas and undergraduate degrees were recorded in 2017 (see Table 10.6 of the Appendix).

42.8%

21.9%20.0%

17.3%

13.5%

UndergraduateDegrees

UndergraduateCertificates and

Diplomas


Level

Master’s Degrees Doctoral Degrees


22

figure 4.13: Percentage distribution of average undergraduate success rates in public hEis for contact education programmes by population group, 2009 – 2017

source: 2017 heMis database, data extracted in november 2018.Note : Success rates are determined as follows: a calculation is made of full-time equivalent (FTE) enrolled student totals for each category of courses. A further FTE calculation,

using the same credit values, is made for each category of courses for those students who passed the courses. The success rates are then determined as: FTE passes divided by FTE enrolments. The success rates shown are, therefore, weighted averages for contact and distance courses for each population group.

The average success rate for students enrolled through the contact mode of learning was 82.1% in 2017, with the White, Indian/Asian and Coloured students recording higher than average success rates (89.3%; 85.7% and 83.0% respectively) while African students recorded the lowest success rate (80.5%).

More than half of the universities (53.8% or 14 out of 26) reported higher than average success rates for contact mode learning, with Sefako Makgatho Health Science University recording the highest success rate (88.9%) while Central University of Technology, Free State and Vaal University of Technology recorded the lowest success rates (76.1% each) (see Table 10.7 of the Appendix).

There was a decrease of 0.8 of a percentage point in students’ success rate between 2016 and 2017, of which Coloured and African students recorded the highest decrease (0.8 and 0.7 of a percentage point respectively) while Indian/Asian and White students recorded the same decrease (0.3 of a percentage point).

An increasing trend in the success rate was observed over the period 2009-2017 for all population groups, with the average success rate increasing by 5.1 percentage points over the same period. Even though the success rate for African students were the lowest throughout the period under review, there was a higher increase in their success rate between 2009 and 2017 (6.6 percentage points), while the Indian/Asian, Coloured and White students recorded lower increases of 5.7; 4.9 and 3.9 percentage points respectively.

African Coloured Indian/Asian White Average

2009 73.9 78.1 80.0 85.4 77.1

2010 74.5 78.4 80.6 85.7 77.4

2011 76.6 79.4 82.5 86.5 79.1

2012 77.9 80.8 84.0 87.6 80.3

2013 78.9 81.8 84.8 88.2 81.2

2014 80.3 82.4 85.4 88.7 82.2

2015 81.2 83.9 87.0 89.4 83.1

2016 81.3 83.8 86.1 89.7 83.0

2017 80.5 83.0 85.7 89.3 82.1

90.0

85.0

80.0

75.0

70.0 succ

ess r

ate

(%)


23

figure 4.14: Percentage distribution of average undergraduate success rates in public hEis for distance education programmes by population group, 2009 – 2017

Source: 2016 HEMIS database, data extracted in November 2018. Note : Success rates are determined as follows: a calculation is made of full-time equivalent (FTE) enrolled student totals for each category of courses. A further FTE calculation,

using the same credit values, is made for each category of courses for those students who passed the courses. The success rates are then determined as: FTE passes divided by FTE enrolments. The success rates shown are, therefore, weighted averages for contact and distance courses for each population group.

The average success rate for students enrolled for distance mode of learning was 66.8% in 2017, which was a 0.7 of a percentage point lower when compared with 2016 (67.6%). The African and Coloured students recorded a decrease in the success rate between 2016 and 2017 (1.0 percentage point and 0.4 of a percentage point respectively), while the Indian/Asian and White students recorded an increase in their success rate over the same period (1.0 percentage point and 0.5 of a percentage point respectively).

In 2017, the White students recorded the highest success rate (75.5%) while the African students recorded the lowest success rate (64.8%). The University of Pretoria recorded the highest success rate (100%) for distance mode students, followed by the University of Cape Town (93.4%) and the University of kwaZulu-Natal (90.0%). UNISA which offers only distance mode of learning, recorded the lowest success rate (65.9%). African students recorded the highest success rate in the University of Pretoria (100.0%), Coloured and White students’ success rate was the highest in the University of kwaZulu-Natal (100.0%) while the Indian/Asian had the highest success rate in the University of Cape Town (98%) (see Table 10.7 of the Appendix).

The lowest success rate for distance mode students was recorded in 2013 and an increasing trend was observed since 2014. The average success rate for students enrolled through the distance mode increased by 3.9 percentage points over the nine-year period, with the highest increase recorded for Indian/Asian students (8.7 percentage points). African students recorded the lowest increase over the period under review (4.0 percentage points).

African Coloured Indian/Asian White Average

2009 60.8 63.0 62.6 70.1 62.9

2010 63.5 65.6 65.5 72.2 65.4

2011 67.4 68.3 69.0 75.1 68.9

2012 65.9 68.3 69.9 75.9 68.0

2013 57.8 60.2 61.8 68.0 59.8

2014 66.6 68.0 69.6 74.4 68.1

2015 66.1 68.3 69.9 74.2 67.7

2016 65.7 68.0 70.4 75.1 67.6

2017 64.8 67.6 71.3 75.5 66.8

80.0

70.0

60.0

50.0

succ

ess r

ate

(%)


24

4.2.4 staffing in public higher Education institutions (hEis)

table 4.4: number of permanent staff in public hEis, by population group, gender and personnel categories, 2017


The total number of permanent staff employed in public HEIs in 2017 was 61 242, of which more than half of them were Africans (54.3% or 33 254), followed by White staff (27.1% or 16 598). The lowest proportion of permanent staff members were Coloured (12.1% or 7 387) and Indian/Asian (5.7% or 3 504). The proportion of female staff was the highest (54.0% or 33 099) as compared to male staff (46.0% or 28 143), and the largest gender difference was recorded for the White staff members, where 3 354 more female staff members were employed as compared to males.

Just over half of the permanent staff were administrative staff (50.9% or 31 193), and more than one quarter were instruction and research staff (32.1% or 19 631) and fewer were employed as services staff (17.0% or 10 418). The only category where more male staff were employed compared to females was the instruction and research staff category. The largest gender difference was recorded for administrative staff, where 5 801 more females were employed in this category compared to males.

In 2017, almost a third of permanent staff members were collectively employed by UNISA (5 871 or 9.6%) followed by the University of Cape Town (4 908 or 8.0%), the University of Witwatersrand (4 620 or 7.5%) and the University of Johannesburg (4 510 or 7.4%). UNISA also recorded the largest number of administrative and instruction and research staff (3 725 and 1 796 respectively) while the University of Johannesburg recorded the largest number of services staff (1 225).

About 99% of services staff in public HEIs were black staff (i.e. African, Indian/Asian and Coloured) and only 53% of them were instruction and research staff. The University of Stellenbosch recorded the lowest proportion of black staff in the instruction and research category (24%), followed by the University of the Free State and the University of Pretoria (27% each) (see Table 10.9 of the Appendix).

Population groupinstruction and research administrative services total

female Male total female Male total female Male total female Male total

african 3 058 4 453 7 511 8 813 7 645 16 458 4 717 4 568 9 285 16 588 16 666 33 254

coloured 712 635 1 347 3 193 1 874 5 067 500 473 973 4 405 2 982 7 387

indian/asian 863 756 1 619 1 117 710 1 827 11 47 58 1 991 1 513 3 504

white 4 596 4 149 8 745 5 334 2 425 7 759 46 48 94 9 976 6 622 16 598

no information 93 316 409 40 42 82 6 2 8 139 360 499

total 9 322 10 309 19 631 18 497 12 696 31 193 5 280 5 138 10 418 33 099 28 143 61 242


25

4.3 PrivatE highEr Education institutions (hEis)

4.3.1 introduction

In terms of the Public Notice (Government Gazette No. 19389, dated 30 October 1998), no private institution is permitted to offer higher education in South Africa as of 1 January 2000, unless registered with the Department. In terms of the Higher Education Act, 1997 (Act No. 101 of 1997) (“the Act”), and the Regulations for the Registration of Private Higher Education Institutions published in Government Gazette No. 39880, dated 31 March 2016 (“the Regulations”), all private institutions providing higher education, that is, programmes equivalent to those provided by traditional Universities, Comprehensive Universities and Universities of Technology (UoT) that fall on the Higher Education Qualifications Sub-Framework (HEQSF), must be registered with the Department. This requirement applies to both local and foreign institutions. The total student enrolment figures for private higher education institutions (PHEIs) provided below are based on student enrolment for institutions listed on the Register of PHEIs. The Register is available on the Department’s website through the link: http://www.dhet.gov.za/SitePages/DocRegisters.aspx. In 2017, 127 PHEIs institutions were registered with the Department, however, two of them requested the Registrar to cancel their registration. Therefore, 125 PHEIs submitted student and staff data to the Department in accordance with section 57(2)(c) of the Act and Regulation 27(3). It is worth mentioning that from 2016, it is mandatory for the PHEIs to submit audited student data to the Department as part of their annual reporting.

4.3.2 Enrolment in private higher Education institutions (hEis)

table 4.5: number of students enrolled in private hEis by gender, 2011 – 2017

year female Male unspecified total

2011 54 160 48 876 n.a. 103 036

2012 53 774 43 704 n.a. 97 478

2013 64 335 55 606 n.a. 119 941

2014 73 776 65 431 3 350 142 557

2015 80 532 66 516 162 147 210

2016 91 493 73 801 2 114 167 408

2017 105 983 77 754 1 309 185 046

sources: Statistics on Post-School Education and Training in South Africa, 2016.Annual report submitted by PHEIs to DHET for the 2017 year of reporting.Note 1: Only the 2016 & 2017 figures provided in the above table were audited.Note 2: Unspecified refers to number of students who did not report on gender.Note 3: “n.a.” means not applicable.

Table 4.5 shows that the total number of students enrolled in PHEIs in 2017 was 185 046, which was an increase of 10.5% compared to the total student enrolment in 2016 (167 408). Over the period under review there has been an increase of 82 010 or 79.6% in student enrolments within the PHEIs sector. The female enrolment in PHEIs was consistently higher than that of males over the period 2011 to 2017. The number of students who did not report on gender decreased by 38.1% or 805 in 2017 (1 309) as compared to 2016 (2 114).


26

year

high

er c

ertifi

cate

adva

nced

cer

tifica

te

dipl

oma-

240

cred

its

dipl

oma-

360

cred

its

adva

nced

dip

lom

a

Post

grad

uate

dipl

oma

bach

elor

’s de

gree

hono

urs d

egre

e

Mas

ter’s

deg

ree

Mas

ter’s

deg

ree

(P

rofe

ssio

nal)

doct

oral

deg

ree

doct

oral

deg

ree

(P

rofe

ssio

nal)

tota

l

2017 27 249 2 684 15 914 54 568 2 874 5 151 63 928 4 939 7 411 0 328 0 185 046

Percentage 14.7% 1.5% 8.6% 29.5% 1.6% 2.8% 34.5% 2.7% 4.0% 0.0% 0.2% 0.0% 100%

table 4.6: number of students enrolled in private hEis by qualification type, 2017

Source: Annual report submitted by PHEIs to DHET for the 2017 year of reporting.Note 1: The figures provided in the above table were audited.Note 2: The qualification types are on NQF level 5-10.Note 3: As a result of rounding off, percentages may not add up to 100%.

In 2017, most students (34.5% or 63 928 of the total enrolment) were enrolled on programmes offered at the Bachelor’s degree level, followed closely by enrolments on programmes on the Diploma-360 credits level (29.5% or 54 568). The enrolment in the Higher Certificate levels was 27 249 or 14.7% of the total enrolment whilst enrolment for the Master’s degree was 7 411 or 4.0% of the total enrolment. Only 0.2% or 328 of the total enrolment were enrolled for the Doctoral degree. Table 4.6 further stipulate that 93.1% or 172 368 students enrolled for programmes lower than Honours degree, which is 9 out of every 10 students in PHEIs in 2017. There were no enrolments for programmes on the Master’s degree (Professional) and Doctoral degree (Professional).


27

table 4.7: number of students enrolled in private hEis by nQf field, 2017

nQf field 201701. agriculture and nature conservation 364

02. culture and arts 9 470

03. business, commerce and Management studies 113 287

04. communication studies and language 9 575

05. Education, training and development 12 799

06. Manufacturing, Engineering and technology 636

07. human and social studies 7 625

08. law, Military science and security 3 996

09. health sciences and social services 4 652

10. Physical, Mathematical, computer and life sciences 17 017

11. services 5 296

12. Physical Planning and construction 329

total 185 046

Source: Annual report submitted by PHEIs to DHET for the 2017 year of reporting.Note : The figures provided in the above table were audited.

In 2017, more than half of the total number of students in PHEIs were enrolled for programmes in the field of Business, Commerce and Management Studies (61.2% or 113 287 of the total enrolment). The enrolment on programmes within the field of Physical, Mathematical, Computer and Life Sciences was 9.2% or 17 017 of the total enrolment, followed by enrolment in programmes within the field of Education, Training and Development with 6.9% or 12 799. The lowest student enrolments were in the fields of Agriculture and Nature Conservation, and Physical Planning and Construction with 364 or 0.2% and 329 or 0.2% respectively.


28

table 4.8: number of students enrolled in private hEis by population group and nationality, 2011 – 2017

year african coloured indian/ asian white

total south african

students

non-south african

studentsunspecified total

2011 56 988 7 526 5 913 23 311 93 738 9 298 n.a. 103 036

2012 56 813 6 876 5 222 18 500 87 411 10 067 n.a. 97 478

2013 64 933 8 183 6 649 26 664 106 429 13 512 n.a. 119 941

2014 80 983 12 716 10 396 22 191 126 286 12 921 3 350 142 557

2015 83 997 11 127 9 456 25 740 130 320 15 670 1 220 147 210

2016 99 972 11 223 10 494 27 212 148 901 16 393 2 114 167 408

2017 112 124 13 491 11 955 29 780 167 350 16 387 1 309 185 046

sources: Statistics on Post-School Education and Training in South Africa, 2016. Annual report submitted by PHEIs to DHET for the 2017 year of reporting.Note 1: Only the 2016 & 2017 figures provided in the above table were audited.Note 2: Unspecified refers to number of students who did not report on population group and/or nationality.Note 3: “n.a.” means not applicable.

Most of students who were enrolled in PHEIs in 2017 were South Africans (90.4% or 167 350), while 8.9% (16 387) of students were Non-South African. Only 1 309 or 0.7% of the total enrolment opted not to report on population group, gender and/or nationality. Between 2016 and 2017, the number of South African students enrolled in PHEIs increased by 18 449 (12.4%), while that of Non-South African decreased by only 6 (0.04%).

Table 4.8 further shows that in 2017, among South African students, the highest student enrolment was in the African population group, which was 112 124 (67.0%) followed by 29 780 (17.8%) in the White population group. The Coloured and Indian/Asian population groups recorded comparatively lower figures, of 13 491 (8.1%) and 11 955 (7.1%) respectively. The student enrolment among African, Indian/Asian and Coloured students has increased remarkably since 2011.

Over the seven-year period, from 2011 to 2017, there has been a 96.8% (55 136) increase in student enrolment within the African population group, and 79.3% (5 965) increase for students in the Coloured population group. Over the same period, the number of students in the Indian/Asian population group has more than doubled and increased by 6 042 whilst the growth in enrolments of White students has been the steady and increased by 27.8% (6 469).


29

table 4.9: number of foreign students enrolled in private hEis by country and qualification type, 2017


Enrolment by foreign national students in the PHEIs in 2017 was 16 387, which was 8.9% of the total student enrolment at PHEIs. The majority of the foreign students were from Namibia (31.1% or 5 101), followed by students from Zimbabwe (23.7% or 3 884) and Swaziland (9.2% or 1 503). The smallest proportion of students were from the United States of America (0.6% or 94).

The highest proportion of foreign national students were enrolled on programmes offered at Bachelor’s degree level (39.1% or 6 404), with majority of them being students from Namibia (1 962 or 30.6%). Furthermore, a total of 2 954 or 18.0% of foreign national students were enrolled on programmes offered at Diploma 360-Credits level and 2 097 or 12.8% were enrolled on programmes offered at Higher Certificate level. Table 4.9 further shows a total of 1 163 or 7.1% of foreign national students were enrolled for programmes offered at Master’s degree and only 87 (0.5%) enrolled for the Doctoral degree. On the programmes offered at Doctoral degree level, it is noted that (28.7% or 25) of the foreign national students were from the United States of America.

country

Qualification type

high

er

certi

ficat

e

adva

nced

ce

rtific

ate

dipl

oma-

240

cred

its

dipl

oma-

360

cred

its

adva

nced

di

plom

a

Post

grad

uate

di

plom

a

bach

elor

’s

degr

ee

hono

urs d

egre

e

Mas

ter’s

deg

ree

Mas

ter’s

deg

ree

(Pro

fess

iona

l)

doct

oral

deg

rees

doct

oral

deg

rees

(Pro

fess

iona

l)

tota

l

Zimbabwe 301 26 528 827 210 459 1 074 293 165 0 1 0 3 884

namibia 1 159 9 157 814 66 72 1 962 585 277 0 0 0 5 101

swaziland 129 2 34 152 16 26 957 87 100 0 0 0 1 503

nigeria 54 3 15 36 5 9 116 16 17 0 0 0 271

democratic republic of the congo

27 1 26 103 12 35 146 41 22 0 3 0 416

lesotho 45 0 23 222 28 8 217 29 13 0 1 0 586

botswana 31 4 37 183 18 23 327 15 81 0 1 0 720

Zambia 43 10 16 80 50 14 225 69 60 0 2 0 569

kenya 18 1 31 32 15 5 80 28 9 0 2 0 221

united states of america

4 0 6 8 0 0 22 5 24 0 25 0 94

other foreign nationalities

286 27 236 497 12 18 1 278 221 395 0 52 0 3 022

total 2 097 83 1 109 2 954 432 669 6 404 1 389 1 163 0 87 0 16 387


30

year

high

er c

ertifi

cate

adva

nced

cer

tifica

te

dipl

oma-

240

cred

its

dipl

oma-

360

cred

its

adva

nced

dip

lom

a

Post

grad

uate

dipl

oma

bach

elor

’s de

gree

hono

urs d

egre

e

Mas

ter’s

deg

ree

Mas

ter’s

deg

ree

(Pro

fess

iona

l)

doct

oral

deg

ree

doct

oral

deg

ree

(P

rofe

ssio

nal)

tota

l

2017 10 366 1 691 4 586 1 400 672 1 272 11 358 2 416 2 127 0 34 0 35 922

Percentage 28.9% 4.7% 12.8% 3.9% 1.9% 3.5% 31.6% 6.7% 5.9% 0% 0.1% 0% 100%

4.3.3 graduates from PhEis

table 4.10: number of graduates from private hEis, by qualification type, 2017

There were 35 922 students who graduated from PHEIs in 2017. The highest number of graduates from private HEIs in 2017 obtained a Bachelor’s degree (11 358 or 31.6%) and followed closely by students who graduated on programmes offered at Higher Certificate level (10 366 or 28.9%). The number of student who graduated on programmes offered at Diploma-240 credits level were 4 586 or 12.8%, whilst those who graduated on programmes offered at Honours degree were 2 416 or 6.7%, followed closely by Master’s degree level graduates (2 127 or 5.9%. It is also noted that only 34 or 0.1% of students from PHEIs graduated on programmes offered at Doctoral degree level in 2017.

4.3.4 staffing

table 4.11: number of staff in private hEis by employment period and personnel categories, 2017


Employment period academic/ research service staff support staff total

full-time 4 210 1 352 4 373 9 935

Part-time 3 406 166 397 3 969

total 7 616 1 518 4 770 13 904


The total number of full-time and part-time staff in PHEIs was 13 904 in 2017. Of this total, 71.5% or 9 935 were full-time staff while 3 969 or 28.5% were appointed on a part-time basis. Almost the same number of Academic/Research staff and Support staff were employed on a full time basis. The majority of the part-time staff were appointed as Academics/Researchers (85.8% or 3 406).


31

5. tEchnical and vocational Education and training collEgEs

5.1 ovErviEw of tvEt collEgEs

Technical and Vocational Education and Training (TVET) colleges are administered in terms of the Continuing Education and Training Act, No. 16 of 2006, as amended. In 2017 there were 50 public TVET colleges with 252 registered campuses for delivery of qualifications and part-qualifications. The strategic departmental objective for the public TVET colleges sector is to increase access to, and improve success in programmes that lead to intermediate and high-level learning.

The colleges provide technical and vocational education and training programmes to learners who completed at least Grade 9 at school level. However, there are also opportunities for learners with a Grade 12 certificate. In general, public TVET colleges provide three broad categories of qualifications and part-qualifications, namely:

a) The National Certificate (Vocational) (NC(V)) that is offered at three levels, i.e. levels 2, 3 and 4 of the National Qualifications Framework (NQF). The NC(V) is an alternative vocational learning pathway to Grades 10, 11 and 12 of the schooling system.

b) The Report 191 National Technical Education programmes, or commonly known as NATED certificates, are offered at six N levels (N1 to N6) for Engineering Studies as trimester enrolment and three or four levels (Introductory, N4 to N6) for Business and General Studies as semester enrolment. These part-qualifications culminate in a National Diploma on condition that students meet the requirements for work experience. Students enrolled for Business or General Studies programmes require 18 months (2 000 hours) of applicable work experience, while those enrolled for Engineering Studies programmes require a minimum of 24 months (2 670 hours) of applicable work experience or a relevant trade test certificate to obtain the National N Diploma.

note:

1. These two mentioned qualifications and part-qualifications comprises of the Ministerial approved programmes and are funded by the state in terms of the National Norms and Standards for Funding TVET Colleges.

2. Note: Sub-levels N1 to N3 are equivalent to NQF levels 2 to 4.

Sub-levels N4 to N6 are equivalent to NQF level 5.

c) Occupational qualifications and part-qualifications, inclusive of workplace based learning [WPBL], are closely linked to workplace demands and opportunities. Many of the occupational learning programmes are funded by Sector Education Training and Authorities (SETAs) and the National Skills Fund (NSF) through the levy grant system.

Furthermore to note is that since 2016 data is collected and reported to the Technical and Vocational Education and Training Management Information System (TVETMIS) which is a unit level record data system. This system of data collection and reporting allows for more refined and accurate reporting of data.

Technical and Vocational Education and Training Colleges

32

In a TVET college context, it is important to understand the different enrolment cycles with programme enrolment and how students are counted and reported. There are six (6) enrolment intakes/cycles at TVET colleges during an academic year – i.e. annual, trimester (3) and semester (2). Enrolment into the NC(V) qualification is annually, for Report 191 Engineering Studies enrolment is in trimesters and for the Business and General Studies programmes of Report 191, the intake is per semester. The TVET colleges enrolment figures reported in this section reflects a cycle count of student records where a student record is counted only once in an enrolment period/cycle, and counted at the highest level programme they are enrolled in.

This section of the report provides a statistical overview of student cycle enrolment in TVET colleges, and the subsequent sections provide further detail on student and programme enrolment in TVET colleges.

5.1.1 Enrolment of students in tvEt colleges

table 5.1: Enrolment in tvEt colleges, 2010 – 2017

Qualification category 2010 2011 2012 2013 2014 2015 2016 2017NC(V) 130 039 124 658 140 575 154 960 166 433 165 459 177 261 142 373

Report 191 (N1-N6) 169 774 222 754 359 624 442 287 486 933 519 464 492 026 510 153Occupational Qualifications 23 160 20 799 62 359 19 000 19 825 20 533 13 642 10 969

Other 35 420 32 062 95 132 23 371 29 192 32 424 22 468 24 533

Total 358 393 400 273 657 690 639 618 702 383 737 880 705 397 688 028

sources: Statistics on Post-School Education and Training in South Africa, 2016. TVETMIS 2017, data extracted in January 2019.Note 1: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification.Note 2: NC(V) refers to the National Certificate (Vocational) Levels 2-4.Note 3: “Occupational Qualifications” are those qualifications associated with a trade, occupation or profession, resulting from work-based learning and consisting of

knowledge, practical and work experience components. Accreditation by a SETA (and QCTO) is linked to these qualifications.Note 4: “Other” refers to all other programmes offered in TVET colleges, for example skills and short courses (accredited or not) as well as enrolment into higher certificates. It

also includes programme enrolment numbers that were misreported in 2017.Note 5: Students are counted once in every enrolment cycle i.e. annual, semester and trimester, and this may result in students being counted more than once if they enrol in

every trimester/semester cycle. For example, this means that a student enrolled for N2 and repeating N1 subjects in the same enrolment cycle will be counted once.

Enrolment in TVET colleges reached 688 028 in 2017, reflecting a 2.5% (17 369) decline when compared with 2016. The major contributor to the decrease was enrolment in NC(V) (decrease of 34 888). The figures from 2016 onwards are calculated using enrolment cycle headcount, meaning students enrolled for trimester and semester programmes are counted more than once if they enrol throughout the year, whereas the NC(V) qualification is an annual programme and students are counted once. These figures should be interpreted having this methodology in mind.

Over 70% of enrolments in 2017 has been reported as Report 191 (74.1% or 510 153) enrolments, while 20.7% (142 373) can be attributed to NC(V) programme enrolment. This has been the trend followed over the years mainly because these programmes appear in the ministerial approved programme register and are funded by the State. Occupational qualifications and other programmes, with lower enrolment are funded from other sources such as self-paying students, SETA grants or the NSF. Fewer enrolments were recorded for occupational qualifications (1.6% or 10 969) in the same period.


33

In spite of the decline in total enrolment in 2017, high student enrolments were recorded in Capricorn (37 219), Vhembe (30 578), Tshwane South (25 516), Northlink (25 431) and South West Gauteng (25 429) TVET colleges (see Table 10.10 of the Appendix).

Colleges that contributed to the high enrolment for Report 191 were Capricorn (29 376), Vhembe (25 106) and Western college (22 576) TVET colleges, while South West Gauteng (8 495), Capricorn (7 755) and Ekurhukeni West (6 864) contributed largely to NC(V) enrolments. Even though fewer enrolments were recorded for occupational qualifications, more than two thirds of enrolments were recorded in Northlink (2 732), Boland (2 501), West Coast (1 185) and False Bay (1 124) TVET colleges. Only 21 out of 50 TVET colleges offered occupational qualifications in 2017 (see Table 10.10 of the Appendix).

table 5.2: Enrolment cycle count of students in tvEt colleges by qualification category and age group, 2017

Qualification category <15 15 - 19 20 - 24 25 - 29 30 - 34 35 - 39 ≥40 total

nc(v) 4 14 185 90 351 30 546 5 351 1 428 508 142 373

report 191 (n1-n6) 2 54 303 308 880 93 008 30 578 13 749 9 633 510 153

occupational

Qualifications0 752 3 734 2 389 1 470 961 1 663 10 969

other 4 2 819 10 524 5 082 2 501 1 322 2 281 24 533

total 10 72 059 413 489 131 025 39 900 17 460 14 085 688 028

Source: TVETMIS 2017, data extracted in January 2019.Note 1: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification.Note 2: NC(V) refers to the National Certificate (Vocational) Levels 2-4.Note 3: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning and consisting of knowledge

unit standards, practical unit standards, and work experience unit standards.Note 4: “Other” refers to all other programmes offered in TVET colleges, for example skills and short courses (accredited or not) as well as enrolment into higher certificates. It



Majority of enrolments in TVET colleges in 2017 were youth aged 15-29 years, which accounted for almost 90% of total enrolment (89.6% or 616 573). Enrolment was lower for students who were 30 years and older. More than 60% of students enrolled for NC(V) programmes were youth aged 20-24 years (63.5% or 90 351). A similar proportion was observed for students enrolled for Report 191, where 60.5% or 308 880 were aged 20-24 years. Students aged 40 years and over enrolled mostly for Report 191, followed by ‘other’ programmes and occupational qualifications.


34

table 5.3: Enrolment cycle count of students in tvEt colleges by qualification category and population group, 2017

Qualification category african coloured indian/asian white unspecified total

NC(V) 136 146 5 673 149 379 26 142 373

Report 191 (N1-N6) 476 271 27 176 1 413 5 195 98 510 153

Occupational Qualifications 5 762 4 893 14 300 0 10 969

Other 17 538 5 898 123 952 22 24 533

Total 635 717 43 640 1 699 6 826 146 688 028

Qualification category female Male total female (%) Male (%)

nc(v) 90 099 52 274 142 373 63.3 36.7

report 191 (n1-n6) 282 609 227 544 510 153 55.4 44.6

occupational Qualifications 6 677 4 292 10 969 60.9 39.1

other 13 116 11 417 24 533 53.5 46.5

total 392 501 295 527 688 028 57.0 43.0

Source: TVETMIS 2017, data extracted in January 2019.Note 1: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification.Note 2: NC(V) refers to the National Certificate (Vocational) Levels 2-4.Note 3: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning and consisting of knowledge




A large number of enrolments in TVET colleges in 2017 were for Africans (92.4% or 635 717). Coloured, White and Indian/Asian students accounted for 6.3% (43 640), 1.0% (6 826) and 0.2% (1 699) of total enrolment. Enrolment for African and Indian/Asian population groups were mostly for Report 191 and NC(V) programmes while Coloured and White students enrolled for Report 191 followed by ‘other’ programmes.

table 5.4: Enrolment cycle count of students in tvEt colleges by qualification category and gender, 2017

Source: TVETMIS 2017, data extracted in January 2019.Note 1: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification.Note 2: NC(V) refers to the National Certificate (Vocational) Levels 2-4.Note 3: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning and consisting of knowledge unit standards, practical unit standards, and work experience unit standards.Note 4: “Other” refers to all other programmes offered in TVET colleges, for example skills and short courses (accredited or not) as well as enrolment into higher certificates. It also includes programme enrolment numbers that were misreported in 2017.Note 5: Students are counted once in every enrolment cycle i.e. annual, semester and trimester, and this may result in students being counted more than once if they enrol in


Table 5.4 shows that more than half of students enrolled at TVET colleges in 2017 were females (57.0% or 392 501), while males accounted for 43.0% or 295 527 of total enrolment. There were more females enrolled compared to males in all programmes, with gender disparities more pronounced in NC(V) and occupational programmes.


35

table 5.5: number of special needs Education (snE) students in tvEt colleges by primary disability and gender, 2017

disability female Male total

communication (talking, listening) 5 8 13

Emotional (behavioural or psychological) 74 58 132

hearing (even with hearing aid) 126 126 252

intellectual (difficulties in learning) 105 127 232

Multiple 57 34 91

Physical (moving, standing, grasping) 263 175 438

sight (even with glasses) 661 314 975

disabled but unspecified 13 13 26

total 1 304 855 2 159

Province tvEt colleges students

Eastern cape 8 76 090

free state 4 51 220

gauteng 8 170 572

kwaZulu-natal 9 113 274

limpopo 7 107 057

Mpumalanga 3 45 625

north west 3 32 317

northern cape 2 10 367

western cape 6 81 506

national 50 688 028

Source: TVETMIS 2017, data extracted in January 2019.Note : Disability status is self-reported by students.

There were 2 159 students enrolled in TVET colleges who reported to have some disability in 2017. Over 60% of students with disabilities were females (60.4% or 1 304) while 39.6% (855) were males. The highest proportion of students reported to have a sight problem (45.2% or 975), followed by physical disability (20.3% or 438). Gender disparities were high for the sight disability, where 347 more female students reported to have a problem with seeing compared to males.

5.1.2 overview of the tvEt sector by province

table 5.6: number of tvEt colleges and enrolment cycle count of students in tvEt colleges by province, 2017

Source: TVETMIS 2017, data extracted in January 2019.note: Students are counted once in every enrolment cycle i.e. annual, semester and trimester, and this may result in students being counted more than once if they enrol in


Out of the 50 TVET colleges in South Africa, kwaZulu-Natal, Gauteng and Eastern Cape had more colleges compared to the other provinces. A large number of enrolments were in Gauteng (170 572), kwaZulu-Natal (113 274) and Limpopo (107 057). Fewer enrolments were in Northern Cape colleges (10 367).


36

table 5.7: Enrolment cycle count of students in tvEt colleges by qualification category and province, 2017

Province nc(v) report 191(n1-n6)

occupational Qualifications other total

Eastern cape 20 406 53 662 84 1 938 76 090

free state 7 002 43 397 0 821 51 220

gauteng 31 127 131 849 31 7 565 170 572

kwaZulu-natal 26 294 84 030 1 669 1 281 113 274

limpopo 23 406 82 860 474 317 107 057

Mpumalanga 12 988 32 637 0 0 45 625

north west 7 358 24 151 505 303 32 317

northern cape 1 552 7 703 664 448 10 367

western cape 12 240 49 864 7 542 11 860 81 506

national 142 373 510 153 10 969 24 533 688 028

Source: TVETMIS 2017, data extracted in January 2019.Note 1: NC(V) refers to the National Certificate (Vocational) Levels 2-4.Note 2: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification.Note 3: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning and consisting of knowledge




More than half of enrolments in TVET colleges in 2017 were in Gauteng (24.8% or 170 572), kwaZulu-Natal (16.5% or 113 274) and Limpopo (15.6% or 107 057) colleges. Majority of enrolments were for Report 191 and NC(V) programmes, and Gauteng contributed largely to enrolment in these programmes (25.8% or 131 849 for Report 191 and 21.9% or 31 127 for NC(V)).

Although enrolment for occupational qualifications was lower at 10 969, more than two thirds of students enrolled in this programme were in Western Cape TVET colleges (68.8% or 7 542). Enrolment for ‘other’ programmes was also the highest in Western Cape and Gauteng TVET colleges (48.3% or 11 860 and 30.8% or 7 565), which was almost 80% of total enrolment for these programmes.


37

Programmenc(v) level 2 nc(v) level 3 nc(v) level 4 nc(v) level 2-4

female Male female Male female Male female Male total1. civil Engineering and building construction 2 200 2 894 1 119 1 114 1 201 1 086 4 520 5 094 9 614

2. drawing office Practice 24 80 15 29 10 23 49 132 181

3. Education and development 1 448 156 782 60 832 84 3 062 300 3 362

4. Electrical infrastructure and construction 4 220 5 161 2 038 1 851 1 980 1 753 8 238 8 765 17 003

5. Engineering and related design 2 802 5 899 1 567 2 995 1 631 2 745 6 000 11 639 17 639

6. finance, Economics and accounting 3 278 1 255 1 580 469 1 921 521 6 779 2 245 9 024

7. hospitality 3 459 1 077 1 908 480 1 717 406 7 084 1 963 9 047

8. information technology and computer science 1 930 2 090 876 830 888 814 3 694 3 734 7 428

9. Management 2 372 1 132 1 252 455 1 161 416 4 785 2 003 6 788

10. Marketing 2 076 1 293 1 171 493 1 137 529 4 384 2 315 6 699

11. Mechatronics 185 261 135 161 165 142 485 564 1 049

12. office administration 10 357 2 802 7 276 1 492 7 170 1 295 24 803 5 589 30 392

13. Primary agriculture 1 406 687 738 403 725 360 2 869 1 450 4 319

14. Primary health 382 63 690 78 745 71 1 817 212 2 029

15. Process instrumentation 0 0 0 0 0 0 0 0 0

16. Process Plant operations 210 76 140 37 140 42 490 155 645

17. safety in society 1 447 989 830 596 848 513 3 125 2 098 5 223

18. tourism 3 044 1 510 1 532 644 1 399 585 5 975 2 739 8 714

19. transport and logistics 988 716 548 327 404 234 1 940 1 277 3 217

total 41 828 28 141 24 197 12 514 24 074 11 619 90 099 52 274 142 373

5.1.3 Enrolment in tvEt colleges by qualification levels and programmes

table 5.8: Enrolment cycle count of students in tvEt colleges for the nc(v) programmes, by qualification level and gender, 2017

Qualification female Male total female (%) Male (%)

nc(v) level 2 41 828 28 141 69 969 59.8 40.2

nc(v) level 3 24 197 12 514 36 711 65.9 34.1

nc(v) level 4 24 074 11 619 35 693 67.4 32.6

total 90 099 52 274 142 373 63.3 36.7

Source: TVETMIS 2017, data extracted in January 2019.Note: NC(V) refers to the National Certificate (Vocational) Levels 2-4.

The table above shows that more females enrolled for NC(V) programmes compared to males. Of the 142 373 enrolments for NC(V) programmes, 63.3% (90 099) were females and 36.7% (52 274) were males. The largest gender disparity was recorded for NC(V) level 4 (67.4% for females compared with 32.6% of males). Enrolment for NC(V) level 2 was the highest (49.1% or 69 969) and declined for NC(V) levels 3 and 4.

table 5.9: Enrolment cycle count of students in tvEt colleges by nc(v) programmes and gender, 2017

Source: TVETMIS 2017, data extracted in January 2019Note : NC(V) refers to the National Certificate (Vocational) Levels 2-4 with 19 programmes.

Almost one quarter of the NC(V) students in TVET colleges in 2017 enrolled for Office Administration (21.3% or 30 392), followed by Engineering and Related Design (12.4% or 17 639) and Electrical Infrastructure and Construction (11.9% or 17 003). More than one quarter of female students enrolled for Office Administration (27.5% or 24 803) while majority of male students enrolled for Engineering and Related Design (22.3% or 11 639) and Electrical Infrastructure Construction (16.8% or 8 765).


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The largest gender difference was recorded for Office Administration where 19 214 more females enrolled for this programme compared to males. It is also interesting to note that females’ enrolment for Education and Development programme was 10 times more compared to that of males (3 062 for females and 300 for males). On the other hand, 5 639 more males enrolled for Engineering and Related Design programme compared to females.

table 5.10: Enrolment cycle count of students in tvEt colleges for report 191 programmes, by level of study and gender, 2017

report 191 female Male total female (%) Male (%)Non-National Certificate 203 1 004 1 207 16.8 83.2

N1 19 414 31 342 50 756 38.2 61.8

N2 24 535 38 861 63 396 38.7 61.3

N3 22 479 32 823 55 302 40.6 59.4

N4 80 619 48 345 128 964 62.5 37.5

N5 69 257 39 566 108 823 63.6 36.4

N6 66 102 35 603 101 705 65.0 35.0

Total 282 609 227 544 510 153 55.4 44.6

Source: TVETMIS 2017, data extracted in January 2019.Note 1: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification.Note 2: Students are counted once in every enrolment cycle i.e. annual, semester and trimester, and this may result in students being counted more than once if they enrol in


A higher proportion of female students enrolled for Report 191 programmes compared to males (55.4% or 282 609). However, more female students compared to males enrolled for N4-N6 programmes, while a higher proportion of male students enrolled for N1-N3 and Non-National Certificates. The largest gender disparity was recorded for Non-National Certificates, where males were five times likely to enrol for the programme as compared to females.


39

5.1.4 full-time Equivalent student enrolment in tvEt colleges

figure 5.1: number of full-time Equivalent student enrolment in tvEt colleges by qualification category, 2017

Source: TVETMIS 2017, data extracted in January 2019.Note: FTE enrolments represent weighted student enrolment. One FTE presents a student who is enrolled for all the subjects of a programme on a particular level. Statistics on

FTEs are important, as they are used to allocate resources to public TVET colleges.

In 2017, there were 313 750 Full-Time Equivalent (FTE) students in TVET colleges. FTE enrolments were 182 836 for Report 191 and 130 914 for NC(V). High FTEs were recorded in Capricorn (16 893), South West Gauteng (14 266) and Vhembe (13 116) TVET colleges. These colleges also had high student enrolment as shown in Table 10.10 of the Appendix. South West Gauteng and Capricorn TVET colleges recorded the highest FTEs for NC(V) programmes (7 984 and 6 899 respectively), while Capricorn and Vhembe TVET colleges had the Highest FTEs for Report 191 programmes (9 994 and 8 249 respectively) (see Table 10.11 of the Appendix).

130 914

182 836

313 750

NC(V) Report 191 (N1-N6) Total

350 000

300 000

250 000

200 000

150 000

100 000

50 000

0

num

ber o

f ftE

stud

ents


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6. coMMunity Education and training collEgEs

6.1 ovErviEw of cEt collEgEs

2017 marked the second year of existence of the CET college system since the overhaul of the erstwhile Adult Education and Training programme in 2015. The Department transitioned the sector from Adult Education and Training (AET) offered through Public Adult Learning Centres (PALCs) to Community Education and Training (CET) Colleges that are regulated by the Continuing Education and Training Act, Act No.16 of 2006 (the CET Act). The CET Act requires that, for CET Colleges to be deemed functional there must be systems and particular structures in place.

Nine (9) CET Colleges were established, one in each province and the 3 276 inherited PALCs have since been clustered under the 9 CET colleges and gazetted as Community Learning Centres (CLCs) to ensure the legality of their existence. Despite the systemic challenges faced by the sector, there are major strides that have been achieved in relation to governance, management and student leadership structures. In appreciation of the fact that the sector is at an embryonic stage, the Department has in its role of oversight and support, prioritized putting in place policies, systems and controls to support the functionality of the colleges, improve the quality provision as well as the integrity of data including speeding up turnaround times for reporting.

The longitudinal analysis of enrolment data in the CET system reflects a slight decline over the years. This can be attributed to the changed student cohort in terms of age, over the years the students have become much younger and the programme offering is slowly becoming non responsive. It must be noted that historically the sector focused mainly on the AET sub-levels 1-3 and General Education and Training Certificate (CETC: ABET) a qualification at NQF level 1. Due to demand, the sector has slowly moved towards offering Grade 10, 11 and Senior Certificate and rewrite opportunities for National Senior Certificate candidates. It must be noted that the offering of formal programmes beyond GETC is putting a strain on the budget because they were introduced without additional allocation for them.

Despite the decline in enrolment, data collected on student enrolment confirms two critical aspects, firstly the need and the relevance of the sector to youth and adults who can no longer be accommodated in main stream schools secondly the fact that the provision must go beyond academic programmes hence the noted increase in non-formal programmes between 2016 and 2017. The NDP requires the CET sector to reach a target of 1 million in enrolments by 2030. The target puts pressure for the resourcing of the sector to enable innovation and programme diversification for the system to be responsive so as to be more attractive.

It is expected that the enrolments in the sector will improve significantly through the 54 pilot centres that have been identified nationally. The pilot centres are meant to pilot the concept of CET through strategic partnerships, innovation and programme diversification.

Community Education and Training Colleges

41

6.1.1 Enrolment of students in cEt colleges

figure 6.1: number of students enrolled in cEt colleges, 2011 – 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016.CLC_Annual_2017_20190205, data extracted in February 2019.Note: The enrolment numbers in this figure excludes enrolment for private AET centres which were reported for the respective years as follows:

2011 (8 271); 2012 (8 690); 2013 (8 316) and 2014 (12 588).

Enrolment in CET colleges reached a peak in 2012, declined in 2013 and remained relatively stable in 2014-2017. It should be noted that during the years (2011-2014), public Adult Education and Training centres (now called Community Education and Training colleges) were administered by Provincial Education Departments.

Student enrolment reached 258 199 in 2017, which was a 5.6% (15 232) decline when compared with enrolment recorded in 2016 (273 431). A larger decrease of 10.8% (31 164) was recorded over the period under review.

2011 2012 2013 2014 2015 2016 2017

289 363 306 378 249 507 262 680 283 602 273 431 258 199

350 000

300 000

250 000

200 000

150 000

100 000

50 000

0

num

ber o

f stu

dent

s enr

olle

dCommunity Education and Training Colleges

42

figure 6.2: number of students in cEt colleges by programme, 2011 – 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016.CLC_Annual_2017_20190205, data extracted in February 2019.Note 1: Occupational Qualifications were offered for the first time in 2017.Note 2: Non-formal programmes were previously referred to as other/skills programmes. Note 3: The enrolment numbers in this figure excludes enrolment for private AET centres which were reported for the respective years as follows:

2011 (8 271); 2012 (8 690); 2013 (8 316) and 2014 (12 588).

Figure 6.2 above shows that majority of students enrolled for GETC: ABET Level 4, while fewer students enrolled for Grades 10 and 11 throughout the period under review. Programmes for GETC: ABET Level 4 allows students to write a national examination in order to obtain a GETC: ABET Level 4 certificate upon completion. There was an introduction of occupational qualifications in CET colleges in 2017, and 1 018 students enrolled for this qualification.

Overall enrolment decreased by 10.8% over the period 2011-2017 as indicated in Figure 6.1, with major decreases recorded for AET Levels 1-3 (46.6% or 43 712) and non-formal programmes (37.7% or 3 431). In contrast, a 21.2% (14 886) increase was recorded for Grade 12 in the same period.

Between 2016 and 2017, enrolment declined by 5.6% (15 232). The main contributors to this decrease was enrolment for AET Levels 1-3 (17.2% or 10 376) and GETC: ABET Level 4 (5.5% or 6 706). Despite these decreases, enrolment for non-formal programmes almost doubled and increased by 82.6% (2 566) in the same period.

AET Levels 1-3 GETC: ABET Level 4 Grades 10 & 11 Grade 12 Non-formal programmes

Occupational Qualifications

2011 93 784 115 858 356 70 262 9 103 0

2012 93 936 134 276 471 71 037 6 658 0

2013 62 183 109 352 1 172 70 536 6 264 0

2014 61 355 114 780 1 031 80 214 5 300 0

2015 67 468 126 307 1 294 84 526 4 007 0

2016 60 448 122 619 1 633 85 625 3 106 0

2017 50 072 115 913 376 85 148 5 672 1 018

140 000120 000100 000

80 00060 00040 00020 000

0

num

ber o

f stu

dent

s enr

olle

d


43

table 6.1: number of students enrolled in cEt colleges by programme, 2017

type aEt level 1

aEt level 2

aEt level 3

gEtc: abEt

level 4 (nQf

level 1)

grade 10 (nQf level 2)

grade 11 (nQf level 3

grade 12 (nQf level 4)

non-formal programmes

occupational Qualifications total

community Education and training colleges

10 450 17 625 21 997 115 913 221 155 85 148 5 672 1 018 258 199

Percentage 4.0% 6.8% 8.5% 44.9% 0.1% 0.1% 33.0% 2.2% 0.4% 100%

Source: CLC_Annual_2017_20190205, data extracted in February 2019.Note 1: Occupational Qualifications were offered for the first time in 2017.Note 2: Non-formal programmes were previously referred to as other/skills programmes.

In 2017, almost half of students in CET colleges enrolled for GETC: ABET Level 4 programmes (115 913 or 44.9%), followed by enrolment for Grade 12 (85 148 or 33.0%). Fewer students enrolled for Grades 10 and 11 (221 and 155 respectively). Enrolment for these programmes has been lower since 2011 as can be seen in Figure 6.2.

table 6.2: number of students enrolled in cEt colleges by programme and gender, 2017

Programme female Male total

aEt levels 1-3 32 138 17 934 50 072

gEtc: abEt level 4 (nQf level 1) 87 632 28 281 115 913

grade 10 (nQf level 2) 117 104 221

grade 11 (nQf level 3) 42 113 155

grade 12 (nQf level 4) 56 279 28 869 85 148

non-formal programmes 4 111 1 561 5 672

occupational Qualifications - - 1 018

total 180 319 76 862 258 199

Source: CLC_Annual_2017_20190205, data extracted in February 2019.Note 1: Dash (-) means that data is not available.Note 2: Data for occupational qualifications was not disaggregated by gender.Note 3: Occupational Qualifications were offered for the first time in 2017.Note 4: Non-formal programmes were previously referred to as other/skills programmes.

A total of 180 319 female students enrolled in CET colleges in 2017 compared to 76 862 males. Table 6.2 shows that there were on average more female students in CET colleges in 2017 compared to males for all programmes except Grade 11 where the males proportion was higher. The largest gender disparity was recorded for GETC: ABET Level 4, where females were more than 3 times likely to enroll for this programme as compared to males.


44

barriers to learning female Male total

adhd 40 26 66

autistic spectrum disorders 11 3 14

behavioural/conduct 76 168 244

blindness 90 95 185

cerebral palsy 37 16 53

deafness 40 45 85

deaf-blindness 19 3 22

Epilepsy 65 74 139

hard of hearing 277 43 320

Mild to moderate intellectual disability 118 170 288

Moderate to severe/profound intellectual 17 20 37

Partial sightedness/ low vision 430 185 615

Physical 169 196 365

Psychiatric disorder 12 20 32

severely intellectually disabled 13 24 37

specific learning disability 43 47 90

total 1 457 1 135 2 592

table 6.3: number of students enrolled in cEt colleges by programme and population group, 2017

Source: CLC_Annual_2017_20190205, data extracted in February 2019.Note 1: Other1 refers to other population group other than the ones mentioned.Note 2: Dash (-) means that data is not available.Note 3: Data for occupational qualifications was not disaggregated by population group.Note 4: Occupational Qualifications were offered for the first time in 2017.Note 5: Non-formal programmes were previously referred to as other/skills programmes.

Majority of students enrolled in CET colleges in 2017 were Africans (238 173 or 92.2%). Among African students, 45.6% or 108 602 of them enrolled for GETC: ABET Level 4 programmes followed by enrolment for Grade 12 (78 111 or 32.8%). A similar pattern was observed among Coloured students where majority enrolled for GETC: ABET Level 4 programmes (6 355 or 39.5%), followed by Grade 12 enrolment (5 302 or 32.9%). A different pattern was recorded for Indian/Asian and White students, where majority of them enrolled for Grade 12 followed by GETC: ABET Level 4.

table 6.4: number of special needs Education (snE) students in cEt colleges according to primary disability and gender, 2017

Source: CLC_Annual_2017_20190205, data extracted in February 2019.

Programme african coloured indian/asian white other1 total

aEt levels 1 9 253 1 161 3 9 24 10 450

aEt levels 2 16 278 1 305 14 4 24 17 625

aEt levels 3 20 360 1 529 25 47 36 21 997

gEtc: abEt level 4 (nQf level 1) 108 602 6 355 491 391 74 115 913

grade 10 (nQf level 2) 187 27 0 1 6 221

grade 11 (nQf level 3) 142 12 0 0 1 155

grade 12 (nQf level 4) 78 111 5 302 1 074 556 105 85 148

non-formal programmes 5 240 417 0 11 4 5 672

occupational Qualifications - - - - - 1 018

total 238 173 16 108 1 607 1 019 274 258 199


45

A total of 2 592 students (which is 1.0% of total enrolments) indicated to have a disability in CET colleges in 2017. There were 1 457 or 56.2% of females with a disability compared to 1 135 or 43.8% males. More females compared to males reported to have partial sightedness/ low vision (430 and 185 respectively). Overall, more students reported to have partial sightedness/ low vision, physical, hard of hearing and mild to moderate intellectual; disability (615 or 23.7%; 365 or 14.1%; 320 or 12.3% and 288 or 11.1% respectively). A fewer number of students indicated to have autistics spectrum disorder (14 or 0.5%)

6.1.2 Enrolment per cEt college

table 6.5: number of students in cEt colleges, by college and programme, 2017

Source: CLC_Annual_2017_20190205, data extracted in February 2019.Note 1: Dash (-) means that data is not available.Note 2: Occupational Qualifications were offered for the first time in 2017.Note 3: Non-formal programmes were previously referred to as other/skills programmes.

Majority of students enrolled in 2017 were in Gauteng (87 847 or 34.0%), followed by kwaZulu-Natal (43 484 or 16.8%) and Eastern Cape (34 242 or 13.3%) CET colleges. Most students enrolled for GETC: ABET Level 4 programmes in almost all CET colleges except Gauteng, Free State and Western Cape, where majority of their enrolments were for Grade 12 (58 549, 7 914 and 7 629). In Limpopo CET college, 18 161 or 85.4% of students enrolled in GETC: ABET Level 4 programmes. More than half of students enrolled in kwaZulu-Natal CET college also enrolled for GETC: ABET Level 4 (24 445 or 56.2%).

collegeaEt

level 1 aEt

level 2aEt

level 3

gEtc: abEt

level 4 (nQf

level 1)

grade 10

(nQf level 2)

grade 11

(nQf level 3)

grade 12

(nQf level 4)

non-formal programmes

occupational Qualifications total

Eastern cape cEt college 2 284 3 906 4 246 19 733 27 14 2 228 1 804 - 34 242

free state cEt college 339 724 1 841 7 155 3 3 7 914 174 40 18 193

gauteng cEt college 1 480 1 641 3 003 19 960 0 77 58 549 2 355 782 87 847

kwaZulu-natal cEt college 2 435 3 125 4 585 24 445 108 0 8 395 391 - 43 484

limpopo cEt college 709 1 346 1 035 18 161 6 0 0 0 - 21 257

Mpumalanga cEt college 928 3 516 3 381 9 361 16 13 371 74 106 17 766

northern cape cEt college 369 396 407 2 419 22 26 62 - - 3 701

north west cEt college 619 1 528 1 693 8 782 - - - 512 90 13 224

western cape cEt college 1 287 1 443 1 806 5 897 39 22 7 629 362 - 18 485

national 10 450 17 625 21 997 115 913 221 155 85 148 5 672 1 018 258 199

Percentage 4.0% 6.8% 8.5% 44.9% 0.1% 0.1% 33.0% 2.2% 0.4% 100%


46

table 6.6: number of students, lecturers and community learning centres, by college, 2017

Source: CLC_Annual_2017_20190205, data extracted in February 2019.Note 1: There are 9 community colleges, one in each province. Each community college has a number of Community Learning Centres.Note 2: There are 3 276 Community Learning Centres (CLCs) published in the first Government Gazette. Note 3: There are Community Learning Centres published that were either satellites (of which they are counted under the main centre) or inactive centres which are no longer

functional.

Of the 3 276 Community Learning Centres (CLCs), 2 609 submitted data to the Department. The number of lecturers in CET colleges was 14 014, with 258 199 students enrolled in these colleges. A higher proportion of lecturers were in kwaZulu-Natal (26.5% or 3 717), Eastern Cape (19.9% or 2 788) and Gauteng (15.0% or 2 097). The average lecturer student ratio was the highest in Gauteng (1:42) and lowest in North West (1:11).

Majority of CLCs were in Limpopo and kwaZulu-Natal (730 and 641 respectively), while a few centres were in Gauteng (48). Even though Gauteng CET college had fewer centres, a higher proportion of students were enrolled in Gauteng CET college as compared to other colleges (34.0% or 87 847).

college community learning centres lecturers students

Eastern cape cEt college 270 2 788 34 242

free state cEt college 207 913 18 193

gauteng cEt college 48 2 097 87 847

kwaZulu-natal cEt college 641 3 717 43 484

limpopo cEt college 730 995 21 257

Mpumalanga cEt college 255 1 470 17 766

north west cEt college 286 1 244 13 224

northern cape cEt college 103 170 3 701

western cape cEt college 69 620 18 485

national 2 609 14 014 258 199


47

college

Management staff total lecturer staff total support staff total total

female Male total female Male total female Male total female Male total

Eastern cape cEt college 1 3 4 2 280 508 2 788 186 63 249 2 467 574 3 041

free state cEt college 1 2 3 614 299 913 80 60 140 695 361 1 056

gauteng cEt college 1 2 3 1 367 730 2 097 141 143 284 1 509 875 2 384

kwaZulu-natal cEt college 1 3 4 2 793 924 3 717 77 30 107 2 871 957 3 828

limpopo cEt college 2 2 4 810 185 995 572 100 672 1 384 287 1 671

Mpumalanga cEt college 0 4 4 1 267 203 1 470 7 7 14 1 274 214 1 488

northern cape cEt college 0 3 3 129 41 170 8 5 13 137 49 186

north west cEt college 0 4 4 953 291 1 244 72 13 85 1 025 308 1 333

western cape cEt college 1 1 2 359 261 620 58 71 129 418 333 751

national 7 24 31 10 572 3 442 14 014 1 201 492 1 693 11 780 3 958 15 738

Percentage 22.6% 77.4% 100.0% 75.4% 24.6% 100.0% 70.9% 29.1% 100.0% 74.9% 25.1% 100.0%

6.1.3 staffing in cEt colleges

table 6.7: number of staff in cEt colleges, by college, staff category and gender, 2017

Source: CLC_Annual_2017_20190205, data extracted in February 2019.Note 1: The category “Management Staff” means the principal and the vice principals of a public college; (CET Act 16 of 2006).Note 2: The category “Lecturing Staff” refers to any person who teaches, educates or trains other persons or who provides professional educational services at any college, and

who is appointed in a post on any lecturer establishments under this Act; (CET Act 16 of 2006).Note 3: The category “Support Staff” refers to staff who render academic support services; student support services; human resource management; financial management;

administration; maintenance of the buildings and gardens; catering services; and security services; (CET Act 16 of 2006).

CET colleges had a total of 15 738 staff members in 2017, of which 89.0% (14 014) were Lecturers, 10.8% (1 693) were Support staff and 0.2% (31) were Management staff. Majority of staff were in kwaZulu-Natal (3 828) followed by Eastern Cape (3 041) and Gauteng (2 384) CET colleges. These colleges also had high student enrolment (see Tables 6.5 and 6.6). kwaZulu-Natal CET college had more lecturers (3 717), while Limpopo CET college had more support staff compared to other colleges.

A higher proportion of Lecturers and Support staff in CET colleges were females, while more males compared to females were Management staff. The largest gender disparities among lecturer staff were in kwaZulu-Natal, Eastern Cape and Mpumalanga CET colleges, where 1 869, 1 772 and 1 064 more lecturers were females. Western Cape and Gauteng CET colleges were the only colleges that recorded slightly more males compared to females in the support staff category. Almost all CET colleges had more males in Management Staff compared to females, except Limpopo and Western Cape CET colleges where an equal distribution of males and females were employed in this staff category.


48

7. PrivatE collEgEs

7.1 ovErviEw of PrivatE collEgEs

Section 29(3)(b) of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996) requires that private education institutions be registered with the state, that is, the Department of Higher Education and Training (the Department). The Continuing Education and Training (CET) Act, 2006 (Act No. 16 of 2006) as amended and the Regulations for the Registration of Private Further Education and Training Colleges, 2007 provide the Department with the requisite legal framework for the registration and subsequent monitoring of registered private colleges.

Registration of private education institutions with the Department contemplated above has been extended to include the registration of former private Adult Education and Training (AET) centres as private colleges. A call for the registration of private AET centres as private colleges under the CET Act was made in the Government Gazette No. 39045, 31 July 2015.

This section provides overview of the size, shape and geographical spread of private colleges. Although it depicts the scope of private colleges in South Africa, information reflected is obtained from private colleges that have registered with the Department and have responded to the departmental annual survey.

Private Colleges

49

7.1.1 Enrolment of students in Private colleges

figure 7.1: number of students enrolled in private colleges, 2010 – 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016.Private_college_annual_2017_20181020, data extracted in October 2018

In 2017, the total number of programme enrolment in private colleges was 187 354, which represent a 10.9% (18 443) increase compared with 2016 (168 911). The 2017 enrolment was the highest recorded during the period under review, while the lowest enrolment was recorded in 2010 (46 882). The total enrolment in private colleges is only limited to colleges which responded to the Departmental annual survey, and no imputation or estimation was done for registered private colleges which didn’t submit data to the Department.

2010 2011 2012 2013 2014 2015 2016 2017

46 882 134 446 115 586 154 632 79 085 88 203 168 911 187 354

180 000

160 000

140 000

120 000

100 000

80 000

60 000

40 000

20 000

0

num

ber o

f stu

dent

s enr

olle

dPrivate Colleges

50

figure 7.2: number of students enrolled in private colleges by qualification category, 2010 – 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016.Private_college_annual_2017_20181020, data extracted in October 2018.

The highest number of enrolment was for Report 191 during 2014 – 2017, followed by Report 550/NSC & other qualifications as shown in Figure 7.2 above. Occupational qualifications had the largest enrolment during 2010-2013, followed by Report 550/NSC & other qualifications. In 2013 the highest enrolment was recorded for Report 550/NSC & other qualification as compared to the other years. NC(V) offerings were constantly lower throughout the period under review.

table 7.1: number of students enrolled in private colleges by qualification category, 2010 – 2017

sources: Statistics on Post-School Education and Training in South Africa, 2016.Private_college_annual_2017_20181020, data extracted in October 2018.Note 1: NC(V) refers to the National Certificate (Vocational).Note 2: Report 191 refers to the NATED programmes, N1 to N6.Note 3: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning, and consisting of knowledge

unit standards, practical unit standards and work experience unit standards.Note 4: “Other” in colleges refers to all other skills development and short courses.Note 5: “n.a” means that there were no private colleges offering the programmes in the years indicated.

Report 191 had the highest proportion of student enrolment in private colleges in 2017 (41.7% or 78 056), followed by Report 550/ NSC & Other qualification (34.9% or 65 414) and occupational qualifications (21.7% or 40 577), while NC(V) had the lowest proportion (1.8% or 3 307). When comparing 2010 and 2017, all qualification categories recorded increase in student enrolment, with the largest increase recorded for Report 191 (71 371) while NC(V) recorded the lowest increase (692).

Qualification category 2010 2011 2012 2013 2014 2015 2016 2017nc(v) 2 615 1 816 4 181 5 012 3 928 2 880 2 857 3 307

report 191 6 685 19 524 16 127 19 467 29 700 35 147 72 657 78 056

occupational Qualifications 37 582 63 394 47 156 58 400 23 128 17 136 32 279 40 577

aEt levels 1-4 n.a n.a n.a n.a n.a 1 045 n.a n.a

grades 10-12 n.a n.a n.a n.a n.a 554 n.a n.a

report 550/ nsc & other n.a 49 712 48 122 71 753 22 329 31 441 61 118 65 414

total 46 882 134 446 115 586 154 632 79 085 88 203 168 911 187 354

2010

NC(V) Report 191 Occupational Qualifications

AET Levels 1-4 Grades 10-12 Report 550/ NSC & Other

2011 2012 2013 2014 2015 2016 2017

200 000

160 000

120 000

80 000

40 000

0

num

ber o

f stu

dent

s enr

olle

dPrivate Colleges

51

source: Private_college_annual_2017_20181020, data extracted in October 2018.Note 1: NC(V) refers to the National Certificate (Vocational).Note 2: Report 191 refers to the NATED programmes, N1 to N6.Note 3: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning, and consisting of knowledge

unit standards, practical unit standards and work experience unit standards.Note 4: “Other” in colleges refers to all other skills development and short courses.

The proportion of female and male students enrolled in private colleges in 2017 was similar (50.3% or 94 231 and 49.7% or 93 123 respectively). The highest proportion of female students compared to males enrolled for occupational qualifications, Report 550/ NSC, Report 191 (N4-N6), NC(V) Levels 2-4 and ‘other’ qualification programmes. The largest difference was however recorded for occupational programmes where 8 705 more females enrolled for such programmes as compared to males.

The only qualification category where enrolment for males was more than that of females was Report 191 (N1-N3). Enrolment for males in this qualification category was more than double that of females (24 141 for males compared with 11 581 for females).

Qualification category female Male total female (%) Male (%)

nc(v) levels 2-4 1 709 1 598 3 307 51.7 48.3

report 191 (n1-n3) 11 581 24 141 35 722 32.4 67.6

report 191 (n4-n6) 22 675 19 659 42 334 53.6 46.4

occupational Qualifications 24 641 15 936 40 577 60.7 39.3

report 550/ nsc 2 582 2 000 4 582 56.4 43.6

other 31 043 29 789 60 832 51.0 49.0

total 94 231 93 123 187 354 50.3 49.7

table 7.2: number of students enrolled in private colleges by qualification category and gender, 2017

Private Colleges

52

source: Private_college_annual_2017_20181020, data extracted in October 2018.Note 1: NC(V) refers to the National Certificate (Vocational).Note 2: Report 191 refers to the NATED programmes, N1 to N6.Note 3: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning, and consisting of knowledge

unit standards, practical unit standards and work experience unit standards.Note 4: “Other” refers to all other skills development and short courses.Note 5: “Other1” refers to population groups other than the groups mentioned.Note 6: “–”means that the data is not available by programmes and population groups as indicated.Note 7: The totals for the population groups does not add up to the overall total as the “Other” qualification category is not collected by population group.

More than half of the students enrolled in private colleges in 2017 were Africans (55.6% or 104 206), while White students accounted for 5.3% (9 908) followed by Coloured students 3.8% (7 041) and Indian/Asian students 2.1% (3 930). Enrolment in all qualification categories was higher for African students (more than 60%) compared to the other population groups. Majority of African students enrolled for Report 191 (N4-N6) while majority of Coloured, Indian/Asian and White students enrolled for occupational qualifications.

table 7.4: number of special needs Education (snE) students in private colleges by primary disability and gender, 2017

source: Private_college_annual_2017_20181020, data extracted in October 2018.Note : Disability categories are defined in the glossary section of the publication.

Qualification category african coloured indian/asian white other1 total

nc(v) levels 2-4 2 920 77 112 187 11 3 307

report 191 ( n1-n3) 29 817 1 010 917 3 767 211 35 722

report 191 ( n4-n6) 38 606 948 882 1 766 132 42 334

occupational Qualifications 30 018 4 415 1 798 4 120 226 40 577

report 550/ nsc 2 845 591 221 68 857 4 582

other - - - - - 60 832

total 104 206 7 041 3 930 9 908 1 437 187 354

table 7.3: number of students enrolled in private colleges by qualification category and population group, 2017

barriers to learning female Male total

adhd 36 46 82

autistic spectrum disorders 1 2 3

behavioural/conduct 9 11 20

blindness 12 13 25

cerebral palsy 7 9 16

deafness 73 96 169

deaf-blindness 2 2 4

Epilepsy 38 22 60

hard of hearing 40 19 59

Mild to moderate intellectual disability 288 278 566

Moderate to severe/profound intellectual 29 29 58

Partial sightedness/ low vision 98 49 147

Physical disability 302 217 519

severely intellectually disabled 5 10 15

specific learning disability 30 43 73

Psychiatric disorder 10 12 22

total 980 858 1 838

Private Colleges

53

Students with special needs accounted for 1.0% (1 838) of the total number of students enrolled in private colleges in 2017 (187 354). The proportion of female and male students with special needs were similar in 2017 (53.3% and 46.7%). The highest number of students indicated to have mild to moderate intellectual disability (30.8% or 566), followed by physical disability (28.2% or 519). More females than males indicated to have hard of hearing, partial sightedness/ low vision, epilepsy and physical disability.

table 7.5: number of students in private colleges by occupational Qualifications and gender, 2017

source: Private_college_annual_2017_20181020, data extracted in October 2018.Note 1: “Occupational Qualifications” refer to qualifications associated with a trade, occupation or profession resulting from work-based learning, and consisting of knowledge

unit standards, practical unit standards and work experience unit standards.Note 2: These courses are all accredited by SAQA.

Occupational qualifications enrolment accounted for 21.7% of total enrolments in private colleges as mentioned in Table 7.1. More than a third of the students enrolled for occupational qualifications did so in the fields of Business, Commerce and Management Studies (42.3% or 17 150) while fewer students enrolled for Culture and Arts (0.6% or 259) and Communication Studies and Language (0.7% or 270).

The highest proportion of female students enrolled for occupational qualifications programmes compared to males (60.7% or 24 641 and 39.3% or 15 936 respectively) and the largest gender difference was observed in the fields of Business, Commerce and Management Studies recorded, where 5 248 more female students registered for this qualification as compared to male students. More female students compared to males also enrolled in the fields of Services and Health Sciences and Social Services. The only fields where more males enrolled compared to females were in the fields of Manufacturing, Engineering and Technology, Law, Military Science and Security, Physical Planning and Construction and Physical, Mathematical, Computer and Life Sciences.

Qualifications for organising fields female Male total

agriculture and nature conservation 535 458 993

business, commerce and Management studies 11 199 5 951 17 150

communication studies and language 170 100 270

culture and arts 156 103 259

Education, training and development 2 518 1 993 4 511

health sciences and social services 2 793 1 336 4 129

human and social studies 828 288 1 116

law, Military science and security 919 1 052 1 971

Manufacturing, Engineering and technology 1 695 2 196 3 891

Physical Planning and construction 276 370 646

Physical, Mathematical, computer and life sciences 822 861 1 683

services 2 730 1 228 3 958

total 24 641 15 936 40 577

Private Colleges

54

source: Private_college_annual_2017_20181020, data extracted in October 2018.Note: “Other” refers to all other skills development and short courses.

Out of the 187 354 students enrolled in private colleges in 2017, over 45% of them were enrolled in Gauteng (46.4% or 86 891), Western Cape (17.4% or 32 538) and kwaZulu-Natal (11.9% or 22 233), while a smaller proportion of students enrolled in Northern Cape (0.0% or 6). Gauteng province enrolled the highest number of students in almost all the programmes with ‘Other’ programmes being the highest (23 580), followed by Report 191 (N4-N6) (22 601) and Occupational Qualifications (20 394). Even though enrolment for Report 550/NSC was the lowest, more than half of students enrolled for these programmes were in Western Cape (58.8% or 2 694).

table 7.7: number of students and lecturers in private colleges by province, 2017

source: Private_college_annual_2017_20181020, data extracted in October 2018.

The number of private college lecturers in 2017 was 3 315, of which 44.6% (1 478) were from Gauteng province. Student enrolled in Gauteng almost had the same proportion as lectures in Gauteng (46.4% or 86 891). The average lecture to students in private colleges in 2017 was 1:57. Eastern Cape recorded the highest lecturer to student ratio (1:112), while Northern Cape recorded the lowest ratio (1:3).

7.1.2 Enrolment in Private colleges by province

table 7.6: number of students in private colleges by qualification category and province, 2017

Province nc(v)report

191n1-n3

report191

n4-n6

occupational Qualifications

report 550/ nSc

other total

Eastern cape 0 36 327 2 080 0 14 081 16 524

free state 246 2 424 2 178 570 607 639 6 664

gauteng 1 432 17 714 22 601 20 394 1 170 23 580 86 891

kwaZulu-natal 1 014 3 297 8 186 4 973 76 4 687 22 233

limpopo 2 2 258 3 910 1 934 35 608 8 747

Mpumalanga 365 4 184 1 906 1 126 0 2 642 10 223

north west 0 1 311 720 1 157 0 340 3 528

northern cape 0 0 0 6 0 0 6

western cape 248 4 498 2 506 8 337 2 694 14 255 32 538

national 3 307 35 722 42 334 40 577 4 582 60 832 187 354

Province lecturers students

Eastern cape 148 16 524

free state 165 6 664

gauteng 1 478 86 891

kwaZulu-natal 482 22 233

limpopo 170 8 747

Mpumalanga 150 10 223

north west 81 3 528

northern cape 2 6

western cape 639 32 538

national 3 315 187 354

Private Colleges

55

source: Private_college_annual_2017_20181020, data extracted in October 2018.Note 1: The category “Management Staff” means the principal and the vice principals of a public college; (CET Act 16 of 2006).Note 2: The category “Lecturing Staff” refers to any person who teaches, educates or trains other persons or who provides professional educational services at any college, and

who is appointed in a post on any lecturer establishments under this Act; (CET Act 16 of 2006).Note 3: The category “Support Staff” refers to staff who render academic support services; student support services; human resource management; financial management;

administration; maintenance of the buildings and gardens; catering services; and security services; (CET Act 16 of 2006).

A total number of staff employed in private colleges in 2017 was 6 786, of which 48.9% (3 315) were lecturers, followed by support staff (37.6% or 2 549) and management staff (13.6% or 922). The proportion of female staff was the highest (56.0%) as compared to male staff (44.0%). The staff category with the highest female proportion was support staff (69.7%), followed by management staff (51.8%). More male staff were employed as lectures compared to females. The largest gender difference was recorded for support staff, where 1 003 more females were employed in this category compared to males.

7.1.3 staffing in Private colleges

table 7.8: number of staff in private colleges, by category and gender, 2017

staff category female Male total

Management staff 478 444 922

lecturing staff 1 547 1 768 3 315

support staff 1 776 773 2 549

total 3 801 2 985 6 786

Private Colleges

56

8. sEctor Education and training authority (sEta) suPPortEd lEarning PrograMMEs

8.1 introduction

Sector Education and Training Authorities (SETAs) are established in terms of Section 9 of the Skills Development Act, 1998 (Act No. 97 of 1998). There are currently 21 SETAs within the levy grant system. SETAs are required to implement their Sector Skills Plans (SSPs) by facilitating the delivery of improved industries’ sector-specific skills in order to contribute to the goals of the National Skills Development Strategy (NSDS). They are expected to ensure that intermediate and high-level skills are developed among both workers as well as unemployed persons. SETAs support workplace-based education and training through Learnerships, Internships and Skills Programmes. SETAs perform their functions in accordance with the Skills Development Act, the Skills Development Levies Act and their respective Constitutions.

The Department of Higher Education and Training (the Department) is responsible for the management of the SETAs’ performance to ensure that the above functions are undertaken effectively and efficiently. The Department is determined to realise the slogan of ‘‘together turning every workplace into a training space’’ by ensuring that significant numbers of young people are able to access workplace-based training through Learnerships, Internships and Skills Programmes.

This section of the report provides the number of workers and unemployed persons who were registered in SETA-supported learning programmes, namely, Learnerships, Internships and Skills Programmes.


57

sources: Statistics on Post-School Education and Training in South Africa, 2016.SETA Quarterly Reports, 2017/18.Note 1: The category “Learnerships” refers to a learning programme that leads to an occupational qualification or part qualification, and includes an apprenticeship and

cadetship. The number of learners included in this category excludes artisans.Note 2: The category “Internships” refers to the structured work experience component of an occupational qualification registered by the Quality Council for Trades and

Occupations (QCTO).Note 3: The category “Skills Programmes” refers to a part-qualification as defined in the NQF Act.Note 4: The difference in registered and certificated programmes is due to programmes taking longer than a year to complete, thus certification occurs in the next financial years.

The total number of learners registered for SETA-supported learning programmes during the 2017/18 financial year was 269 147, reflecting an increase of 7.8% (19 467) compared to registrations in the 2016/17 financial year (249 680). This was mainly due to an increase in the registration for skills programmes (13 514) and learnerships (10 234), while registrations for internships decreased by 4 281 in the same period. Out of 269 147 learners registered for SETA-supported learning programmes during the 2017/18 financial year, more than half of the leaners registered for skills programmes (53.7% or 144 531), followed by learnerships (41.5% or 111 681), while fewer learners registered for internships (4.8% or 12 935). A similar trend can be observed over the period under review. When comparing registered learners between 2011/12 and 2017/18 financial years, large increases were reported for learnerships (67 810), followed by skills programmes (56 625) while the lowest increase was for internships (9 483).

Table 8.1 also indicates that a total number of 177 477 learners were certificated for SETA-supported learning programmes during the 2017/18 financial year. The figure reflects a decrease of 1.9% (3 521) in the number of learners certificated when compared with the 2016/17 financial year. The decrease in the number of certifications for learnerships (10 078) contributed to the overall decrease between the two financial years. Despite the overall decrease in certifications, a 5.9% (6 838) increase was recorded in the number of learners certificated for skills programmes between 2016/17 and 2017/18 financial years. Similar to registrations, majority of learners were certificated for skills programmes comprising (69.3% or 122 979), followed by learnerships (27.0% or 48 002), while fewer learners were certificated for internships (3.7% or 6 496). When comparing 2011/12 and 2017/18 financial years, a 50.9% (59 875) increase was recorded in the number of learners certificated, due to a large increase of certifications for skills programmes (35 452), followed by learnerships (18 805) while lower certificates were issued for internships (5 618).

8.2 rEgistration and cErtification of sEta-suPPortEd lEarning PrograMMEs

table 8.1: number of workers and unemployed persons registered and certificated in sEta-supported learning programmes, by programme type, 2011/12 – 2017/18

yearregistered certificated


Programmestotal

registeredlearnerships internships

skills Programmes

total certificated

2011/12 43 871 3 452 87 906 135 229 29 197 878 87 527 117 602

2012/13 50 885 6 127 74 587 131 599 37 158 2 195 86 491 125 844

2013/14 75 782 8 017 92 508 176 307 38 796 2 510 109 547 150 853

2014/15 77 931 12 006 137 880 227 817 40 891 3 663 106 459 151 013

2015/16 94 369 13 135 123 593 231 097 43 322 3 352 127 144 173 818

2016/17 101 447 17 216 131 017 249 680 58 080 6 777 116 141 180 998

2017/18 111 681 12 935 144 531 269 147 48 002 6 496 122 979 177 477


58

sources: Statistics on Post-School Education and Training in South Africa, 2016.SETA Quarterly Reports, 2017/18.Note 1: The category “Learnerships” refers to a learning programme that leads to an occupational qualification or part qualification, and includes an apprenticeship and


Occupations (QCTO).Note 3: The category “Skills Programmes” refers to a part-qualification as defined in the NQF Act.Note 4: The difference in registered and certificated programmes is due to programmes taking longer than a year to complete, thus certification occurs in the next financial yearsNote 5: The imbalances in the gender figures for 2011/12-2015/16 financial years is attributed to SETAs not fully reporting on equity thereby making the equity data not

equivalent to the totals.

The proportion of females out of the total learners registered and certificated for SETA-supported learning programmes has been consistently higher than that of males over the 2011/12 to 2017/18 financial years. During the 2017/18 financial year the proportions for female learners registered and certificated was 62.3% and 52.5% respectively.

Major gender differences were recorded in the skills programmes during the 2017/18 financial year, where 43 359 more females were registered compared to males and 5 773 more female learners were certificated compared to males. An increase of 26.2% or 34 821 was recorded in the number of female learners registered between 2016/17 and 2017/18 financial years, with the highest increase recorded for skills programmes (29.8% or 21 542). During the same period, the number of male learners registered declined by 13.2% (15 354), while the number of certificated male learners increased slightly by 2.5% (2 072).

table 8.2 number of workers and unemployed persons registered and certificated in sEta-supported learning programmes, by programme type and gender, 2011/12 – 2017/18

year

registered certificated


Programmestotal

registeredlearnerships internships

skills Programmes

total certificated

fem

ale

Mal

e

fem

ale

Mal

e

fem

ale

Mal

e

fem

ale

Mal

e

fem

ale

Mal

e

fem

ale

Mal

e

fem

ale

Mal

e

fem

ale

Mal

e

2011

/12

26 323 13 438 2 002 1 250 47 469 39 849 75 794 54 537 15 766 12 835 446 396 49 015 36 987 65 227 50 218

2012

/13

27 986 22 389 3 860 1 867 46 243 27 465 78 089 51 721 18 950 16 907 1 163 948 45 840 38 574 65 953 56 429

2013

/14

47 742 25 327 5 772 1 645 52 729 39 779 106 243 66 751 20 561 16 366 1 355 1 035 59 155 48 987 81 071 66 388

2014

/15

40 524 32 802 8 164 3 534 79 970 51 890 128 658 88 226 22 081 18 408 1 978 1 596 59 617 44 874 83 676 64 878

2015

/16

49 993 38 287 5 698 5 391 66 740 54 253 122 431 97 931 23 827 19 208 1 776 1 365 67 556 56 389 93 159 76 962

2016

/17

50 665 50 782 9 897 7 319 72 403 58 614 132 965 116 715 30 075 28 005 3 788 2 989 64 912 51 229 98 775 82 223

2017

/18

67 008 44 673 6 833 6 102 93 945 50 586 167 786 101 361 24 951 23 051 3 855 2 641 64 376 58 603 93 182 84 295


59

Source: SETA Quarterly Reports, 2017/18.Note 1: The category “Learnerships” refers to a learning programme that leads to an occupational qualification or part qualification, and includes an apprenticeship and

cadetship. The number of learners included in this category excludes artisans.Note 2: The category “Skills Programmes” refers to a part-qualification as defined in the NQF Act.Note 3: It should be noted that almost half of all learners registered for SETA-supported programmes were workers.

8.2.1 workers registered for sEta-supported learning programmes

table 8.3: number of workers registered for sEta-supported learning programmes, by programme type and sEta, 2017/18

sEtalearnerships skills Programmes

total target total actualtarget actual achieved (%) target actual achieved (%)

agrisEta 3 050 1 584 52% 3 622 4 400 121% 6 672 5 984

banksEta 600 1 263 211% 900 306 34% 1 500 1 569

cathssEta 1 750 1 228 70% 1 500 2 141 143% 3 250 3 369

cEta 52 64 123% 125 473 378% 177 537

chiEta 1 900 2 144 113% 3 500 3 912 112% 5 400 6 056

EtdP sEta 1 000 25 3% 5 000 196 4% 6 000 221

EwsEta 150 368 245% 3 400 0 0% 3 550 368

fassEt 640 1 024 160% 16 500 7 609 46% 17 140 8 633

foodbEv 1 600 1 937 121% 1 200 1 503 125% 2 800 3 440

fP&M sEta 875 1 003 115% 2 400 5 225 218% 3 275 6 228

hwsEta 3 000 2 424 81% 7 000 4 295 61% 10 000 6 719

insEta 1 000 1 075 108% 2 400 4 203 175% 3 400 5 278

lgsEta 5 000 3 133 63% 6 000 6 556 109% 11 000 9 689

MErsEta 928 2 710 292% 2 000 6 489 324% 2 928 9 199

Mict sEta 100 114 114% 400 247 62% 500 361

MQa 1 900 2 166 114% 13 000 28 703 221% 14 900 30 869

PsEta 200 0 0% 900 1 008 112% 1 100 1 008

sassEta 2 500 2 510 100% 3 500 3 505 100% 6 000 6 015

sErvicEs 2 840 3 958 139% 3 500 5 833 167% 6 340 9 791

tEta 1 500 1 369 91% 500 1 084 217% 2 000 2 453

w&rsEta 4 000 4 725 118% 2 500 1 944 78% 6 500 6 669

total 34 585 34 824 101% 79 847 89 632 112% 114 432 124 456

The total number of workers registered for SETA-supported learning programmes during the 2017/18 financial year was 124 456 (which was 46.2% of total registrations), of which 72.0% (89 632) registered for skills programmes and 28.0% (34 824) registered for learnerships. This reflected an overall overachievement of 10 024 registrations as compared to the targeted registrations, with the largest overachievement recorded for skills programmes (12% or 9 785). The largest overachievement during this period was recorded for MQA (15 969 or 107% overachievement), while ETDP SETA, EWSETA and FASSET recorded the lowest achievements (4%, 10% and 50% respectively).

The largest contributors to the skills programmes achievement was CETA (378%) followed by MERSETA (324%) and MQA (221%). Despite the overall overachievement for skills programmes, EWSETA had a zero achievement, while very low achievements were recorded for BANkSETA (34%), FASSET (46%) and ETDP SETA (4%).

An overall achievement of 101% was recorded for learnerships, with noticeable overachievements recorded in MERSETA, EWSETA and BANkSETA. PSETA didn’t register any learners for learnerships, while low achievements were recorded for ETDP SETA (3%), AGRISETA (52%) and LGSETA (63%).


60 60


cadetship. The number of learners included in this category excludes artisans.Note 2: The category “Skills Programmes” refers to a part-qualification as defined in the NQF Act.Note 3: “n.a.” means not applicable.

A total of 101 711 workers were certificated for SETA-supported learning programmes during the 2017/18 financial year, with a large number of workers certificated for skills programmes (85 320 or 83.9%) while 16 391 or 16.1% of workers were certificated for learnerships. This was an overall overachievement of 20 757, with skills programmes being the largest contributor with an overachievement 24 573, while an underachievement of 3 816 was recorded for learnerships.

CETA was the largest contributor to the skills programmes overachievement (1 060%), followed by CATHSSETA (512%) and INSETA (385%), while BANkSETA and PSETA did not certificated any workers for skills programmes during the 2017/18 financial year. FASSET achieved the least of certificated workers (47%) followed by EWSETA (64%). In spite of the overall underachievement for learnerships, 48% of the SETAs overachieved their targets, with EWSETA recording the largest overachievement (621%).

8.2.2 workers certificated in sEta-supported learning programmes

table 8.4: number of workers certificated in sEta-supported learning programmes, by programme type, 2017/18

sEtalearnerships skills Programmes

total target total actualtarget actual achieved (%) target actual achieved (%)

agrisEta 2 030 1 096 54% 1 912 4 399 230% 3 942 5 495

banksEta 260 929 357% 0 0 n.a. 260 929

cathssEta 200 413 207% 200 1 023 512% 400 1 436

cEta 25 97 388% 63 668 1 060% 88 765

chiEta 875 1 117 128% 1 750 3 097 177% 2 625 4 214

EtdP sEta 1 750 527 30% 3 500 3 331 95% 5 250 3 858

EwsEta 100 621 621% 2 500 1 590 64% 2 600 2 211

fassEt 230 161 70% 16 500 7 755 47% 16 730 7 916

foodbEv 800 833 104% 600 1 276 213% 1 400 2 109

fP&M sEta 590 685 116% 1 575 3 783 240% 2 165 4 468

hwsEta 2 400 1 347 56% 5 600 3 657 65% 8 000 5 004

insEta 490 566 116% 1 182 4 548 385% 1 672 5 114

lgsEta 2 750 1 050 38% 4 950 7 976 161% 7 700 9 026

MErsEta 946 1 861 197% 1 300 2 653 204% 2 246 4 514

Mict sEta 100 20 20% 200 169 85% 300 189

MQa 800 1 627 203% 13 000 33 538 258% 13 800 35 165

PsEta 150 113 75% 800 0 0% 950 113

sassEta 1 600 1 005 63% 2 000 2 580 129% 3 600 3 585

sErvicEs 1 490 417 28% 1 241 1 631 131% 2 731 2 048

tEta 1 421 751 53% 1 074 806 75% 2 495 1 557

w&rsEta 1 200 1 155 96% 800 840 105% 2 000 1 995

total 20 207 16 391 81% 60 747 85 320 140% 80 954 101 711


61



Occupations (QCTO).Note 3: The category “Skills Programmes” refers to a part-qualification as defined in the NQF Act.Note 4: “n.a.” means not applicable.

The total number of unemployed persons registered for SETA-supported learning programmes during the 2017/18 financial year was 144 691, of which more than half of unemployed persons (53.1% or 76 857) registered for learnerships while 37.9% (54 899) registered for skills programmes and 8.9% (12 935) registered for internships. There was an overall overachievement of 40 346 unemployed persons’ registrations as compared to the targeted registrations, which translated to a 39% overachievement.

The highest overachievement was recorded for skills programmes (66%), followed by learnerships (30%) and internships (4%). MERSETA was largest contributor to the overachievement of skills programmes registrations (599%), followed by W&RSETA (398%) and CATHSSETA (366%). There was an overall overachievement of 23% or 50 370 of learners registered SETA-supported learning programmes in the 2017/18 financial year. The registration of unemployed persons was 40 346 more than the set target, while workers’ registration was 10 024 more than the target set by the SETAs (see Tables 8.3 and 8.5).

8.2.3 unemployed persons registered for sEta-supported learning programmes

table 8.5: number of unemployed persons registered for sEta-supported learning programmes, by programme type, 2017/18

sEtalearnerships internships skills Programmes

total target

total actualtarget actual achieved

(%) target actual achieved (%) target actual achieved

(%)

agrisEta 3 050 1 868 61% 365 366 100% 3 900 4 582 117% 7 315 6 816

banksEta 900 1 308 145% 100 104 104% 80 226 283% 1 080 1 638

cathssEta 1 700 3 175 187% 300 300 100% 1 100 4 027 366% 3 100 7 502

cEta 3 100 4 565 147% 500 530 106% 1 450 3 340 230% 5 050 8 435

chiEta 2 400 3 022 126% 530 538 102% 1 350 2 392 177% 4 280 5 952

EtdP sEta 1 600 1 657 104% 250 406 162% 1 700 1 929 113% 3 550 3 992

EwsEta 1 200 2 068 172% 930 240 26% 0 423 n.a. 2 130 2 731

fassEt 7 190 4 427 62% 300 98 33% 1 990 2 259 114% 9 480 6 784

foodbEv 1 500 2 176 145% 600 426 71% 0 0 n.a. 2 100 2 602

fP&M sEta 1 915 2 513 131% 280 346 124% 950 2 094 220% 3 145 4 953

hwsEta 3 000 2 070 69% 1 000 756 76% 2 000 1 933 97% 6 000 4 759

insEta 1 300 1 339 103% 800 825 103% 1 200 1 341 112% 3 300 3 505

lgsEta 3 900 5 633 144% 650 926 142% 3 360 5 042 150% 7 910 11 601

MErsEta 1 296 4 751 367% 188 554 295% 1 725 10 341 599% 3 209 15 646

Mict sEta 3 100 3 159 102% 1 800 1 858 103% 1 900 1 072 56% 6 800 6 089

MQa 2 900 2 915 101% 500 510 102% 6 000 6 389 106% 9 400 9 814

PsEta 200 383 192% 0 0 n.a. 0 0 n.a. 200 383

sassEta 3 000 3 002 100% 400 400 100% 2 500 2 505 100% 5 900 5 907

sErvicEs 9 413 19 651 209% 2 109 3 267 155% 450 859 191% 11 972 23 777

tEta 1 674 2 027 121% 450 467 104% 850 2 153 253% 2 974 4 647

w&rsEta 4 600 5 148 112% 350 18 5% 500 1 992 398% 5 450 7 158

total 58 938 76 857 130% 12 402 12 935 104% 33 005 54 899 166% 104 345 144 691


62



Occupations (QCTO).Note 3: The category “Skills Programmes” refers to a part-qualification as defined in the NQF Act.Note 4: “n.a” means not applicable.

A total number of 75 766 unemployed persons were certificated for SETA-supported learning programmes during the 2017/18 financial year which was 11 383 more than the set target. An overachievement was recorded for skills programmes only (54% or 13 235), while targets were not achieved for learnerships and internships. CATHSSETA was largest contributor to the overachievement of the skills programmes (833%), followed by CHIETA (357%), MERSETA (354%) and BANkSETA (331%). Despite the overachievement for skills programmes, LGSETA recorded the lowest achievement (23%) followed by ETDP SETA (63%).

There was an overall overachievement of 22% or 32 140 of learners certificated in SETA-supported learning programmes in the 2017/18 financial year, however certification of unemployed persons was overachieved by 11 383 while workers’ certifications were 20 757 more than the set target (see Tables 8.4 and 8.6).

8.2.4 unemployed persons certificated in sEta-supported learning programmes

table 8.6: number of unemployed persons certificated in sEta-supported learning programmes, by programme type, 2017/18

sEtalearnerships internships skills Programmes

total target

total actualtarget actual

achieved (%)

target actualachieved

(%)target actual

achieved (%)

agrisEta 2 588 1 253 48% 150 178 119% 1 750 4 582 262% 4 488 6 013

banksEta 553 1 233 223% 0 66 n.a. 64 212 331% 617 1 511

cathssEta 250 1 241 496% 300 312 104% 500 4 165 833% 1 050 5 718

cEta 1 550 2 793 180% 250 82 33% 725 2 106 290% 2 525 4 981

chiEta 1 200 2 062 172% 265 553 209% 675 2 413 357% 2 140 5 028

EtdP sEta 1 000 1 408 141% 1 225 1 427 116% 2 660 1 683 63% 4 885 4 518

EwsEta 900 775 86% 315 0 0% 0 49 n.a. 1 215 824

fassEt 2 580 2 823 109% 0 0 n.a. 1 393 1 139 82% 3 973 3 962

foodbEv 800 968 121% 300 302 101% 0 0 n.a. 1 100 1 270

fP&M sEta 1 265 1 619 128% 175 184 105% 650 2 066 318% 2 090 3 869

hwsEta 2 400 2 024 84% 800 421 53% 1 600 3 874 242% 4 800 6 319

insEta 637 713 112% 480 534 111% 588 622 106% 1 705 1 869

lgsEta 2 800 2 387 85% 350 134 38% 3 800 876 23% 6 950 3 397

MErsEta 1 427 2 197 154% 210 400 190% 1 040 3 682 354% 2 677 6 279

Mict sEta 1 500 1 075 72% 750 722 96% 900 1 124 125% 3 150 2 921

MQa 1 000 1 358 136% 275 284 103% 6 000 6 554 109% 7 275 8 196

PsEta 50 52 104% 0 0 n.a. 50 0 0% 100 52

sassEta 2 000 1 847 92% 300 259 86% 900 833 93% 3 200 2 939

sErvicEs 4 582 417 9% 579 383 66% 300 322 107% 5 461 1 122

tEta 2 337 2 536 109% 121 234 193% 429 1 002 234% 2 887 3 772

w&rsEta 1 450 830 57% 245 21 9% 400 355 89% 2 095 1 206

total 32 869 31 611 96% 7 090 6 496 92% 24 424 37 659 154% 64 383 75 766


63

8.3 artisans

8.3.1 introduction

The Skills Development Act (RSA, 1998) defines an artisan as a person who has been certified as being competent to perform a listed trade. There are 125 trades listed in South Africa in terms of Government Notice 35625 issued on 31 August 2013. Each trade can be identified by a special code, referred to as the “Organising Framework for Occupations” (OFO) code. Below are some examples of listed trades.

A person has to follow several steps to be certified as an artisan. These steps include the completion of a theory component, a practical training component, structured workplace training and trade testing.

There is a continuous need for suitably qualified artisans to sustain industries and support economic growth in South Africa. Artisan development has therefore been elevated as a priority area for skills development in the country. Government’s National Development Plan (NDP) and the White Paper for Post-School Education and Training indicates that by 2030 the country should be producing 30 000 qualified artisans per year. At present the country is producing on average 21 000 qualified artisans per year and so the number has to increase drastically in the next 12 years leading up to 2030.

ofo code occupation ofo code occupation641201 Bricklayer 671202 Millwright

641301 Stonemason 671203 Mechatronics Technician

641303 Refractory Mason 671204 Lift Mechanic

641501 Carpenter and Joiner 651202 Welder

641502 Carpenter 651301 Sheet Metal Worker

671101 Electrician 651302 Boiler Maker


64

sources: Statistics on Post-School Education and Training in South Africa, 2016.National Artisan Development Support Centre (NADSC) – National Artisan Development (NAD) database management system, 2018.Note 1: An artisanal learning programme includes an apprenticeship, Learnership, skills programme undertaken at the workplace conclude with a trade test which is undertaken

for an occupation that is part of the official list of artisan occupations as per Schedule 2 Gazette 35625, 31 August 2012. Note 2: An artisan is a person who has been certified as competent to perform a listed trade in accordance with the Skills Development Act. Note 3: Dash (-) means that data is not available.

Table 8.7 shows that the total number of learners entering artisanal learning programmes in the 2017/18 financial year was 32 330. The figures reflect an increase of 1 513 in the number of learners entering artisanal learning programmes when compared with the 2016/17 financial year data.

The 2017/18 cohort indicates that CETA recorded the highest number of persons who entered artisanal learning programmes with 8 731 learners, followed by MERSETA which recorded 6 755 learners. PSETA enrolled the lowest number of learners entering artisanal learning programmes (20 learners) while W&RSETA didn’t enroll any learners in the same period.

8.3.2 learners entering artisanal learning programmes

table 8.7: number of learners entering artisanal learning programmes, by organisation, 2011/12 – 2017/18

sEta 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18

agrisEta 96 70 116 244 347 227 193

cathssEta 563 662 312 840 514 683 639

cEta 1 849 579 1 342 2 104 1 737 2 024 8 731

chiEta 2 541 1 989 1 694 2 164 3 372 4 263 3 172

EwsEta 1 046 1 316 390 507 1 378 1 287 1 789

foodbEv 15 - 267 70 45 178 167

fP&M sEta 351 584 426 958 459 419 290

hwsEta - - - 109 119 87 74

indlEla 5 227 5 795 7 865 7 122 5 734 7 311 5 508

lgsEta 413 528 294 754 1 020 888 646

MErsEta 6 254 4 951 10 394 7 606 8 130 8 038 6 755

MQa 2 525 2 365 2 468 2 621 1 848 1 978 1 872

PsEta 78 53 2 48 33 34 20

sassEta - 516 385 539 467 401 77

sErvicEs 2 104 984 968 761 1 127 1 416 1 416

tEta 1 019 711 538 1 579 1 778 1 314 981

w&rsEta 334 746 209 276 532 269 0

total 24 415 21 849 27 670 28 302 28 640 30 817 32 330


65

Source: National Artisan Development Support Centre (NADSC) – National Artisan Development (NAD) database management system, 2017.Note 1: An artisanal learning programme includes an apprenticeship, Learnership, skills programme, internship, cadetship or any other programme undertaken at the

workplace, which is undertaken in preparation for an occupation that is part of the official list of artisan occupations as per Schedule 2 Gazette 35625, 31 August 2012. Note 2: An artisanal learning programme includes an apprenticeship, learnership, skills programme undertaken at the workplace conclude with a trade test which is undertaken

for an occupation that is part of the official list of artisan occupations as per Schedule 2 Gazette 35625, 31 August 2012.

It can be seen from Table 8.8 that artisan trainees were overwhelmingly concentrated in Gauteng (8 414 or 26.0%), followed by kwaZulu-Natal (5 946 or 18.4%), Mpumalanga (3 816 or 11.8%) and Limpopo (3 290 or 10.2%). Northern Cape province recorded the lowest number of learners entering artisanal learning programmes with 973 (3.0%). The proportion of females out of total learners entering artisanal learning programmes was 28.0% or 9 044, while that of males was 72.0% or 23 286. The large gender differences were observed in Gauteng and kwaZulu-Natal were 4 632 and 4 446 more males entered into artisanal programmes compared to females.

table 8.8: number of learners entering artisanal learning programmes, by province, citizenship and gender, 2017/18

Province female Male total

Eastern cape 845 1 302 2 147

nothern cape 327 646 973

free state 1 062 1 642 2 704

kwazulu natal 750 5 196 5 946

north west 663 1 267 1 930

gauteng 1 891 6 523 8 414

Mpumalanga 1 322 2 494 3 816

limpopo 1 299 1 991 3 290

western cape 835 2 080 2 915

south africa 49 144 193

outside south africa 1 1 2

total 9 044 23 286 32 330


66

Source: National Artisan Development Support Centre (NADSC) – National Artisan Development (NAD) database management system, 2017.Note 1: Trades are the occupations that are part of the official list of artisan occupations as per Schedule 2 Gazette 35625, 31 August 2012. Note 2: An artisan is a person who has been certified as competent to perform a listed trade in accordance wi0th the Skills Development Act.

Table 8.9 indicates that even though there is a significantly high rate on training of electricians, there is still more training that is required as the trade is still listed as one of the SIPs scares skills. The listed trades are 83.4% of the total reported figure on learners entering artisanal learning programmes.

The proportion of females out of the total learners entering SIPs scarce skills artisanal programmes was 29.9% or 8 050 as compared to males 70.1% or 18 907. The trades with the highest proportion of female learners entering artisanal programmes were Bricklayer (53.9%) and Carpenter (46.9%). Bricklaying was also the only trade where more females were enrolled for compared to males. Automotive motor mechanic trade had the lowest proportion of females (7.5%) while males dominated this trade (92.5%). The largest gender differences were recorded in the Electrician trade, where 2 698 more male entered the programme compared to females.

table 8.9: number of learners entering artisanal learning programmes, by special infrastructure Projects (siPs) scarce skills and gender, 2017/18

trade female Male total

Electrician 2 483 5 181 7 664

Mechanical fitter 279 1 518 1 797

welder 734 1 787 2 521

diesel Mechanic 145 1 117 1 262

Plumber 1 494 2 600 4 094

boilermaker 330 1 353 1 683

automotive motor mechanic 117 1 441 1 558

Millwright 121 625 746

rigger 84 636 720

fitter &turner 197 769 966

carpenter 371 420 791

bricklayer 1 682 1 438 3 120

carpenter/ Joiner 0 2 2

Joiner 7 11 18

Pipe fitter 6 9 15

total 8 050 18 907 26 957


67

sources: Statistics on Post-School Education and Training in South Africa, 2016.National Artisan Development Support Centre (NADSC) – National Artisan Development (NAD) database management system, 2018.Note: Dash (-) means that data is not available.

Table 8.10 shows that the total number of learners completing artisanal learning programmes in the 2017/18 financial year was 21 151. The figure reflects a decrease of 47 learners completing artisanal learning programmes as compared with the 2016/17 financial year. MERSETA recorded the highest decrease of 1 722 learners completing artisanal learning programmes between 2016/17 and 2017/18 financial years, while INDLELA recorded the highest increase and certificated 909 more learners during this period.

The 2017/18 cohort indicates that MERSETA recorded the highest number of persons who completed artisanal learning programmes with 7 938 competent learners, followed by INDLELA which had 4 133 learners.

8.3.3 learners completing artisanal learning programmes

table 8.10: number of learners completing artisanal learning programmes by sector, 2011/12 – 2017/18

sEta 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18

agrisEta 77 149 100 121 154 228 195

cathssEta 282 1 007 1 161 86 - - 1 590

cEta 699 520 9 5 504 1 344 957

chiEta 989 1 279 387 547 743 946 344

EwsEta 571 37 1 841 360 470 697 629

foodbEv 160 36 168 - - 13 63

fP&M sEta - - 4 30 101 124 114

hwsEta - - - 8 36 74 91

indlEla 3 392 1 355 2 077 3 177 2 952 3 224 4 133

lgsEta 226 305 81 383 87 232 453

MErsEta 3 155 7 166 7 522 6 869 8 352 9 660 7 938

MQa 2 566 2 035 3 597 1 617 1 382 1 807 1 931

PsEta 1 5 - - 30 15 35

sassEta - - 101 - - 227 171

sErvicEs 1 521 841 185 348 550 1 245 1 427

tEta 208 169 478 718 714 1 359 1 075

w&rsEta 176 373 399 120 39 3 5

total 14 023 15 277 18 110 14 389 16 114 21 198 21 151


68

Source: National Artisan Development Support Centre (NADSC) – National Artisan Development (NAD) database management system, 2017.Note: An artisanal learning programme includes an apprenticeship, Learnership, skills programme, internship, cadetship or any other programme undertaken at the workplace,

which is undertaken in preparation for an occupation that is part of the official list of artisan occupations as per Schedule 2 Gazette 35625, 31 August 2012.

Gauteng recorded a high number of learners completing artisanal learning programmes (8 833 or 41.8%), followed by kwaZulu-Natal (2 898 or 13.7%). The largest gender difference was also recorded in Gauteng, where 5 819 more male learners completed artisanal learning programmes as compared to females. Among females, the highest number of learners completing artisanal learning programmes were recorded in Gauteng (1 507).

The table also suggests that the targets of 25% and higher set by some SETAs for the number of women in artisan training projects are unrealistic as the cohort of female candidates entering artisanal learning programmes was 41.7%, and 20.2% of learners completed the programmes during the 2017/18 financial year.

table 8.11: number of learners completing artisanal learning programmes, by province, citizenship and gender, 2017/18

Province female Male total

Eastern cape 268 828 1 096

free state 145 457 602

gauteng 1 507 7 326 8 833

kwaZulu-natal 671 2 227 2 898

limpopo 411 873 1 284

Mpumalanga 551 1 397 1 948

northern cape 82 364 446

north west 187 620 807

western cape 300 1 745 2 045

not specified 168 1 020 1 188

outside south africa 0 4 4

total 4 290 16 861 21 151


69

Source: National Artisan Development Support Centre (NADSC) – National Artisan Development (NAD) database management system, 2017.Note 1: Trade are the occupations that are part of the official list of artisan occupations as per Schedule 2 Gazette 35625, 31 August 2012. Note 2: An artisan is a person who has been certified as competent to perform a listed trade in accordance with the Skills Development Act.

Table 8.12 indicates that, overall, training in scarce and critical trades makes up the lion’s share of all trade-related training in the country. The above table provides a clear indication that the scarce and critical trades (as per the 2017/18 SIPS report) makes up 73% of the trades reported on artisan related training completed with females making up 17.1% and males 82.9% of the SIPs scarce skills trades.

The Electrician trade recorded the largest gender differences, where 3 074 more males completed the programme compared to females. Although fewer females were completing artisanal learning programmes, a higher proportion of them completed in the Electrician trade (47.1% or 1 249). A higher proportion of males also completed the Electrician trade (33.7% or 4 323) as compared to the other trades.

table 8.12: number of learners completing artisanal learning programmes, by special infrastructure Projects (siPs) scarce skills by gender, 2017/18

trade female Male total

Electrician 1 249 4 323 5 572

Mechanical fitter 195 1 410 1 605

welder 267 1 090 1 357

diesel Mechanic 145 1 205 1 350

Plumber 186 1 034 1 220

boilermaker 96 975 1 071

automotive motor mechanic 88 890 978

Millwright 129 580 709

rigger 56 622 678

fitter &turner 42 326 368

carpenter 114 190 304

bricklayer 82 189 271

Joiner 0 4 4

Pipe fitter 0 0 0

total 2 649 12 838 15 487


70

sEta Economic sectors 2014/15 2015/16 2016/17 2017/18

agrisEta Agriculture 190 186 219 193

cathssEta Culture, Arts, Tourism, Hospitality and Sport - 1 1 -

cEta Construction 479 582 1 058 1 500

chiEta Chemicals 572 861 1 020 917

EtdPsEta Education & Training - - - -

EwsEta Energy & Water 964 1 170 993 666

foodbEv Food Processing 2 - 14 63

fP&MsEta Fibre Processing & Manufacturing 98 106 106 111

hwsEta Health & Welfare 16 79 73 116

indlEla Non-SETA Candidates 4 983 3 791 3 692 4 381

lgsEta Local Government 486 98 233 415

MErsEta Manufacturing & Engineering 6 890 6 600 7 061 6 108

Mict sEta Media, Information and Communication - - - -

MQa Mining and Minerals 1 876 2 056 1 974 1 963

PsEta National & Provincial Government - 29 14 36

sassEta Safety & Security 12 21 133 168

sErvicEs Services Sector 1 685 928 1 271 1 246

tEta Transport 1 028 1 402 1 541 1 212

w&r sEta Wholesale & Retail SETA - - 3 5

total 19 281 17 910 19 406 19 100

sources: Statistics on Post-School Education and Training in South Africa (2016).National Artisan Development Support Centre (NADSC) – National Artisan Recommendation for certification data management System, 2017.Note 1: Dash (-) means that data is not available.Note 2: Certificated means number of issued National Trade Certificates.

The total number of artisans issued with national trade certificates by SETAs and INDLELA during the 2017/18 financial year was 19 100. Out of the total certificates issued during the 2017/18 financial year, almost a third of them were issued by MERSETA (32.0% or 6 108) followed by INDLELA (22.9% or 4 381).

The number of certificates issued during the 2017/18 financial year represents a 1.6% (306) decrease when compared with the 2016/17 financial year (19 406). During this period, large decreases were reported for MERSETA (953), followed by TETA (329) and EWSETA (327). In spite of the overall decrease, INDLELA and CETA recorded high increases (689 and 442 respectively) in the number of certificates issued between 2016/17 and 2017/18 financial years. MERSETA and INDLELA issued the largest number of certificates throughout the period under review (2014/15-2017/18 financial years).

table 8.13: number of artisans certificated by sEtas and indlEla, by economic sector, 2014/15 – 2017/18


71

9. funding in thE Post-school Education and training sEctor

9.1 introduction

The Post-School Education and Training (PSET) institutions, namely Higher Education Institutions (HEIs), Technical and Vocational Education and Training (TVET) colleges and Community Education and Training (CET) centres are funded largely through public funds and student fees.

Public HEIs are funded directly by the Department of Higher Education and Training (the Department), while the processes of funding TVET colleges are more complex, following the constitutional amendment to shift the function of the colleges from the provincial sphere of government to the national sphere. In 2015 the TVET colleges functions shifted to the national sphere of government. Since 2011/12 up until 2014/15, transfers in respect of TVET colleges consist of Conditional Grant payments to Provincial Education Departments (PEDs) and subsidy payments to TVET colleges. As from 1 April 2015, the national sphere of government became responsible for paying the salaries of TVET college staff.

The allocation of funds to public HEIs is based on a number of criteria and planning processes, including student enrolment planning processes, while that for TVET colleges is based on national norms and standards. Public HEIs received Block Grants that are used to fund the operational costs of teaching and learning and are under the control of University Councils, while earmarked grants are geared towards ensuring that Universities address national priorities.

Funding for TVET colleges takes into account, inter alia: the type of programmes offered, student enrolment numbers, the cost of delivery, the need for capital infrastructure and the ability of colleges to utilise resources efficiently. In the 2015/16 and 2016/17 financial years, TVET colleges received funding directly from the Department for operational costs and TVET college lecturers were paid directly from the Department. In the 2013/14 and 2014/15 financial years, TVET colleges received funding directly from the Department in the form of subsidies, while PEDs received funding from the Department in the form of conditional grants. The latter was undertaken to compensate PEDs for salaries paid to TVET college lecturers who were still on the PED PERSAL system. In the 2011/12 and 2012/13 financial years, the Department transferred funds to PEDs, which in turn administered TVET colleges.

Until 2014, public AET centres (now called Community Education and Training Colleges) were funded and administered by PEDs through the national and provincial budgeting processes. This function has shifted to the Department with effect 1 April 2015 and the Community Education and Training Centres received funding from the Department for operational costs. The Department paid the salaries of the CET lecturers in the 2015/16 until 2017/18 financial years.

Funding in The Post-School Education and Training Sector

72

sources: Statistics on Post-School Education and Training in South Africa, 2016.DHET Annual Report, 2017/18.Note 1: Amount for public HEIs reflects funds transferred directly by the DHET to HEIs. Note 2: For the 2011/12 and 2012/13 financial years, the amount for public TVET colleges reflects funds transferred by the DHET to Provincial Education Departments (PEDs) in

the form of conditional grants. The 2013/14 and 2014/15 financial years figures for public TVET Colleges shows a subsidy amount that was transferred directly from the DHET to TVET colleges as well as a conditional grant amount which was transferred from the DHET to PEDs.

Note 3: Amount for CET Centres reflects funds transferred from provincial education departments to CET Centres.Note 4: “n.a.” means not applicable.Note 5: Allocations above exclude NSFAS allocation.Note 6: ( *) Included under operational cost for the 2015/16 financial year are Compensation of Employees, transfers to SETA’s, goods and services, leave gratuities paid and

machinery and equipment.

The total funding allocated to public HEIs, TVET colleges and CET colleges during the 2017/18 financial year was R40.5 billion. The total amount represents an 11.0% (R4.0 billion) increase compared to what was allocated in the 2016/17 financial year (R36.5 billion). When comparing 2011/12 and 2017/18 financial years, large increases were reported for public HEIs (R12.2 billion), followed by TVET colleges (R2,4 billion) while the lowest increase was for CET colleges (R722 million).

Out of the total R40.5 billion allocated during the 2017/18 financial year, a larger proportion was allocated to public HEIs (78.0% or R31.6 billion), while the TVET and CET sectors were allocated 16.7% (R6.7 billion) and 5.3% (R2.1 billion) respectively.

9.2 funding of kEy Post-school Education and training Public institutions

table 9.1: funding for key Post-school Education and training institutions, 2011/12 – 2017/18

financial year Public hEis r’000

tvEt collegesr’000

cEt collegesr’000

totalr’000

2011/12

19 354 159

Subsidies 0 n.a. 0

Conditional Grant 4 357 311 n.a. 4 357 311

total 4 375 311 1 413 194 25 142 664

2012/13

20 902 779

Subsidies 0 n.a. 0


total 4 844 607 1 535 932 27 283 318

2013/14

22 388 767

Subsidies 3 013 189 n.a. 3 013 189


total 5 467 377 1 669 252 29 525 396

2014/15 24 155 093

Subsidies 3 185 827 n.a. 3 185 827


total 5 817 173 1 927 300 31 899 566

*2015/16 26 342 110

Subsidies 1 239 740 91 758 1 331 498

Operational 4 873 078 1 728 103 6 601 181

total 6 112 818 1 819 861 34 274 789

2016/17 27 964 560

Subsidies 1 566 747 98 053 1 664 800

Operational 4 982 866 1 845 337 6 828 203

total 6 549 613 1 943 390 36 457 563

2017/18 31 580 302

Subsidies 1 495 749 103 897 1 599 646

Operational 5 251 088 2 030 926 7 282 014

total 6 746 837 2 134 823 40 461 962

share of total expenditure in 2017/18

78.0% 16.7% 5.3% 100%


73

Funding increased in all the sectors between 2016/17 and 2017/18 financial years, with the largest increase recorded for public HEIs (R3.6 billion), followed by TVET colleges (R197.2 million) while the lowest increase was for CET colleges (R191.4 million).

Table 10.12 (Appendix) shows that out of the amount allocated to public HEIs during the 2017/18 financial year (R31.6 billion), a quarter of it was allocated to the following institutions: UNISA (R3.3 billion or 10.5%), followed by University of Pretoria (R2.4 billion or 7.6%) and University of kwaZulu-Natal (R2.0 billion or 6.3%). The lowest allocation was for Rhodes University (R476.5 million or 1.5%).

Funding for TVET and CET colleges were allocated in terms of operational costs and subsidies for the 2015/16 to 2017/18 financial years as seen in Table 9.1. Out of the total amount allocated to TVET colleges in the 2017/18 financial year, over three quarters of it was for operational costs (R5.3 billion or 77.8%) while the remaining amount was for subsidies (R1.5 billion or 22.2%). The subsidies amount in TVET colleges decreased by R71.0 million between 2016/17 and 2017/18 financial years, with South West TVET college being the biggest contributor to this decrease (R44.6 million decrease). The operational funding increased by R268.2 million in the same period.

Table 10.13 (Appendix) shows how the subsidies amount was allocated to different TVET colleges. A larger proportion of the total subsidies amount was allocated to Ekurhuleni West TVET college (R59.3 million or 4.0%), followed by South West TVET college (R55.8 million or 3.7%) and Majuba TVET college (R54.3 million or 3.6%). Lephalale TVET college was allocate the lowest subsidies amount (R5.3 million or 0.4%).

The CET sector is the smallest sector among the three public PSET sectors, with the total amount allocated to CET colleges amounting to R2.1 billion during the 2017/18 financial year. Out of the R2.1 billion allocated, R2.0 billion or 95.1% of it was for operational costs while R104.0 million or 4.9% was for subsidies. The subsidies amount increased by R5.8 million between the 2016/17 and 2017/18 financial years. Table 10.14 (Appendix) shows that more than a quarter of the subsidies amount was allocated to Gauteng CET college (R30.4 million or 29.2%), while the lowest allocation was for Northern Cape CET college (R2.0 million or 1.9%). The proportions of the subsidies allocation to different colleges remained the same between 2016/17 and 2017/18 financial years.


74

sources: Statistics on Post-School Education and Training in South Africa, 2016.NSFAS 2017/18 Annual Report.Note 1: The term “loans” refers to a loan granted to a person by the NSFAS to enable the person to defray the costs connected with his or her education at a designated HEI, and

those connected with the board and lodging of that person for purposes of attending the institution.Note 2: The term “bursaries” refers to that part of the loan granted to a person by the NSFAS, which the person is not required to pay back on compliance with the criteria and

conditions set in the written agreement.Note 3: From 2011 – 2014, NSFAS awarded loans and bursaries to students/learners at specific agricultural colleges and/or schools, the National Institute for Higher Education

and other colleges, (2011 – 345, 2012 – 428, 2013 – 464 and 2014 – 10). The table includes loans and bursaries to these institutions.

The amount provided for NSFAS loans/bursaries in 2017 was R14.1 billion, which was 136.7% (R8.1 billion) higher than what was provided in 2011 and 13.8% (R1.7 billion) higher than what was provided in 2016. A higher proportion of NSFAS allocation in 2017 went to public HEIs (85.7% or R12.1 billion) while TVET colleges received 14.3% (R2.0 billion) of the total amount allocated. The amount provided to pubic HEIs students increased by 17.5% (R1.8 billion) between 2016 and 2017, while that of TVET colleges students declined by 4.5% (R94.2 million).

9.3 national studEnt financial aid schEME (nsfas)

9.3.1 introduction

The National Student Financial Aid Scheme (NSFAS) was established in terms of the NSFAS Act (Act 56 of 1999), as amended. In terms of the Act, NSFAS is responsible for the allocation of student financial aid funds to the 26 public universities and 50 Technical and Vocational Education and Training (TVET) colleges and for the administration of loans and bursaries to students at these public institutions. The Act also mandates the entity to recover student loans and to raise funds for student loans and bursaries. In addition to managing funds granted by the Department, NSFAS administers funding on behalf of the Department of Basic Education, the Department of Social Development and National Skills Fund amongst other national and provincial government departments.

9.3.2 nsfas beneficiaries and amounts provided

table 9.2: number of students who received loans/bursaries from the nsfas and the amount provided, by sub-sector, 2011 – 2017

year

Public hEis tvEt colleges total

Percentage change on amount providednumber of

students

amount provided (in rands)

number of students


number of students


2011 217 219 4 848 960 105 114 968 1 116 590 548 332 187 5 965 550 653 62.2%

2012 194 932 5 888 373 557 188 182 1 822 497 265 383 114 7 710 870 823 29.3%

2013 195 387 6 748 152 217 220 978 1 953 253 361 416 365 8 701 405 578 12.8%

2014 186 160 6 970 982 424 228 642 1 991 487 809 414 802 8 962 470 233 3.0%

2015 178 961 7 194 618 509 235 988 2 095 129 942 414 949 9 289 748 451 3.7%

2016 225 950 10 304 756 649 225 557 2 106 267 265 451 507 12 411 023 914 33.6%

2017 260 002 12 106 307 436 200 339 2 012 107 916 460 341 14 118 415 352 13.8%


75

Source: NSFAS database.Note: From 2011 – 2014, NSFAS awarded loans and bursaries to students/learners at specific agricultural colleges and/or schools, the National Institute for Higher Education

and other colleges, (2011 – 345, 2012 – 428, 2013 – 464 and 2014 – 10). The table includes loans and bursaries to these institutions.

A higher proportion of females compared to males were awarded NSFAS loans/bursaries throughout the period under review. In 2017, a total of 265 114 female students were awarded NSFAS loans/bursaries, reflecting a 37.5% (72 290) increase when compared with 2011, with the major contributor being the allocation for TVET colleges students (an increase of 55 732). However, a decline in the number of female students allocated with NSFAS funding was recorded between 2016 and 2017 (decrease of 4.3% or 11 953).

The number of male students who received NSFAS loans/bursaries in 2017 was 195 227, which was 40.1% (55 864) higher when compared with 2011, and 11.9% (20 787) higher compared with 2016. Even though there was an overall increase in the number of male students allocated with NSFAS funding between 2016 and 2017, the number of male students allocated with funding in TVET colleges declined by 3.5% (2 762) in the same period.

In 2017, a total of 460 341 students received NSFAS loans/bursaries. This was 38.6% (128 154) higher compared with 2011, and 2.0% (8 834) higher than the number of students who were awarded NSFAS loans/bursaries in 2016. The number of NSFAS beneficiaries are expected to increase after the announcement of a “fully subsidised free higher education and training for poor and working-class South Africans” on 16 December 2017. A higher proportion of public HEIs students (56.5% or 260 002) were awarded NSFAS loans/bursaries in 2017 compared to TVET college students (43.5% or 200 339).

Over the seven-year period, the number of TVET colleges students who received NSFAS funding increased by 74.3% (85 371) while that of public HEIs increased by 19.7% (42 783). However, between 2016 and 2017, a decrease of 11.2% (25 218) was recorded in the number of TVET college students who received NSFAS funding, while that of public HEIs increased by 15.1% (34 052) in the same period. The decrease in the number of TVET colleges students funded was due to delays in disbursement of funding to colleges.

table 9.3: number of students who received loans/bursaries from the nsfas by gender, 2011 – 2017

year

Public hEis tvEt colleges total

number of students number of students number of students

female Male total female Male total female Male total

2011 124 242 92 977 217 219 68 582 46 386 114 968 192 824 139 363 332 187

2012 113 372 81 560 194 932 112 465 75 717 188 182 225 837 157 277 383 114

2013 114 696 80 691 195 387 131 921 89 057 220 978 246 617 169 748 416 365

2014 109 751 76 409 186 160 143 914 84 728 228 642 253 665 161 137 414 802

2015 104 825 74 136 178 961 151 208 84 780 235 988 256 033 158 916 414 949

2016 130 297 95 653 225 950 146 770 78 787 225 557 277 067 174 440 451 507

2017 140 800 119 202 260 002 124 314 76 025 200 339 265 114 195 227 460 341


76

sources: 2017 heMis database, data extracted in november 2018.Statistics on Post-School Education and Training in South Africa, 2016.NSFAS 2017/18 Annual Report.Note: *Includes students with no information on gender.

The total amount provided for Funza Lushaka bursaries was R1.1 billion in 2017. This was 146.5% (R648.9 million) higher compared with 2011, and 7.8% (R79.2 million) higher as compared with 2016. The number of students who were allocated with Funza Lushaka bursaries was 14 899 in 2017, reflecting a 67.5% (6 006) increase over the seven-year period, and a 5.4% (763) increase when compared with 2016.

A higher proportion of female students enrolled in the education field of study, and more female students were allocated Funza Lushaka bursaries. The gender disparities in the number of students allocated with Funza Lushaka bursaries were higher during 2011-2016 and narrowed down in 2017 (8 172 females compared to 6 727 males).

9.3.3 funza lushaka bursary scheme

table 9.4: number of public hEis students who received funza lushaka bursaries by gender and the amount provided, 2011 – 2017

yearnumber of students enrolled

in the Education fieldnumber of students who received

funza lushaka bursaries

Percentage of students who

received funza lushaka bursaries


female Male total female Male total total total

2011 122 296 42 580 164 939* 6 115 2 778 8 893 5.4% 442 846 392

2012 125 950 42 511 168 608* 8 071 3 631 11 702 6.9% 666 782 495

2013 129 736 43 255 172 991 9 912 4 561 14 473 8.4% 890 104 296

2014 124 636 41 462 166 099* 9 570 4 758 14 328 8.6% 941 201 654

2015 128 130 42 417 170 550* 8 986 5 040 14 026 8.2% 965 591 611

2016 131 550 45 434 176 986* 8 781 5 355 14 136 8.0% 1 012 506 525

2017 144 759 50 143 195 113* 8 172 6 727 14 899 7.6% 1 091 737 945


77

9.4 thE skills dEvEloPMEnt lEvy

9.4.1 introduction

The Skills Development Levies Act, 1999 (Act No. 9 of 1999) requires that employers pay 1% of their pay roll towards skills development. The levy is collected monthly by the South African Revenue Service (SARS). The Department of Higher Education and Training transfers 80% of the levy to the Sector Education and Training Authorities (SETAs) on a monthly basis. The remaining 20% is transferred to the National Skills Fund (NSF) to implement the National Skills Development Strategy.

On 3 December 2012, the Minister promulgated the SETA Grant Regulations which regulates how the SETAs should allocate the levy to fund sectoral programmes. The SETA Grant Regulations requires that 80% of the Discretionary Grants should be spent on PIVOTAL programmes which includes artisan development.

In terms of the SETA Grant Regulations of 3 December 2012, SETAs should spend 49.9% of their levy to implement projects identified in their Sector Skills Plans (SSPs) within the framework of the National Skills Strategy in order to address scarce and critical skills needs.

SETAs transfer a maximum of 0.5% of their administration budget to the Quality Council for Trades and Occupations (QCTO). The QCTO uses the funds to implement its Strategic Priorities as identified in the White Paper for Post-School Education and Training and the Ministerial guideline on strategy and priorities for National Qualifications Framework.

The SETAs and the NSF disburse the skills levy within the ambit of the Skills Development Act, 1998 (Act No.97 of 1998), Skills Development Levies Act, 1999 (Act No.9 of 1999), Public Finance Management Act, 1999 (Act No.29 of 1999, as amended) and the Tax Administration Act, 2011 (Act No.28 0f 2011).


78

sources: Statistics on Post-School Education and Training in South Africa, 2016.DHET Levy System, data extracted in April 2018.Note 1: “NSF” refers to the funds disbursed by the National Skills Fund. Note 2: “Administration Costs” refer to administration costs incurred by SETAs, as defined in Regulation 1 of the SETA Grant regulations of 3 December 2012.Note 3: “Mandatory Grant” refers to the funds designated as mandatory grant contemplated in regulation 4 of the SETA Grant Regulations of 3 December 2012.Note 4: “Discretionary Grant” refers to the money allocated within the SETA to be spent on discretionary grants and projects contemplated in regulation 3 (2) (c) to (9) as read

with regulation 6 of the SETA Grant Regulations of 3 December 2012.Note 5: “n.a.” means “not applicable”.

There has been a significant increase in the collection and disbursement of the skills development levy over the past six years, with a total amount disbursed over the 2011/12 to 2017/18 financial years amounting to R94.9 billion. This can be attributed to a number of factors such as salary increases and new companies which registered with SARS as skills levy payers.

The 80% of the levy fund that was disbursed to SETAs was distributed between the administration cost, mandatory grant and discretionary grant. A larger proportion of the amount disbursed to SETAs was distributed to discretionary grants. The discretionary grant increased from R2.0 billion in 2011/12 to R8.0 billion in the 2017/2018 financial year. SETAs are expected to use the discretionary grant to implement their SSPs and strategic plans as approved by their respective Accounting Authorities.

During the 2017/18 financial year, the skills levy fund disbursed R16.2 billion, which was R6.1 billion (60.6%) higher than what was disbursed during the 2011/12 financial year. SETAs received a larger proportion of the skills levy fund (R13.0 billion) while NSF received R3.2 billion during the 2017/18 financial year. It has been noted over the years that the actual levy transferred to SETAs is always higher than what the SETAs have budgeted for. During the same period, the total amount paid back to employers in the form of mandatory grant was R 3.2 billion.

The amount disbursed to the QCTO increased from R15.4 million during the 2013/14 financial year to R68.4 million in the 2017/2018 financial year. The R68.4million disbursed to QCTO was R7.8 million (12.8%) higher than what was disbursed during the 2016/17 financial year. The total amount disbursed to the QCTO from 2013/14 financial year to 2017/18 financial year was R213 million.

9.4.2 distribution of the skills development levy

table 9.5: distribution of the skills development levy, 2011/12 – 2017/18

year

total amount disbursed by the skills levy

fundr ’000

distribution of levy funds

Portion of sEta admin fee

transferred to Qcto: r’000

nsf r’000

amount disbursed to sEtas

r’000

sEtas

administration costs r’000

Mandatory grant r’000

discretionary grant r’000

2011/12 10 106 213 2 020 029 8 086 184 1 010 773 5 053 865 2 021 546 n.a.

2012/13 11 419 341 2 283 872 9 135 469 1 141 934 5 709 668 2 283 867 n.a.

2013/14 12 566 289 2 511 390 10 054 899 1 319 705 2 513 725 6 221 469 15 428

2014/15 14 036 309 2 818 082 11 218 227 1 472 392 2 804 557 6 941 278 28 500

2015/16 15 225 043 3 044 212 12 180 831 1 598 734 3 045 208 7 536 889 40 000

2016/17 15 298 454 3 046 235 12 252 219 1 608 103 3 063 055 7 581 061 60 670

2017/18 16 234 599 3 246 920 12 987 679 1 704 633 3 246 920 8 036 126 68 431

total 94 886 248 18 970 740 75 915 508 9 856 274 25 436 998 40 622 236 213 029


79

9.5 grants ProvidEd by thE national skills fund (nsf)

9.5.1 introduction

The NSF was established in terms of the Skills Development Act, 1998 (Act No. 97 of 1998). It is resourced from skills development levies that employers submit to the government in terms of the Skills Development Levies Act, 1999 (Act No. 9 of 1999). National skills funds are disbursed in line with the strategic framework and criteria for the allocation of funds as approved by the Minister of Higher Education and Training on advice provided by the National Skills Authority (NSA) in accordance with Section 5(1)(a)(iv) of the Skills Development Act, 1998 (Act No. 97 of 1998).

The Skills Development Act stipulates that the NSF may fund the following:

a) Skills development projects identified in the National Skills Development Strategy (NSDS III) as national priorities;

b) Skills development projects related to the achievement of the purposes of the Skills Development Act, 1998 (Act No. 97 of 1998); and

c) Any activity undertaken by the Minister to achieve a national standard of good practice in skills development.

The tables in this section provide an overview of the number of projects supported by the NSF, as well as the distribution of funds across key projects.


80

sources: Statistics on Post-School Education and Training in South Africa, 2016.NSF organisational report. NSF Annual Financial Statements and Annual Reports for the years ended 31 March 2014 to 31 March 2018.Note 1: “n.a.” means “not applicable”.Note 2: The number of beneficiaries includes students who were awarded bursaries, by channeling NSF funds via NSFAS and the National Research Foundation,

and international scholarships.Note 3: Projects in “Multi-provinces” – people that benefited from skills development are counted in province where training takes place.

Table 9.6 illustrates the distribution of the number of national, individual province and multi-provinces skills development projects supported by the NSF. It also indicates the number of persons benefiting from skills development interventions supported by the NSF.

The NSF supported 173 skills development projects across South Africa during the 2017/18 financial year. The majority of these were located at provincial level, while 24 were multi provinces and 39 were national projects/ international scholarship projects. Some of the key national projects supported by the NSF includes: the National Artisan Moderation Body (NAMB), the Recognition of Prior Learning (RPL) Project of INDLELA, South African Institute of Charted Accountants (SAICA) for capacity development of TVET colleges Chief Financial Officers, Special Infrastructure Presidential Programme (SIPP) resourcing the DHET unit for Strategic Integrated Projects (SIPs), DHET-South African Institute for Vocational and Continuing Education and Training (SAIVCET), Artisans Certification – System development and support, Career development services, Curriculum specialists for TVET capacity development support, SANReN / SABEN – TVET Colleges connectivity project. These Post-School Education and Training (PSET) interventions funded from the NSF are managed with a Service Level Agreement with the Department.

9.5.2 number of projects and beneficiaries supported by the nsf

table 9.6: number of nsf supported projects and beneficiaries by province, 2011/12 – 2017/18

Province

number of projects number of beneficiaries

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

Eastern cape 34 12 11 13 16 23 18 11 206 2 585 3 134 5 045 5 479 5 898 9 271

free state 32 5 4 4 4 4 4 6 919 3 478 857 2 541 1 674 2 859 2 148

gauteng 50 18 18 20 23 25 27 30 806 6 951 2 220 15 980 19 039 10 684 9 781

kwaZulu-natal 41 20 21 19 18 24 21 13 151 19 480 11 903 11 516 16 976 8 012 10 450

limpopo 33 13 11 10 10 11 12 10 488 6 909 5 261 8 668 6 598 7 147 6 649

Mpumalanga 28 3 4 5 4 6 5 6 140 787 1 591 4 604 2 902 2 497 2 040

northern cape 26 3 5 4 4 4 2 5 224 1 035 625 601 1 003 1 603 1 602

north west 30 7 6 5 5 5 4 8 577 2 260 1 727 3 534 1 730 2 010 3 204

western cape 44 10 13 13 16 18 17 15 020 4 098 6 188 10 128 8 502 7 293 11 952

Multi-provinces n.a. 42 39 34 24 42 24 n.a. 47 885 44 407 n.a. n.a. n.a. n.a.

national n.a. 24 32 58 83 8 39 n.a. n.a. n.a. n.a. n.a. 166 141

total 318 157 164 185 207 170 173 107 531 95 468 77 913 62 617 63 903 48 169 57 238


81

3Rural for NSF statistical purposes is regarded as where learners received training or skills development at a venue located within a District Municipality areas in South Africa excluding the eight (8) Metropolitan Municipality areas.

4Urban for NSF statistical purposes is regarded as where learners received training or skills development at a venue located within any of the eight (8) Metropolitan Municipality areas (municipal districts as per the Municipal Demarcation Board), as well as internationally.

As can be seen in Table 9.6, the number of skills development projects funded from the NSF declined between the 2011/12 and 2013/14 financial years. This was largely due to the refocusing of NSF funding towards priority projects in the PSET system. The number of projects increased slightly during 2014/15 and 2015/16, but declined in 2016/17 and 2017/18 financial years due to projects coming to an end during 2016 and 2017.

Table 9.6 shows that 57 238 persons benefited directly from NSF support during the 2017/18 financial year. A further breakdown of the beneficiaries is as follows:

• Gender: Male – 23 930 (41.8%), Female – 33 308 (58.2%)

• People with disabilities: – 275 (0.5%)

• Equity / population group: Black African – 48 425 (84.6%), Coloured – 6 784 (11.9%), Indian/Asian – 426 (0.7%), White – 864 (1.5%), Other (not indicated) - 739 (1.3%)

• Age group: Youth (under 25 years) – 27 485 (48.0%)

Youth (25 –34 years) – 22 621 (39.5%)

Adults (35 years and above) – 7 132 (12.5%)

• Beneficiaries per provincial breakdown: Eastern Cape – 9 271 (16.2%), Free State – 2 148 (3.8%), Gauteng – 9 781 (17.1%), kwaZulu-Natal – 10 450 (18.3%), Limpopo – 6 649 (11.6%), Mpumalanga – 2 040 (3.6%), Northern Cape – 1 602 (2.8%), North West – 3 204 (5.6%), Western Cape – 11 952 (20.9%)

• Rural3 vs Urban4 : Rural – 32 892 (57.5%) and Urban – 24 346 (42.5%).


82

sources: Statistics on Post-School Education and Training in South Africa, 2016.NSF audited financial statements for the years ending 31 March 2011, 2012, 2013, 2014, 2015, 2016, 2017 and 2018.Note 1: The NSF provides bursaries to students via NSFAS and the NRF in scarce skills. Note 2: Full details regarding the NSF expenditure and performance information are in the NSF Annual Reports from 2012/13 to 2017/18.Note 3: Dash (-) means that data is not available.Note 4: Certain disbursed amounts stated under “Amount Disbursed” NSDS III for 2012/13 and 2013/14 may have changed as per the restated figures in the NSF Annual

Financial Statements for the years ended 31 March 2014 to 31 March 2018.Note 5: “Rural development” – this figure does not reflect the number of people benefiting from skills development under the other key project types also with a rural impact,

but will be indicated in the text (note paragraph above).Note 6: As a result of rounding off, numbers and percentages may not necessarily add up to totals.Note 7: The numbers under the project type “Support to NGP” are with effect from 2017/18 covered under Bursaries, TVET colleges, IPAP and Rural Development.

As indicated in Table 9.7, the NSF disbursed more than R6.9 billion on skills development interventions in the 2017/18 financial year, a significant increase since 2011/12, when about R1.3 billion was disbursed. In 2017/18, 13.9% of all NSF funds were used for student bursaries, which were dispensed mainly through National Student Financial Aid Scheme (NSFAS) and the National Research Foundation (NRF). About 99% of these bursaries were allocated to students enrolled in HEIs. More than a quarter of NSF funds were used for rural development.

Table 9.7 also shows an increase in the amount of NSF funding allocated for student bursaries since 2012/13 to 2016/17 from about R800 million in 2011/12 to over R1.0 billion in 2012/13, 2013/14, 2014/15 and over R1.3 billion in 2015/16 and 2016/17 financial years. This significant growth can be attributed to policy shifts, which place greater emphasis on an integrated PSET system as envisioned in the White Paper for Post-School Education and Training and the “no student fees increases” at universities during 2015 and 2016 academic years. However, there was a decrease in the amount of NSF funding allocated for student bursaries in 2017/18 compared to the previous years due to the strains on the available funds within the National Skills Fund.

table 9.7: distribution of nsf across key projects and number of beneficiaries, 2011/12 – 2017/18

Project

number of beneficiariesamount disbursed

r’000

% of total amount

disbursed 2017/18

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

bursaries 6 374 15 804 30 162 15 216 17 747 19 171 16 643 799 199 1 238 398 1 272 200 1 074 769 1 551 362 1 390 404 969 714 13.9%

nsf disbursement to tvEt colleges

- 34 528 25 850 23 112 14 835 2 844 7 326 - 438 258 493 123 507 020 453 705 209 610 233 810 3.4%

support to ngP (Public & Private)

6 218 9 817 9 238 6 099 5 562 10 029 - 166 347 223 775 428 456 225 262 213 430 544 431 - n.a

support to iPaP (Public)

1 254 3 495 626 3 228 5 778 657 377 65 470 43 385 64 800 58 653 181 136 32 311 0 0.0%

rural development

10 854 2 634 3 156 7 731 12 627 15 468 32 892 30 163 113 017 101 008 221 235 233 779 241 744 1 795 634 25.7%

other national Priorities

82 831 29 190 8 881 7 231 7 354 0 0 243 770 518 293 618 826 1 003 604 1 723 750 2 597 398 3 970 941 57.0%

total 107 531 95 468 77 913 62 617 63 903 48 169 57 238 1 304 949 2 575 126 2 978 413 3 090 543 4 357 162 5 015 898 6 970 099 100.0%


83

The NSF couldn’t escape the sweeping effect of the series of national student protests, resulting in re-directing of R5.3 billion of reserves to universities and TVET Colleges to meet the promise of government to a no fee increase for students from lower and middle class families. The immediate effect of this shift of funds is the reduction of funds to target students enrolled in scarce and critical skills in HEIs, reduction of funds targeting artisan development, PSET capacity building and the reduction of funds targeting vulnerable youth currently not employed nor in education or training.

Table 9.7 also shows that of the 57 238 persons who benefited directly from NSF support during the 2017/18 financial year, a total of 16 643 were public HEIs students through NSF funded bursaries. Public HEIs received 14 048 undergraduate bursaries (male – 7 164 and female – 6 884) and 2 595 postgraduate bursaries (male – 1 085 and female – 1 510) in scarce skills fields of study. The bursaries allocation includes funding for 141 international scholarships to study various scarce skills programmes.

Other 40 595 beneficiaries were supported by the NSF through artisan development, occupational programmes at TVET colleges, skills development programmes and workplace-based learning, such as artisan development programmes and learnerships to support the National Growth Path (NGP), the Industrial Policy Action Plan (IPAP), rural development, Expanded Public Works Programme (EPWP) and other national priorities.


84

sources: Statistics on Post-School Education and Training in South Africa, 2012 to 2016.NSF audited financial statements for the year ending 31 March 2013 to 31 March 2018.Note 1: “Other” includes institutions other than government.Note 2: The negative amount indicated in 2015/16 refers to over provision relating to projects during the 2015/16 financial year.

In addition to supporting HEIs and TVET college students with bursaries, the NSF prioritised allocations to expand and improve the infrastructure of public HEIs, TVET colleges and CET colleges, and to support the improvement of infrastructure at state-owned enterprises. To this end, the NSF disbursed more than R1.3 billion towards skills infrastructure development as a national priority of government since 2012/13 financial year, mainly focussing on public HEIs as reflected in Table 9.8.

The decrease in the disbursement for 2017/18 is as a result of the specific skills infrastructure development projects coming to closure, such as at the project by University of Pretoria to expand its medical and veterinary facilities and Bachelor of Medicine and Bachelor of Surgery (MBChB) programmes, and Cape Peninsula University of Technology for the establishment of renewable energy training facilities. Furthermore, the skills infrastructure development project at the University of Limpopo did not commence as was envisaged.

Details of the previous years’ disbursements are reflected in the DHET publications Statistics on Post-School Education and Training in South Africa, 2012 to 2016.

Funds were also disbursed for the planning, development and refurbishment of TVET college campuses. These TVET college campuses are in geographical areas close to communities in high demand for post-school education facilities, based on the density of the population within each identified area and the unavailability of sufficient Post-School Education and Training facilities within the region. It is vital to provide the South African communities from these geographical locations with the opportunity towards acquiring a skill, relevant to the workplace, by establishing sufficient campuses close to the communities. The physical construction of the first three new TVET college campuses began in the 2014/15 financial year, namely Bhambanana and Nkandla A campuses which should be completed during 2018. The Thabazimbi campus has been completed during 2017.

A further 10 TVET Colleges campuses will be constructed or refurbished and work should commence during mid-2018.

9.5.3 nsf infrastructure grants

table 9.8: distribution of nsf infrastructure budget, 2012/13 – 2017/18

yearamount disbursed

Public hEis r’000 other r’000 total r’000

2012/13 21 113 32 838 53 951

2013/14 275 061 28 104 303 165

2014/15 407 425 18 014 425 439

2015/16 278 152 -19 278 133

2016/17 218 254 0 218 254

2017/18 70 477 0 70 477

total 1 270 482 78 937 1 349 419


85

source: 2017 heMis database, data extracted in november 2018.Note 1: SET majors mean majors in Science, Engineering and Technology. These include majors in Engineering, Health Sciences, Life Sciences, Physical Sciences, Computer Sciences

and Mathematical Sciences. Note 2: Business majors include majors in Accounting, Management and all other business-related majors, such as Marketing. Note 3: Humanities majors include majors in Education, Languages and Literary Studies, Fine Arts, Music and the Social Sciences.Note 4: Occasional students are students who are taking courses that are part of formally approved programmes, but who are not registered for a formal degree or diploma. Note 5: The category “Undergraduate degrees” includes professional Bachelor’s degrees, which are those that have an approved formal time of four or more years. Examples

include degrees such as B Tech, BSc (Engineering), MB ChB, BFA. Note 6: The category “Postgraduate, Below Master’s level” includes Postgraduate and Post-Diploma Diplomas, Postgraduate Bachelor’s degrees, and Honours degrees. Note 7: As a result of rounding off, numbers may not necessarily add up to totals. Note 8: Some students were coded as “major field of study unknown”, totals may not add up.

10. aPPEndix: statistical tablEs

table 10.1: number of students enrolled in public hEis, by major field of study, qualification type and institution, 2017

institution

Major field of study Qualification typesc

ienc

e, E

ngin

eerin

g an

d te

chno

logy

busi

ness

and

M

anag

emen

t

Educ

ation

all o

ther

hum

aniti

es a

nd

soci

al s

cien

ces

tota

l

occ

asio

nal s

tude

nts

und

ergr

adua

te

certi

ficat

es a

nd d

iplo

mas

und

ergr

adua

te d

egre

es

Post

grad

uate

, bel

ow

Mas

ter's

lev

el

Mas

ter's

deg

rees

doct

oral

deg

rees

tota

l

cape Peninsula university of technology 16 227 11 552 4 026 2 897 34 702 140 22 189 10 237 290 1 561 285 34 702

university of cape town 13 021 7 165 457 8 081 28 724 975 259 16 640 3 430 5 338 2 082 28 724central university of technology, free state 8 897 4 533 3 405 1 351 18 185 118 9 944 6 871 716 380 156 18 185

durban university of technology 13 501 10 964 1 169 4 153 29 787 0 20 784 7 749 0 898 356 29 787

university of fort hare 4 312 1 958 1 880 7 276 15 426 32 421 11 117 1 529 1 549 778 15 426

university of the free state 10 494 10 817 10 368 6 423 38 102 496 6 020 24 330 4 001 2 309 946 38 102

university of Johannesburg 16 752 20 213 3 764 9 718 50 447 81 13 780 27 999 4 488 3 021 1 078 50 447

university of kwaZulu-natal 19 022 8 077 7 300 14 697 49 096 669 55 34 254 4 887 6 067 3 164 49 096

university of limpopo 8 244 3 185 3 437 5 741 20 608 0 0 17 827 1 155 1 330 296 20 608

Mangosuthu university of technology 7 751 3 915 1 998 12 665 0 12 114 308 235 8 0 12 665

university of Mpumalanga 866 71 640 194 1 771 0 865 871 35 0 0 1 771

nelson Mandela university 10 441 9 243 1 809 6 128 27 621 326 10 028 12 974 1 667 2 024 602 27 621

north west university 11 932 11 552 27 197 11 877 62 558 228 15 818 33 247 8 526 3 142 1 597 62 558

university of Pretoria 25 661 8 222 7 192 9 620 50 695 463 177 34 359 7 261 6 117 2 318 50 695

rhodes university 2 468 1 480 1 072 3 058 8 077 63 1 5 597 909 910 597 8 077sefako Makgatho health science university 5 522 0 0 303 5 825 5 0 4 556 203 970 91 5 825

sol Plaatje university, northern cape 297 96 139 531 1 063 0 249 814 0 0 0 1 063

university of south africa 38 837 104 384 97 636 103 158 344 015 15 659 85 031 187 380 48 387 5 271 2 287 344 015

university of stellenbosch 15 092 6 740 1 355 7 928 31 114 1 087 131 19 272 3 992 4 938 1 694 31 114

tshwane university of technology 24 631 21 380 4 447 12 574 63 032 222 45 256 14 573 570 2 010 401 63 032

university of venda 6 776 3 085 2 112 3 732 15 705 0 304 13 663 711 674 353 15 705

vaal university of technology 10 411 5 534 218 3 055 19 218 292 15 703 2 660 297 195 71 19 218

walter sisulu university 8 107 10 294 5 235 6 881 30 517 0 15 771 12 885 1 218 587 56 30 517

university of western cape 8 408 2 821 2 162 9 053 22 443 0 296 16 942 2 249 1 988 968 22 443university of witwatersrand 18 719 8 409 3 088 8 164 38 380 498 0 24 621 3 726 7 392 2 143 38 380

university of Zululand 3 727 3 240 5 007 5 234 17 208 104 1 263 14 146 968 474 253 17 208

total 310 115 278 930 195 113 252 826 1 036 984 21 458 276 459 555 892 101 450 59 153 22 572 1 036 984

Appendix: Statistical Tables

86

source: 2017 heMis database, data extracted in november 2018.Note 1: Contact students are those who are registered mainly for courses offered in contact mode. Note 2: Distance students are those who are registered mainly for courses offered in distance mode. Note 3: The figures in the ‘’total’’ column are for both genders as well as population group. Note 4: As a result of rounding off, numbers and percentages may not necessarily add up to totals. Note 5: Audited data was amended to ensure that totals balance.Note 6: Total includes “unknown race” and “unknown gender”.

table 10.2: number of students enrolled in public hEis, by attendance mode, population group, gender and institution, 2017

institution

contact distanceaf

rican

colo

ured

indi

an/

asia

n

whi

te

tota

l

fem

ale

Mal

e

afric

an

colo

ured

indi

an/

asia

n

whi

te

tota

l

fem

ale

Mal

e

cape Peninsula university of technology

22 356 8 865 289 2 892 34 402 18 990 15 412 186 11 21 82 300 113 187

university of cape town 7 920 3 839 1 951 7 273 28 266 14 783 13 475 103 27 19 57 458 186 272central university of technology, free state

16 855 465 42 823 18 185 9 224 8 961 0 0 0 0 0 0 0

durban university of technology

24 931 384 3 855 613 29 787 14 873 14 914 0 0 0 0 0 0 0

university of fort hare 14 914 287 37 188 15 426 8 492 6 934 0 0 0 0 0 0 0university of the free state

22 241 1 901 351 6 800 31 293 18 765 12 528 5 352 192 351 914 6 809 4 703 2 106

university of Johannesburg

42 919 1 541 2 137 3 836 50 434 26 147 24 287 9 0 2 2 13 6 7

university of kwaZulu-natal

36 446 937 9 420 1 589 48 586 27 556 21 030 487 8 12 3 510 418 92

university of limpopo 20 585 8 4 6 20 608 10 997 9 611 0 0 0 0 0 0 0

Mangosuthu university of technology

12 596 22 41 6 12 665 6 042 6 623 0 0 0 0 0 0 0

university of Mpumalanga

1 763 2 0 6 1 771 990 781 0 0 0 0 0 0 0

nelson Mandela university

18 015 3 834 390 5 373 27 612 14 542 13 070 8 0 0 1 9 5 4

north west university 23 187 1 446 528 16 579 41 765 23 802 17 963 18 246 1 352 75 1 117 20 793 17 417 3 376

university of Pretoria 22 182 1 344 2 830 21 383 47 753 26 439 21 314 2 835 18 18 61 2 942 2 146 796

rhodes university 5 289 352 435 2 001 8 077 4 813 3 264 0 0 0 0 0 0 0

sefako Makgatho health science university

5 368 15 144 298 5 825 3 565 2 260 0 0 0 0 0 0 0

sol Plaatje university, northern cape

728 277 13 45 1 063 606 457 0 0 0 0 0 0 0

university of south africa

0 0 0 0 0 0 0 255 393 19 632 20 088 47 434 344 015 223 749 120 265

university of stellenbosch

5 570 5 647 966 18 895 31 114 16 852 14 260 0 0 0 0 0 0 0

tshwane university of technology

59 622 336 182 1 858 61 998 31 343 30 655 837 148 36 13 1 034 477 557

university of venda 15 683 3 10 9 15 705 8 458 7 247 0 0 0 0 0 0 0

vaal university of technology

18 691 110 40 246 19 087 8 590 10 497 131 0 0 0 131 53 78

walter sisulu university 30 302 45 99 71 30 517 17 212 13 305 0 0 0 0 0 0 0

university of western cape

10 086 10 114 908 1 132 22 443 13 464 8 979 0 0 0 0 0 0 0

university of witwatersrand

24 821 1 585 4 790 7 176 38 380 21 058 17 312 0 0 0 0 0 0 0

university of Zululand 17 110 25 47 20 17 208 10 022 7 186 0 0 0 0 0 0 0

total 480 180 43 384 29 509 99 118 659 970 357 625 302 325 283 587 21 388 20 622 49 684 377 014 249 273 127 740

Percentage 72.8% 6.6% 4.5% 15.0% 100% 54.2% 45.8% 75.2% 5.7% 5.5% 13.2% 100% 66.1% 33.9%


87

institution 2009 2010 2011 2012 2013 2014 2015 2016 2017


8 244 8 106 7 876 7 949 7 604 7 595 7 343 7 980 7 186

university of cape town 4 153 3 637 3 464 3 875 3 748 3 877 4 105 4 235 4 102

central university of technology, free state

3 941 3 321 2 722 2 803 3 408 3 795 3 683 4 316 4 995


6 856 7 096 6 243 6 078 6 842 7 568 7 687 7 062 7 825

university of fort hare 2 314 2 468 2 592 2 811 2 276 2 718 2 950 2 792 3 153

university of the free state

4 038 5 007 5 829 6 202 5 533 5 680 4 918 7 966 8 027


13 168 10 230 12 404 10 181 10 142 11 902 10 443 11 311 9 784


8 048 8 053 7 649 7 150 8 684 10 586 8 108 8 037 8 894

university of limpopo 3 421 4 745 5 288 5 137 4 861 5 291 4 514 4 878 4 716


3 032 2 769 2 510 2 840 2 883 2 684 2 791 3 138 3 677


n.a. n.a. n.a. n.a. n.a. 140 310 589 775


5 391 5 099 5 815 5 164 5 226 5 955 5 600 5 769 5 088

north west university 5 929 7 206 7 526 7 848 8 770 9 029 9 359 11 166 11 595

university of Pretoria 8 015 8 124 7 408 7 412 8 497 8 648 8 773 7 868 7 519

rhodes university 1 670 1 451 1 230 1 275 1 372 1 491 1 472 1 267 1 339


n.a. n.a. n.a. n.a. n.a. n.a. 926 979 993


n.a. n.a. n.a. n.a. n.a. 124 220 408 444

university of south africa 40 884 47 208 60 912 52 227 33 828 34 897 43 181 19 164 54 434


4 234 4 599 4 535 3 936 4 553 5 161 5 285 5 025 5 200


12 760 11 621 10 556 12 184 13 593 13 901 13 053 13 727 14 822

university of venda 1 796 1 680 1 975 2 176 3 457 3 579 3 460 3 488 3 086


5 956 6 073 4 816 4 412 4 010 3 841 3 300 4 937 4 513



3 251 3 783 3 852 3 871 3 896 4 109 4 047 5 056 4 575


6 590 5 300 4 684 5 349 5 418 5 921 5 475 6 439 5 907

university of Zululand 4 745 4 734 3 477 3 671 3 832 4 055 3 814 3 806 3 673

total 164 518 168 388 179 105 169 765 158 389 168 356 171 930 158 891 193 282

sources: Statistics on Post-School Education and Training in South Africa, 2016.2017 heMis database, data extracted in november 2018.Note 1: A first time entering undergraduate student is defined as a person who is (a) registered for an undergraduate or prediplomate course, and (b) has not registered in any

HEI in the past.Note 2: “n.a.” means not applicable.

table 10.3: number of first-time undergraduate students enrolled in public hEis by institution, 2009 – 2017


88

source: 2017 heMis database, data extracted in november 2018.Note 1: Full-time equivalent (FTE) student enrolments are calculated (a) by assigning to each course a fraction representing the weighting it has in the curriculum of a

qualification, and (b) by multiplying the headcount enrolment of that course by this fraction. Note 2: FTE contact students are those who are registered mainly for courses offered in contact mode. Note 3: FTE distance students are those who are registered mainly for courses offered in distance mode. Note 4: Definitions for fields of study employed here are the same as those employed in Table 10.1. Note 5: The totals above include undergraduate and postgraduate courses. Note 6: As a result of rounding off, numbers and percentages may not necessarily add up to totals.Note 7: Audited data was amended to ensure that totals balance.

institution

contact distance

total contact

and distancesc

ienc

e,

Engi

neer

ing

and

tech

nolo

gy

busi

ness

and

M

anag

emen

t

Educ

ation

all o

ther

hu

man

ities

and

so

cial

sci

ence

s

tota

l

scie

nce,

En

gine

erin

g an

d te

chno

logy

busi

ness

and

M

anag

emen

t

Educ

ation

all o

ther

hu

man

ities

and

so

cial

sci

ence

s

tota

l


10 826 7 960 2 816 3 952 25 555 18 248 0 0 266 25 821

university of cape town 9 431 4 972 327 6 766 21 496 28 287 0 1 316 21 812central university of technology, free state

6 125 2 901 3 170 1 467 13 663 0 0 0 0 0 13 663


9 007 6 678 1 687 4 623 21 995 0 0 0 0 0 21 995

university of fort hare 3 226 1 443 1 980 5 861 12 510 0 0 0 0 0 12 510

university of the free state 7 640 4 361 4 207 9 081 25 289 10 772 1 957 870 3 609 28 898

university of Johannesburg 11 785 13 939 2 951 10 124 38 799 2 0 1 0 2 38 801


12 931 5 442 6 237 11 918 36 528 132 0 0 0 132 36 660

university of limpopo 6 198 2 559 3 132 5 473 17 361 0 0 0 0 0 17 361Mangosuthu university of technology

4 868 2 493 3 1 498 8 862 0 0 0 0 8 862

university of Mpumalanga 858 71 533 160 1 623 0 0 0 0 0 1 623

nelson Mandela university 7 996 6 738 1 254 5 688 21 675 1 0 0 0 1 21 676

north west university 10 083 7 571 4 378 12 924 34 956 468 82 8 457 1 090 10 097 45 052

university of Pretoria 19 433 6 701 3 239 9 439 38 811 0 0 898 0 898 39 709

rhodes university 1 986 1 113 716 2 789 6 604 0 0 0 0 0 6 604sefako Makgatho health science university

4 331 0 0 319 4 650 0 0 0 0 0 4 650


284 101 407 321 1 114 0 0 0 0 0 1 114

university of south africa 0 0 0 0 0 24 876 52 378 47 410 75 883 200 546 200 546

university of stellenbosch 11 715 5 367 1 173 6 054 24 308 0 0 0 0 0 24 308


15 868 13 583 3 327 12 343 45 120 0 0 0 870 870 45 990

university of venda 5 006 1 596 1 905 4 641 13 148 0 0 0 0 0 13 148


5 593 3 954 188 2 892 12 626 8 82 0 8 98 12 725

walter sisulu university 6 652 5 345 6 899 6 994 25 891 0 0 0 0 0 25 891

university of western cape 6 230 2 162 1 671 7 182 17 246 0 0 0 0 0 17 246


13 564 5 666 1 932 7 712 28 874 0 0 0 0 0 28 874

university of Zululand 3 240 2 845 4 708 5 270 16 063 0 0 0 0 0 16 063

total 194 874 115 562 58 839 145 491 514 766 25 543 53 849 58 722 78 721 216 836 731 602

Percentage 38% 22% 11% 28% 100% 12% 25% 27% 36% 100%

table 10.4: full-time Equivalent student enrolment in public hEis by attendance mode, major field of study and institution, 2017


89

source: 2017 heMis database, data extracted in november 2018.Note 1: Definitions of fields of study are the same as those used in Table 10.1. Note 2: Definitions of formal qualifications are the same as those used in Table 10.1. Note 3: As a result of rounding off, numbers may not necessarily add up to totals. Note 4: Some students were coded as “major field of study unknown”, or “unknown qualification type”, totals may not add up.

table 10.5: number of students who graduated from public hEis by major field of study, qualification type and institution, 2017

institution

Major field of study formal Qualification

scie

nce,

En

gine

erin

g an

d te

chno

logy

busi

ness

and

M

anag

emen

t

Educ

ation

all o

ther

hu

man

ities

and

so

cial

sci

ence

s

tota

l

und

ergr

adua

te

certi

ficat

es a

nd

dipl

omas

und

ergr

adua

te

degr

ees

Post

grad

uate

be

low

Mas

ter's

le

vel

Mas

ter's

de

gree

s

doct

oral

de

gree

s

tota

l


3 734 3 559 1 010 786 9 088 4 927 3 784 267 93 17 9 088

university of cape town 2 649 2 377 219 1 978 7 223 56 3 383 2 368 1 139 277 7 223


1 670 918 828 400 3 816 1 737 1 651 360 48 20 3 816


3 346 2 550 221 1 736 7 853 4 896 2 777 0 147 33 7 853

university of fort hare 993 460 499 1 410 3 361 97 2 035 886 226 117 3 361


2 296 1 980 1 977 1 725 7 978 1 889 3 229 2 240 493 127 7 978


4 255 5 214 1 067 2 468 13 004 3 051 6 436 2 712 679 126 13 004


3 683 2 254 1 980 3 230 11 146 5 6 247 3 381 1 125 388 11 146

university of limpopo 1 684 903 779 1 491 4 857 0 3 780 810 238 29 4 857


1 276 889 0 193 2 358 2 088 122 142 6 0 2 358


127 10 100 0 237 85 135 17 0 0 237


2 626 2 443 483 1 386 6 939 2 325 3 019 1 061 442 92 6 939

north west university 2 735 3 072 7 707 2 490 16 004 5 032 6 139 3 785 813 235 16 004

university of Pretoria 5 388 3 027 2 356 2 502 13 273 50 6 852 4 151 1 866 354 13 273

rhodes university 742 458 397 895 2 492 1 1 453 716 235 87 2 492sefako Makgatho health science university

1 002 0 0 37 1 039 0 747 137 140 15 1 039


45 9 18 40 111 66 45 0 0 0 111

university of south africa 3 621 11 470 18 813 10 940 44 842 13 894 18 047 11 681 931 289 44 842

university of stellen-bosch

3 615 2 594 479 2 245 8 933 62 4 091 2 874 1 601 305 8 933


5 274 5 133 941 3 406 14 754 8 856 5 356 187 300 55 14 754

university of venda 1 452 627 584 814 3 477 112 2 638 512 173 42 3 477


1 958 1 570 116 499 4 143 2 764 1 181 153 40 5 4 143



1 814 847 524 1 612 4 797 143 2 841 1 313 380 120 4 797


3 772 2 233 885 2 240 9 129 1 4 696 2 435 1 714 283 9 129

university of Zululand 739 639 1 583 1 144 4 105 300 2 965 722 86 32 4 105

total 61 581 57 772 44 434 47 144 210 931 55 426 96 120 43 377 12 951 3 057 210 931


90

source: 2017 heMis database, data extracted in november 2018.Note 1: These graduation rates serve as proxies for throughput rates of cohorts of students. A detailed account of benchmarks related to these graduation rates can be seen in

The National Plan for Higher Education (Department of Education: 2001).Note 2: The benchmarks in the National Plan were set on the basis that at least 75% of any cohort of students entering a programme should complete their degrees or diplomas.

When converted to graduation rates, the cohort throughput rates in the table above are equivalent to graduation rates of, broadly, the following kind:

Note 3: Graduation rates include graduates and diplomates.Note 4: “n.a.” means not applicable.

table 10.6: summaries of graduation rates in public hEis by qualification type and institution, 2017

institutionundergraduate certificates and

diplomas (%)

undergraduate degrees (%)

Postgraduate below Master's

level

Master's degrees (%)

doctoral degrees (%)

cape Peninsula university of technology 22.2 37.0 92.1 6.0 6.0

university of cape town 21.6 20.3 69.0 21.3 13.3


17.5 24.0 50.3 12.6 12.8

durban university of technology 23.6 35.8 n.a. 16.4 9.3

university of fort hare 23.0 18.3 57.9 14.6 15.0

university of the free state 31.4 13.3 56.0 21.4 13.4

university of Johannesburg 22.1 23.0 60.4 22.5 11.7

university of kwaZulu-natal 9.1 18.2 69.2 18.5 12.3

university of limpopo n.a. 21.2 70.1 17.9 9.8

nelson Mandela university 23.2 23.3 63.6 21.8 15.3

north west university 31.8 18.5 44.4 25.9 14.7

university of Pretoria 28.2 19.9 57.2 30.5 15.3

rhodes university 100.0 26.0 78.8 25.8 14.6

university of south africa 16.3 9.6 24.1 17.7 12.6

university of stellenbosch 47.3 21.2 72.0 32.4 18.0

tshwane university of technology 19.6 36.8 32.8 14.9 13.7

university of venda 36.8 19.3 72.0 25.7 11.9

vaal university of technology 17.6 44.4 51.5 20.5 7.0

walter sisulu university 19.0 19.2 38.3 6.1 16.1

university of western cape 48.3 16.8 58.4 19.1 12.4

university of witwatersrand n.a. 19.1 65.4 23.2 13.2

university of Zululand 23.8 21.0 74.6 18.1 12.6

sol Plaatje university, northern cape 26.5 5.5 n.a. n.a. n.a.

university of Mpumalanga 9.8 15.5 48.6 n.a. n.a.

Mangosuthu university of technology 17.2 39.6 60.4 75.0 n.a.

sefako Makgatho health science univer-sity

n.a. 16.4 67.5 14.4 16.5

average percentage 20.0 17.3 42.8 21.9 13.5

Undergraduate Doctoral

Contact programmes 25% 20%

Distance programmes 15% 15%


91

institution

contact (%) distance (%)

afric

an

colo

ured

indi

an/a

sian

whi

te

aver

age

afric

an

colo

ured

indi

an/a

sian

whi

te

aver

age


74.7 84.6 85.5 92.1 78.9 72.9 84.1 90.9 78.3 75.7

university of cape town 78.6 84.6 85.0 93.2 85.1 89.9 95.7 98.0 97.7 93.4


75.9 75.6 76.9 80.4 76.1 n.a. n.a. n.a. n.a. n.a.


86.1 88.2 85.9 88.6 86.1 n.a. n.a. n.a. n.a. n.a.

university of fort hare 82.9 85.9 78.7 92.2 83.1 n.a. n.a. n.a. n.a. n.a.


77.3 78.9 86.1 90.2 80.1 83.3 74.2 71.3 80.2 81.9


85.1 85.1 89.5 91.1 85.6 n.a. n.a. n.a. n.a. n.a.


81.2 82.8 86.4 88.7 82.3 90.0 100.0 83.3 100.0 90.0

university of limpopo 87.2 100.0 100.0 100.0 87.2 n.a. n.a. n.a. n.a. n.a.


80.3 85.1 75.6 94.7 80.3 n.a. n.a. n.a. n.a. n.a.

university of Mpumalanga 85.6 65.6 n.a. 56.6 85.5 n.a. n.a. n.a. n.a. n.a.


75.5 80.6 83.9 88.4 78.7 0.0 n.a. n.a. n.a. 0.0

north west university 84.7 83.6 87.2 89.5 86.6 79.5 77.7 87.3 90.7 80.3

university of Pretoria 76.8 80.0 80.8 87.0 81.8 100.0 n.a. n.a. n.a. 100.0

rhodes university 82.7 81.0 85.1 87.7 83.9 n.a. n.a. n.a. n.a. n.a.


88.6 98.7 88.3 96.1 88.9 n.a. n.a. n.a. n.a. n.a.


87.4 86.7 90.9 89.7 87.3 n.a. n.a. n.a. n.a. n.a.

university of south africa n.a. n.a. n.a. n.a. n.a. 63.6 66.8 71.2 75.1 65.9

university of stellenbosch 76.4 83.6 86.8 90.0 87.2 n.a. n.a. n.a. n.a. n.a.


76.7 77.1 81.5 85.0 76.9 80.9 75.3 88.2 84.0 80.4

university of venda 86.5 80.4 83.1 100.0 86.5 n.a. n.a. n.a. n.a. n.a.


76.2 78.5 62.7 70.1 76.1 83.2 n.a. n.a. n.a. 83.2

walter sisulu university 80.7 78.8 96.9 90.5 80.8 n.a. n.a. n.a. n.a. n.a.


77.1 82.4 86.3 91.2 80.7 n.a. n.a. n.a. n.a. n.a.

university of witwa-tersrand

76.8 84.3 85.6 91.3 80.7 n.a. n.a. n.a. n.a. n.a.

university of Zululand 85.0 90.0 95.4 95.2 85.0 n.a. n.a. n.a. n.a. n.a.

average percentage 80.5 83.0 85.7 89.3 82.1 64.8 67.6 71.3 75.5 66.8

source: 2017 heMis database, data extracted in november 2018.Note 1: Undergraduate courses are those coded as lower prediplomate/undergraduate, intermediate prediplomate/undergraduate and higher undergraduate. Note 2: Success rates are determined as follows: a calculation is made of full-time equivalent (FTE) enrolled student totals for each category of courses. A further FTE

calculation,using the same credit values, is made for each category of courses for those students who passed the courses. The success rates are then determined as: FTE passes divided by FTE enrolments. The success rates shown are, therefore, weighted averages for contact and distance courses for each population group.

Note 3: “n.a.” means not applicable.

table 10.7: undergraduate success rates of students in public hEis by attendance mode, population group and institution, 2017


92

table 10.8: number of permanent staff in public hEis by population group, gender, personnel categories and institution, 2017

source: 2017 heMis database, data extracted in november 2018.Note 1: A permanent staff member is defined as an employee who contributes to an institutional pension or retirement fund. Note 2: Instruction/research staff (also referred to as academic staff) are those who spend more than 50% of their official time on duty on instruction and research activities. Note 3: The category “administrative staff” includes all executive and professional staff who spend less than 50% of their official time on duty on instruction and research

activities, as well as all technical and office staff. Note 4: The category “service staff” includes all staff, such as cleaners, gardeners, security guards and messengers, who are not engaged in supervisory or administrative

functions linked to an office. Note 5: Black staff, for the purpose of this summary table, includes all African, Coloured and Indian/Asian staff employed on a permanent contract.Note 6: As a result of rounding off, numbers may not necessarily add up to totals.

institution

african coloured indian/ asian white

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89 173 244 167 430 391 127 132 280 199 138 130 17 26 7 4 2 1 129 148 84 53 1 1

university of cape town 59 124 354 437 391 207 81 67 824 455 224 125 49 52 85 25 0 0 369 369 339 200 4 1


45 94 151 113 32 42 8 3 33 17 1 3 3 7 1 5 0 0 83 62 66 31 1 2


87 94 195 229 8 40 8 9 17 10 0 0 113 120 172 155 1 6 68 54 38 17 0 0

university of fort hare 85 161 281 211 2 16 5 10 16 6 0 1 4 6 0 3 0 0 48 46 32 10 0 0

university of the free state 95 120 277 207 101 109 21 20 132 41 6 11 7 8 11 5 0 0 411 318 517 186 1 3


178 290 498 749 605 604 35 27 135 40 6 3 77 66 102 29 0 0 294 267 334 164 5 2

university of kwaZulu-natal 206 217 571 336 600 463 17 15 72 27 1 1 223 157 337 256 7 39 154 127 129 57 1 0

university of limpopo 177 325 252 199 26 47 3 2 2 0 0 0 3 8 4 1 0 0 28 19 17 15 0 0


56 93 147 148 25 35 2 0 0 3 0 0 13 25 5 5 0 0 9 7 4 2 0 0

university of Mpumalanga 28 42 93 75 43 43 0 0 0 1 0 0 4 0 0 1 0 0 8 8 8 6 0 0

nelson Mandela university 52 69 263 150 117 167 53 32 189 114 8 13 13 11 36 15 1 0 183 194 286 137 2 6

north west university

159 267 350 288 144 166 28 26 91 58 6 12 11 16 18 7 0 0 538 465 849 390 6 12

university of Pretoria 110 126 444 387 399 474 14 17 109 29 2 2 45 27 46 22 0 0 472 425 635 248 13 13

rhodes university 29 38 136 97 216 186 8 13 60 53 14 23 6 11 13 8 0 0 97 120 124 55 1 1sefako Makgatho health science university

258 212 190 128 268 225 2 2 1 1 0 0 21 26 1 2 0 0 48 41 52 11 0 0


16 36 27 21 3 5 4 6 11 7 0 0 2 2 0 1 0 0 11 9 8 10 0 0

university of south africa

355 522 1 448 1 348 273 73 21 29 79 62 3 0 66 37 52 39 0 0 475 291 462 235 0 1


38 51 115 84 14 24 86 70 572 404 86 120 12 21 20 11 0 0 401 473 744 299 8 3


202 341 604 639 328 291 7 10 21 5 0 0 20 18 18 10 0 0 198 173 274 114 2 1

university of venda 156 271 204 212 59 43 2 0 0 2 0 0 2 2 0 0 0 0 10 12 2 2 0 0


91 157 238 159 128 78 3 2 8 5 1 0 8 8 5 9 0 0 78 55 66 35 1 1

walter sisulu university 219 263 319 247 79 88 3 5 5 6 0 1 17 23 6 1 0 1 21 29 8 13 0 0

university of western cape 31 22 92 64 2 3 135 120 401 290 2 24 33 14 14 12 0 0 102 86 24 18 0 0

university of witwatersrand 138 209 989 705 357 642 39 17 134 36 2 4 79 47 151 77 0 0 337 329 220 107 0 1

university of Zululand 99 136 331 245 67 106 0 1 1 3 0 0 15 18 13 7 0 0 24 22 12 10 0 0

total 3 058 4 453 8 813 7 645 4 717 4 568 712 635 3 193 1 874 500 473 863 756 1 117 710 11 47 4 596 4 149 5 334 2 425 46 48


93

source: 2017 heMis database, data extracted in november 2018.Note 1: A permanent staff member is defined as an employee who contributes to an institutional pension or retirement fund. Note 2: Instruction/research staff (also referred to as academic staff) are those who spend more than 50% of their official time on duty on instruction and research activities. Note 3: The category “administrative staff” includes all executive and professional staff who spend less than 50% of their official time on duty on instruction and research

activities, as well as all technical and office staff. Note 4: The category “service staff” includes all staff, such as cleaners, gardeners, security guards and messengers, who are not engaged in supervisory or administrative

functions linked to an office. Note 5: Black staff, for the purpose of this summary table, includes all African, Coloured and Indian/Asian staff employed on a permanent contract.Note 6: As a result of rounding off, numbers and percentages may not necessarily add up to totals.

table 10.9: number and percentage of permanent staff in public hEis, by population group, gender, personnel categories and institution, 2017

institution

total Permanent staff % of black staff in total % of female staff in total

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843 1 038 1 095 67 87 100 43 59 52

university of cape town 1 208 2 741 959 36 80 99 47 59 65


305 417 81 52 77 96 46 60 42


581 835 55 74 93 100 48 51 16

university of fort hare 365 559 19 74 92 100 39 59 11

university of the free state 1 000 1 376 231 27 49 98 53 68 47

university of Johannesburg 1 234 2 051 1 225 55 76 99 47 52 50


1 341 1 830 1 112 62 87 100 48 62 55

university of limpopo 565 490 73 92 93 100 37 56 36


205 314 60 92 98 100 39 50 42

university of Mpumalanga 90 184 86 82 92 100 44 55 50

nelson Mandela university 607 1 190 314 38 64 97 50 65 41

north west university 1 510 2 051 346 34 40 95 49 64 45

university of Pretoria 1 236 1 921 903 27 54 97 52 64 46

rhodes university 322 546 441 33 67 100 43 61 52


610 386 493 85 84 100 54 63 54


86 85 8 77 79 100 38 54 38

university of south africa 1 796 3 725 350 57 81 100 51 55 79

university of stellenbosch 1 152 2 249 255 24 54 96 47 65 42


969 1 685 622 62 77 100 44 54 53

university of venda 455 422 102 95 99 100 37 49 58


402 525 209 67 81 99 45 60 62

walter sisulu university 580 606 169 91 96 100 45 56 47

university of western cape 658 926 31 54 94 100 50 58 13

university of witwatersrand 1 195 2 419 1 006 44 86 100 50 62 36

university of Zululand 316 622 173 85 96 100 44 57 39

total 19 631 31 193 10 418 53 75 99 47 59 51


94

Source: TVETMIS 2017, data extracted in January 2019.Note 1: NC(V) refers to the National Certificate (Vocational) Levels 2-4.Note 2: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification.Note 3: “Occupational Qualifications” are those qualifications associated with a trade, occupation or profession, resulting from work-based learning and consisting of

knowledge, practical and work experience components. Accreditation by a SETA (and QCTO) is linked to these qualifications.Note 4: “Other” refers to all other programmes offered in TVET colleges, for example skills and short courses (accredited or not) as well as enrolment into higher certificates. It



table 10.10: Enrolment cycle count of students in tvEt colleges by college and qualification category, 2017

college nc(v) report 191 (n1-n6)

occupational Qualifications other total

1. boland tvEt college 1 468 5 958 2 501 162 10 0892. buffalo city tvEt college 3 098 5 186 0 0 8 2843. capricorn tvEt college 7 755 29 376 88 0 37 2194. central Jhb tvEt college 1 716 13 601 1 40 15 3585. coastal tvEt college 4 767 8 980 0 50 13 7976. college of cape town tvEt college 2 901 9 395 0 3 992 16 2887. Eastcape Midlands tvEt college 2 880 7 934 0 0 10 8148. Ehlanzeni tvEt college 4 120 9 438 0 0 13 5589. Ekurhuleni East tvEt college 3 537 13 211 0 25 16 77310. Ekurhuleni west tvEt college 6 864 11 147 0 261 18 27211. Elangeni tvEt college 3 492 4 452 269 25 8 23812. Esayidi tvEt college 3 409 12 217 15 90 15 73113. false bay tvEt college 1 672 7 022 1 124 2 147 11 96514. flavius Mareka tvEt college 686 10 307 0 291 11 28415. gert sibande tvEt college 5 593 7 033 0 0 12 62616. goldfields tvEt college 1 362 7 133 0 0 8 49517. ikhala tvEt college 1 894 6 182 0 0 8 07618. ingwe tvEt college 3 563 10 701 0 0 14 26419. king hintsa tvEt college 1 718 3 475 0 0 5 19320. king sabata dalindyebo tvEt college 3 518 8 674 0 40 12 23221. lephalale tvEt college 623 8 865 69 28 9 58522. letaba tvEt college 2 223 4 399 0 107 6 72923. lovedale tvEt college 1 083 4 008 0 343 5 43424. Majuba tvEt college 4 561 18 434 0 0 22 99525. Maluti tvEt college 3 663 7 014 0 12 10 68926. Mnambithi tvEt college 1 664 7 084 0 125 8 87327. Mopani south East tvEt college 3 443 6 372 0 81 9 89628. Motheo tvEt college 1 291 18 943 0 518 20 75229. Mthashana tvEt college 1 263 5 358 204 0 6 82530. nkangala tvEt college 3 275 16 166 0 0 19 44131. northern cape rural tvEt college 981 4 340 356 0 5 67732. northern cape urban tvEt college 571 3 363 308 448 4 69033. northlink tvEt college 2 218 18 630 2 732 1 851 25 43134. orbit tvEt college 3 481 10 521 224 0 14 22635. Port Elizabeth tvEt college 2 652 7 502 84 1 555 11 79336. sedibeng tvEt college 3 979 16 422 0 30 20 43137. sekhukhune tvEt college 1 905 7 398 26 0 9 32938. south cape tvEt college 1 359 3 356 0 1 068 5 78339. south west gauteng tvEt college 8 495 16 628 30 276 25 42940. taletso tvEt college 2 064 6 836 0 0 8 90041. thekwini tvEt college 1 681 10 264 197 135 12 27742. tshwane north tvEt college 3 137 19 075 0 2 471 24 68343. tshwane south tvEt college 2 184 19 189 0 4 143 25 51644. umfolozi tvEt college 3 521 9 044 511 543 13 61945. umgungundlovu tvEt college 1 936 8 197 473 313 10 91946. vhembe tvEt college 5 472 25 106 0 0 30 57847. vuselela tvEt college 1 813 6 794 281 303 9 19148. waterberg tvEt college 1 985 1 344 291 101 3 72149. west coast tvEt college 2 622 5 503 1 185 2 640 11 95050. western college tvEt college 1 215 22 576 0 319 24 110total 142 373 510 153 10 969 24 533 688 028


95

college nc(v) report 191 (n1-n6) total1. boland tvEt college 1 412 2 624 4 0362. buffalo city tvEt college 2 730 1 657 4 3873. capricorn tvEt college 6 899 9 994 16 8934. central Jhb tvEt college 1 422 5 103 6 5255. coastal tvEt college 4 501 3 029 7 5306. college of cape town tvEt college 2 699 3 676 6 3747. Eastcape Midlands tvEt college 2 774 2 684 5 4588. Ehlanzeni tvEt college 3 810 3 543 7 3539. Ekurhuleni East tvEt college 3 268 4 425 7 69310. Ekurhuleni west tvEt college 6 406 3 757 10 16211. Elangeni tvEt college 3 264 1 854 5 11812. Esayidi tvEt college 2 998 4 815 7 81313. false bay tvEt college 1 501 3 167 4 66814. flavius Mareka tvEt college 599 3 513 4 11215. gert sibande tvEt college 5 626 2 462 8 08816. goldfields tvEt college 1 186 2 329 3 51517. ikhala tvEt college 1 726 2 501 4 22618. ingwe tvEt college 3 070 4 591 7 66119. king hintsa tvEt college 1 492 1 531 3 02220. king sabata dalindyebo tvEt college 3 171 3 134 6 30421. lephalale tvEt college 548 2 305 2 85322. letaba tvEt college 2 037 1 829 3 86723. lovedale tvEt college 1 094 1 782 2 87624. Majuba tvEt college 4 067 6 493 10 56025. Maluti tvEt college 3 396 2 677 6 07326. Mnambithi tvEt college 1 518 2 905 4 42227. Mopani south East tvEt college 3 372 2 365 5 73728. Motheo tvEt college 1 028 6 523 7 55129. Mthashana tvEt college 1 184 2 044 3 22830. nkangala tvEt college 3 067 4 790 7 85731. northern cape rural tvEt college 958 1 570 2 52932. northern cape urban tvEt college 619 1 513 2 13233. northlink tvEt college 2 167 6 521 8 68834. orbit tvEt college 3 010 3 704 6 71435. Port Elizabeth tvEt college 2 564 3 030 5 59436. sedibeng tvEt college 3 477 5 601 9 07837. sekhukhune tvEt college 1 720 2 699 4 41938. south cape tvEt college 1 296 1 748 3 04439. south west gauteng tvEt college 7 984 6 283 14 26640. taletso tvEt college 1 767 2 592 4 35941. thekwini tvEt college 1 650 3 746 5 39742. tshwane north tvEt college 2 700 6 792 9 49243. tshwane south tvEt college 1 927 5 810 7 73744. umfolozi tvEt college 3 321 3 191 6 51345. umgungundlovu tvEt college 1 876 2 682 4 55846. vhembe tvEt college 4 867 8 249 13 11647. vuselela tvEt college 1 577 2 540 4 11648. waterberg tvEt college 2 081 450 2 53149. west coast tvEt college 2 462 2 430 4 89350. western college tvEt college 1 028 7 582 8 610total 130 914 182 836 313 750

Source: TVETMIS 2017, data extracted in January 2019.Note 1: As a result of rounding off, numbers may not necessarily add up. Note 2: NC(V) refers to the National Certificate (Vocational) Levels 2-4.Note 3: Report 191 refers to the NATED programmes, N1 to N6, Non-National Certificate and N Diploma. It is a part-qualification on NQF level 5.Note 4: FTE enrolments represent weighted students enrolment. One FTE presents a student who is enrolled for all the subjects of a programme on a particular level. Statistics

on FTEs are important, as they are used to allocate resources to public TVET colleges.

table 10.11: full-time Equivalent student enrolment in tvEt colleges by qualification category, 2017


96

Source: DHET Annual Report 2017/18.

table 10.12: funding allocated for public hEis, by institution, 2017/18

institution total amount allocated r’000

cape Peninsula university of technology 1 261 058

university of cape town 1 435 635

central university of technology, free state 599 942

durban university of technology 941 585

university of fort hare 730 064

university of the free state 1 255 684

university of Johannesburg 1 880 776

university of kwaZulu-natal 1 977 664

university of limpopo 839 460

university of Mpumalanga 841 128

Mangosuthu university of technology 518 110

nelson Mandela Metropolitan university 1 038 645

north west university 1 770 743

university of Pretoria 2 415 378

rhodes university 476 456

sefako Makgatho health science university 686 371

sol Plaatje university, northern cape 511 727

university of south africa 3 331 068

university of stellenbosch 1 514 777

tshwane university of technology 1 801 539

university of venda 653 534

vaal university of technology 707 240

walter sisulu university 1 069 807

university of western cape 1 006 997

university of witwatersrand 1 646 129

university of Zululand 668 785

total 31 580 302


97

college total amount allocated r’0001. boland tvEt college 29 4192. buffalo city tvEt college 35 2513. capricorn tvEt college 31 2364. central Jhb tvEt college 29 5445. coastal tvEt college 27 5246. college of cape town tvEt college 47 5657. Eastcape Midlands tvEt college 36 3298. Ehlanzeni tvEt college 37 8039. Ekurhuleni East tvEt college 40 65610. Ekurhuleni west tvEt college 59 27811. Elangeni tvEt college 23 27112. Esayidi tvEt college 12 64613. false bay tvEt college 38 22114. flavius Mareka tvEt college 13 74815. gert sibande tvEt college 45 97816. goldfields tvEt college 17 75417. ikhala tvEt college 24 58118. ingwe tvEt college 40 48019. king hintsa tvEt college 21 89220. king sabata dalindyebo tvEt college 34 96621. lephalale tvEt college 5 25622. letaba tvEt college 16 46323. lovedale tvEt college 21 50324. Majuba tvEt college 54 28325. Maluti tvEt college 27 52526. Mnambithi tvEt college 9 03927. Mopani south East tvEt college 25 47228. Motheo tvEt college 48 75529. Mthashana tvEt college 8 15130. nkangala tvEt college 47 44831. northern cape rural tvEt college 10 75932. northern cape urban tvEt college 10 31833. northlink tvEt college 49 89534. orbit tvEt college 48 39535. Port Elizabeth tvEt college 39 48136. sedibeng tvEt college 36 23637. sekhukhune tvEt college 12 24138. south cape tvEt college 23 89439. south west tvEt college 55 80440. taletso tvEt college 12 93241. thekwini tvEt college 15 30142. tshwane north tvEt college 47 30643. tshwane south tvEt college 50 59044. umfolozi tvEt college 33 07545. umgungundlovu tvEt college 7 31446. vhembe tvEt college 38 84247. vuselela tvEt college 12 00748. waterberg tvEt college 14 13649. west coast tvEt college 31 72650. western college tvEt college 33 460total 1 495 749

Source: DHET Annual Report 2017/18.Note: Funding allocated to TVET colleges includes the amounts that were transferred to TVET colleges for subsidies and training purposes and not the operational costs that are

directly paid by the Department.

table 10.13: funding allocated for tvEt colleges, by college, 2017/18


98

Source: DHET BAS report, 2018.Note: Funding includes subsidy amounts transferred in respect of Community Learning Centres and not the operational costs that are directly paid by the Department.

table 10.14: funding allocation for cEt colleges, by college, 2017/18

college total amount allocated r’000

Eastern cape cEt college 7 401

free state cEt college 4 793

gauteng cEt college 30 384

kwaZulu-natal cEt college 8 599

limpopo cEt college 13 715

Mpumalanga cEt college 13 794

northern cape cEt college 1 971

north west cEt college 14 336

western cape cEt college 8 904

total 103 897


99

11. ExPlanatory notEs

11.1 introduction

These explanatory notes provide information about data sources and some methodological issues pertaining to the data submitted to the Department for the compilation of this publication.

11.2 scoPE

Information for this publication has been provided by the following education and training institutions and entities:

• Public and private Higher Education Institutions (HEIs);• Technical and Vocational Education and Training (TVET) colleges; • Private colleges; • Community Education and Training (CET) colleges;• Sector Education and Training Authorities (SETAs); • The National Student Financial Aid (NSFAS);• The National Artisan Development Support Centre (NADSC); and • The National Skills Fund (NSF).

11.3 MEthodologyData pertaining to CET and private colleges are provided to the Department in an aggregated format (that is, unit record data are not available), while HEIs and TVET colleges submit unit record data directly to the Department as per the format prescribed by the Department. TVET colleges started submitting unit level record data in 2016 using the Technical and Vocational Education and Training Management Information System (TVETMIS), while data for the previous academic years were submitted in an aggregated format.

Previous statistical data on TVET colleges reported on programme headcount, which reflected the total number of enrolments for the enrolment cycle, irrespective of the unique student ID. Thus all programme and subject enrolments were counted, whether the same student is counted more than once.

Data used in the 2017 report for TVET colleges reports on an enrolment cycle count of students, where a student is counted only once in an enrolment period/cycle, irrespective of the programme and subject enrolment and taking into account the college the student is registered at. There are six (6) enrolment intakes/cycles at TVET colleges during an academic year – i.e. annual, trimester (3) and semester (2). Enrolment into the NC(V) qualification is annually, for Report 191 Engineering Studies enrolment is in trimesters and for the Business and General Studies programmes of Report 191, the intake is per semester.

SETAs, NADSC and the NSF provide aggregated data to the Department. The Department develops and implements policy, standards, definitions and classifications for the aggregation, standardisation and uniformity in the collection of education information from provinces. The data reported in this publication is as received from the institutions and entities and no imputation and weighting was done on it. Data for CET and private colleges is reported in October of every year.

11.4 rEsPonsE ratEs

The response rates to data submitted to the Department with respect to 2017 data are as follows:

• Public HEIs: 100%• Private HEIs: 100%• TVET colleges: 100%• Community Learning Centres: 93%• Private colleges: 69%

Explanatory Notes

100

Glossary

12. glossary

administrative staff

All technical and office staff, as well as all executive and professional staff who spend more than 50% of their official time on administrative functions. Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

apprenticeship

A learnership in respect of a listed trade, and includes a trade-test in respect of that trade. South Africa (2000). South Africa (1998) Skills Development Act, No. 97 of 1998 (as amended). Pretoria.

artisan

A person who has been certified as competent to perform a listed trade in accordance with the Skills Development Act 1998 (Act No. 97 of 1998). South Africa (1998) Skills Development Act, No. 97 of 1998 (as amended) Pretoria.

bursary

That part of the loan granted to a person by the NSFAS, that the person is not required to pay back on compliance with the criteria and conditions set in the written agreement. South Africa (1999) National Student Financial Aid Scheme Act, No. 56 of 1999. Pretoria.

certification

Formal Recognition of a qualification or part-qualification awarded to a successful learner. SAQA (2013) Standard Glossary of Terms: Terms related to the South African National Qualifications Framework. Pretoria.

college

(a) a public college that is established or declared as:

(i) a technical and vocational education and training college; or

(ii) a community education and training college; or

(b) a private college that is established, declared or registered under the Community Education Act, but does not include a college under the authority of a government department other than the Department of Higher Education and Training. South Africa (2006) Continuing Education and Training Act, No. 16 of 2006. Pretoria.

101

comprehensive university

A type of public higher education institution established through the merger of a former technikon with a traditional university. Council on Higher Education, Vital Stats Public Higher Education 2015.

contact student

A student in a higher education institution who is registered mainly for courses offered in contact mode. A contact mode course involves personal interaction with lecturers or supervisors, through lectures, tutorials, seminars, practicals, supervision or other forms of required work, which is presented on the institution’s premises or at a site of the institution. Adapted from Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE), Pretoria.

distance student

A student in a higher education institution who is registered mainly for courses offered in distance mode. A distance mode course involves interaction with lecturers, or institution supervisors, through distance education techniques. For example, through the use of correspondence, telematics or the Internet. Adapted from Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE), Pretoria.

doctoral degree

A postgraduate qualification with an NQF exit level 10 and minimum total credits of 360. Higher Education Qualifications Sub-Framework, 2013.

full-time Equivalent (ftE) student

A student in the post-school sector who is enrolled for an academic programme for a full academic year and is registered for all courses/subjects prescribed for that programme. If a student is registered for only half of the courses/subjects required for a full-year academic programme, then he/she would be counted as a 0.5 FTE students. If a student is taking 20% more than the courses/subjects required in a standard full-year curriculum, then he/she would be counted as 1.2 FTE student. Adapted from Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE), Pretoria.

general Education and training (gEt)

All learning and training programmes leading to a qualification on Level 1 of the National Qualifications Framework. South Africa (2001) General and Further Education and Training Quality Assurance Act, No. 58 of 2001 (as updated by Government Gazette 34620, 16 September 2011) Pretoria.

Glossary

102

gEtc-abEt level 4 qualification

A qualification at Level 1 on the National Qualifications Framework (NQF). The GETC is offered to students who have not had any formal schooling, or who may not have completed formal basic schooling to the equivalent of NQF Level 1.

graduate

A student who has satisfied all the requirements of the degree, diploma or certificate for which he/she was registered. South African Post-Secondary Education (SAPSE)-020: Student Statistics Manual. Pretoria.

graduation rate

A calculation based on the number of students who have graduated in a particular year, irrespective of the year of study, divided by the total number of students enrolled at the universities in that particular year.

headcount student

Total unduplicated number of students enrolled in a post-secondary education institution at a given census date, regardless of their course load. Department of Education (1995) South African Post-Secondary Education (SAPSE)-005: Student Statistics Manual. Pretoria.

higher Education institution (hEi)

Any institution that provides higher education on a full-time, part-time or distance basis and which is:

(a) merged, established, or deemed to be established, as a public higher education institution under the Higher Education Act, 1997(Act No. 101 of 1997);

(b) declared as a public higher education institution under the Higher Education Act, 1997 (Act No. 101 of 1997); or

(c) registered or provisionally registered as a private higher education institution under the Higher Education Act, 1997 (Act No. 101 of 1997). South Africa (1997) Higher Education Act, No. 101 of 1997 (as amended). Pretoria.

instruction and research staff

Academic staff who spend more than 50% of their official time on instruction and research activities. Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

Glossary

103

internship

The structured work experience component of an occupational qualification registered by the QCTO. Skills Development Act, 1998 (Act No. 97 of 1998) Learning Programme Regulations, 2012.

learning programme

A structured and purposeful set of learning experiences that leads to a qualification or part-qualification and includes a studentship, an apprenticeship, a skills programme and any other prescribed learning programme which includes a structured work experience component. South Africa (1998) Skills Development Act, No. 97 of 1998 (as amended) Pretoria.

learnership

A learning programme that leads to an occupational qualification or part qualification, and includes an apprenticeship and cadetship. South Africa (1998) Skills Development Act, No. 97 of 1998 (as amended) Pretoria.

lecturer

Any person who teaches, educates or trains other persons, or who provides professional educational services at any college, and who is appointed in a post on any lecturer establishment under the Continuing Education and Training Act No. 16 of 2006 (as amended) Pretoria.

loan

A loan granted to a person by the NSFAS in order to enable the person to defray the costs connected with his or her education at a designated higher education institution, and those connected with the board and lodging of that person for the purpose of attending the institution. National Student Financial Aid Scheme Act. 1999.

Major field of study

The subject area(s) in which a student may specialise in the final year of study for a degree/diploma/certificate instructional programme. Department of Education (1995) South African Post-Secondary Education (SAPSE)-004: Formal Degree/Diploma/Certificate Programme Classification Structure Manual. Pretoria.

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Management staff

A position in which the primary function is the management of the institution or one of its major divisions or sections. In colleges, it refers to a principal and vice-principal of a public college. South Africa (2006) Continuing Education and Training Act No. 16 of 2006 (as amended). Pretoria.

Master’s degree

A postgraduate qualification with an NQF exit level 9 and 180 minimum total credits. Higher Education Qualifications Sub-Framework, 2013.

Master list of institutions

A list of institutions containing all the contact information of the institution, such as addresses, telephone numbers, GIS coordinates, etc. Adapted from the Department of Higher Education and Training (2012) Higher Education Information Standards DHET 003: Standard for the publication of the master list of education institutions in the post-school sector. Pretoria.

national certificate (vocational) (nc(v))

National qualifications at NQF Levels 2, 3 and 4, comprising 130 credits and seven subjects per level, which consist of academic knowledge and theory, integrated with the practical skills and values specific to each vocational area/specialisation. The qualification comprises both internal and external components of assessment and is quality assured by Umalusi.

national skills fund

The National Skills Fund was established in 1999 in terms of section 27 of the Skills Development Act, 1998 (Act No. 97 of 1998). The money in the fund may be used for the primary objectives as defined by the prescripts of the Skills Development Act, namely:

1. To fund projects identified in the national skills development strategy as national priorities (section 28(1) of the Skills Development Act);

2. To fund projects related to the achievement of the purposes of the Skills Development Act as the Director-General determines (section 28(1) of the Skills Development Act);

3. To administer the Fund within the prescribed limit (section 28(3) of the Skills Development Act). Regulations to prescribe the limit for the administration of the Fund at 10% of revenue has been approved and published in Notice No. R.1030, Government Gazette No. 33740 dated 8 November 2010; and

4. To fund any activity undertaken by the Minister to achieve a national standard of good practice in skills development (section 30B. of the Skills Development Act).

National Skills Fund Annual Report, 2014/2016.

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national student financial aid scheme

The National Student Financial Aid Scheme was established in terms of the National Student Financial Aid Scheme (Act 56 of 1999). It is responsible for providing loans and bursaries to eligible students at all public universities, Technical and Vocational Education and Training (TVET) colleges (formerly known as Further Education and Training [FET] colleges) throughout the country. Further mandates for the entity include the recovery of student loans and raising funds for student loans and bursaries, and to recover the loans from students once they are employed. National Student Financial Aid Scheme Annual Report, 2015/2016.

occasional student

A student who is taking courses that are part of formally approved programmes, but who is not registered for a formal degree or diploma. Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

occupational qualification

A qualification that consist of a minimum of 25 credits associated with a trade, occupation or profession. It results from work-based learning, consists of three components (knowledge, practical skills and work experience) and has an external summative assessment. South Africa (2014) Assessment Policy for Qualifications and Part-Qualifications on the Occupational Qualifications Sub-Framework. Pretoria.

Permanent staff

A permanent staff member is defined as an employee who contributes to an institutional pension or retirement fund. Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

Population group

Classification of people by race, particularly in relation to how they were (or would have been) classified before the 1994 elections. The following categories are provided in the census: Black African, Coloured, Indian/Asian, White, other. Statistics South Africa (2011) Concepts and Definitions for Statistics South Africa, 2017. Pretoria.

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Postgraduate, below Master’s level

Includes postgraduate and post-diploma diplomas, postgraduate Bachelor’s degrees, and Honours degrees. Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

Post-Matric

Refers to programmes offered to learners who have completed Matric (Grade 12). Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

Post-school

Comprises all education and training provision for those who have completed school, those who did not complete their schooling, and those who never attended school. Department of Higher Education and Training (2013) White Paper for Post-School Education and Training. Pretoria.

Private college

Any college that provides further education and training on a full-time, part-time or distance basis and which is registered or provisionally registered as a private college under the Continuing Education and Training Act, No. 16 of 2006. Pretoria.

Private higher Education institution

Any institution registered or conditionally registered as a private higher education institution in terms of Chapter 7 of the Higher Education Act, 1997 (Act No. 101 of 1997). South Africa (1997) Higher Education Act, No. 101 of 1997 (as amended). Pretoria.

Public college

Any college that provides continuing education and training on a full-time, part time or distance basis and which is

(a) established or regarded as having been established as a public college under section 3 of this Act; or

(b) declared as a public college under section 4 of the Continuing Education and Training Act, 2006. Continuing Education and Training Act, No. 16 of 2006. Pretoria.

Public higher Education institution

Any higher education institution that is established, deemed to be established or declared as a public higher education institution under the Higher Education Act, 1997 (Act No. 101 of 1997). South Africa (1997) Higher Education Act, No. 101 of 1997 (as amended). Pretoria.

Qualification

A registered national qualifications consisting of a planned combination of learning outcomes which has a defined purpose, or purposes, intended to provide qualifying learners with applied competence and a basis for further learning, has been assessed in terms of exit-level outcomes, is registered on the National Qualifications Framework (NQF) and is certified and awarded by a recognized body. South Africa (2017) Adapted from NQF Standard Glossary of Terms. Pretoria.

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Glossary

recognition of Prior learning

The principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development. South Africa (2017) NQF Standard Glossary of Terms. Pretoria.

report 191

A catalogue of nationally assessed and certificated occupationally-directed programmes aimed at students intending to pursue a technical/vocational learning pathway outside of the schooling system, and are offered from N1 to N6, with the latter culminating in the National N Diploma upon completion of the compulsory work place experience component. South Africa (2001) National Education Policy: Formal technical instructional programmes in the RSA, Report 191 (2001/08). Pretoria.

report 550

It is a policy resume of instructional programmes offered in schools, containing the programme requirements, which includes the promotion requirements, the special conditions and the rules of combination for the issuing of the Senior Certificate.

south african Qualifications authority (saQa)

The statutory authority established in terms of the SAQA Act 58 of 1995 and continuing in terms of the NQF Act 67 of 2008, which oversees the further development and implementation of the NQF, the achievement of the objectives of the NQF, and the coordination of the three sub-frameworks. SAQA (2013) Standard Glossary of Terms: Terms related to the South African National Qualifications Framework. Pretoria.

service staff (hEis)

All staff, such as cleaners, gardeners, security guards and messengers, who are not engaged in supervisory or administrative functions linked to an office. Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

sector Education and training authority (sEta)

A Sector Education and Training Authority established in terms of section 9(1) of the Skills Development Act. South Africa (1998) Skills Development Act, No. 97 of 1998. Pretoria.

skills programme

A skills programme that:

(a) Is occupationally based;

b) When completed, will constitute a credit towards a qualification registered in terms of the National Qualifications Framework as defined in section 1 of the South African Qualifications Authority Act, No. 58 of 1995;

(c) Uses training providers referred to in section 17(1) (c); or

(d) Complies with the prescribed requirements. South Africa (1998) Skills Development Act, No. 97 of 1998. Pretoria.

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student

A person registered and/or attending at a PSET institution, whether on a part-time or a full-time basis. Adapted from the Higher Education Act 101 of, 1997 and Continuing Education Act 16 of 2006 (as amended). Pretoria.

success rate

A proportion of Full-Time Equivalent (FTE) passes relative to FTE enrolments at a PSET institution.

support staff

Staff who render academic support services; student support services; human resource management; financial management; administration; maintenance of the buildings and gardens; catering services; and security services. South Africa (2006) Continuing Education and Training Act No. 16 of 2006 (as amended). Pretoria.

undergraduate courses

Courses coded as lower prediplomate/undergraduate, intermediate prediplomate/undergraduate and higher undergraduate.

undergraduate student

A student enrolled in an undergraduate programme as specified in the Higher Education Qualifications Sub-Framework.

undergraduate diploma or certificate

A diploma or certificate that does not have a Bachelor’s degree as prerequisite for admission to the programme. Department of Education (1995) South African Post-Secondary Education (SAPSE)-004: Formal Degree/Diploma/Certificate Programme Classification Structure Manual. Pretoria.

undergraduate degree

A qualification that also includes professional Bachelor’s degrees, which are those that have an approved formal time of three or more years. Examples include degrees such as B Tech, BSc (Engineering), MB ChB, BFA. Adapted from the Department of Education (1982, 1995) Manual: South African Post-Secondary Education (SAPSE). Pretoria.

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13. contact dEtails

Requests for further information regarding specific sections of the report can be communicated to the following persons:

Director: Higher Education Management Information Deputy Director: Higher Education Management System (HEMIS) Information System (HEMIS)Ms Jean Skene Mr Jacques AppelgrynDepartment of Higher Education and Training Department of Higher Education and Training123 Francis Baard Street, Pretoria 123 Francis Baard Street, PretoriaPostal Address: Private Bag X174, Pretoria, 0001 Postal Address: Private Bag X174, Pretoria, 0001Tel.: 012 312 5099 Tel.: 012 312 5480Fax: 012 321 1788 Fax: 086 298 9673Email: [email protected] Email: [email protected]

Data Manager: CET and Private colleges Data Manager: TVET collegesMs Hilda Bartizal Ms Matome MafaDepartment of Higher Education and Training Department of Higher Education and Training123 Francis Baard Street, Pretoria 123 Francis Baard Street, PretoriaPostal Address: Private Bag X174, Pretoria, 0001 Postal Address: Private Bag X174, Pretoria, 0001Tel.: 012 312 5414 Tel.: 012 312 5506Fax: 086 298 9738 Fax: 086 558 2170Email: [email protected] Email: [email protected]

Director: Private collegesDr Mandlenkosi ButheleziDepartment of Higher Education and Training123 Francis Baard Street, PretoriaPostal Address: Private Bag X174, Pretoria, 0001Tel.: 012 312 5672Fax: 012 323 9838Email: [email protected]

Director: Private Higher Education Institutions (HEIs) Director: Governance and Management SupportDr Shaheeda Essack Ms Esther KodisangDepartment of Higher Education and Training Department of Higher Education and Training123 Francis Baard Street, Pretoria 123 Francis Baard Street, PretoriaPostal Address: Private Bag X174, Pretoria, 0001 Postal Address: Private Bag X174, Pretoria, 0001Tel.: 012 312 5444 Tel.: 012 312 5643Fax: 012 324 6343 Fax: 012 324 2059Email: [email protected] Email: [email protected]

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Director: SETA Performance Management Deputy Director: SETAsMr Mabuza Ngubane Mr Lennox MalakaDepartment of Higher Education and Training Department of Higher Education and Training123 Francis Baard Street, Pretoria 123 Francis Baard Street, PretoriaPostal Address: Private Bag X174, Pretoria, 0001 Postal Address: Private Bag X174, Pretoria, 0001Tel.: 012 312 5896 Tel.: 012 312 5107Fax: 086 698 9734 Fax: 086 298 9822Email: [email protected] Email: [email protected]

Chief Director: National Examinations and Assessment Director: Resulting and Certification (TVET, CET and Private Colleges) (IT Systems)Ms Violet Tshetlo Mr Stanford MphahleleDepartment of Higher Education and Training Department of Higher Education and Training222 Struben Street, Pretoria 222 Struben Street, PretoriaPostal Address: Private Bag X174, Pretoria, 0001 Postal Address: Private Bag X174, Pretoria, 0001Tel.: 012 357 3895 Tel.: 012 357 3874Email: [email protected] Fax: 086 298 3857


Director: National Skills Fund (NSF) Director: Financial Management Mr Frans Strydom Ms Amelia PoolmanDepartment of Higher Education and Training Department of Higher Education and TrainingNdinaye Building, 178 Francis Baard Street, Pretoria 123 Francis Baard Street, PretoriaPostal Address: Private Bag X174, Pretoria, 0001 Postal Address: Private Bag X174, Pretoria, 0001Tel.: 012 943 3166/3130 Tel.: 012 312 5241Fax: 087 236 4910 Fax: 012 323 1413Email: [email protected] Email: [email protected]

Executive Officer: National Student Financial Aid Scheme (NSFAS)Mr Steven ZwaneNational Student Financial Aid SchemePostal Address: Private Bag X6, Plumstead, 7801Tel.: 021 763 3200Fax: 086 606 3551Email: [email protected]

Chief Director: Artisan Development Data Manager: Artisan DevelopmentMr David Mabusela Mr Jabulani NtshingilaDepartment of Higher Education and Training Department of Higher Education and TrainingINDLELA, Olifanstsfontein INDLELA, OlifanstsfonteinPostal Address: Private Bag X174, Pretoria, 0001 Postal Address: Private Bag X174, Pretoria, 0001Tel.: 011 206 1004 Tel.: 011 206 1137Fax: 011 316 3284 Fax: 011 316 3284Email: [email protected] Email: [email protected]

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gEnEral EnQuiriEs

higher Education and training information system (hEtis) officer

Ms nthabiseng tema

Department of Higher Education and Training

Postal Address: Private Bag X174, Pretoria, 0001

Tel.: 012 312 5961/6191


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Notes

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did you know?

the following Post-school Education and training institutions existed in south africa in 2017:

26 Public Higher Education Institutions (HEIs)125 Private Higher Education Institutions (HEIs) 50 Technical and Vocational Education and Training (TVET) colleges268 Private colleges 9 Community Education and Training (CET) colleges2 795 Community Learning Centres (CLCs)

student enrolment in the Post-school Education and training sector in 2017 was as follows:

Public Higher Education and Training Institutions (HEIs): 1 036 984Private Higher Education and Training Institutions (HEIs): 185 046Technical and Vocational Education and Training (TVET) colleges: 688 028Private colleges: 187 354*Community Education and Training (CET) colleges: 258 199**Sector Education and Training Authority (SETA) programmes: 269 147

*This figure represents enrolment at only 185 of the 268 registered private colleges that responded to the Departmental Annual Survey. **This figure represents enrolment at only 2 609 of the 2 795 Community Learning Centres that responded to the Departmental Annual Survey.

statistics on post-school education and training in south africa on post-school... ·...

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