HIGHER EDUCATION LANDSCAPE ACROSS SOUTHERN AFRICA

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INTRODUCTION

• HIGHER EDUCATION LANDSCAPE ACROSS SOUTHERN AFRICA
• FORMATION OF TSHWANE UNIVERSITY OF TECHNOLOGY
• FORMATION OF HEFMA

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MERGING OF UNIVERSITIES

• Minister of Education Professor Kader Asmal in
  accordance with section 23(1) of the Higher
  education Act, 1997 (Act no 101 of 1997) and
  after consulting the council on Higher education,
  South Africa started reforming its higher
  education system, merging and incorporating small
  universities into larger institutions, and
  renaming all higher education institutions
  (previously there had been several types of
  higher education institution).

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• South African Universities serve the continent of
  Africa with Education and Development. Many
  private schools are taking hands to form a
  international University, based in South Africa
  with a Virtual University in Kroonstad. Many
  universities around the world would like to take
  hands with this International Universities to
  develop those who may not be able to afford
  courses in higher learning. Already they received
  affiliation with ITSC in the USA. Accredited by
  CANUS in Nigeria, Business Courses from the UK
  are in the process and a university of India gave
  the green light for cooperation

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• There are also a large number of other
  educational institutions in South Africa-some are
  local campuses of foreign universities, some
  conduct classes for students who write their
  exams at the distance-education University of
  South Africa.
• Public universities in South Africa are divided
  into three types traditional universities, which
  offer theoretical-oriented university degrees
  university of technology, which offer
  practically-oriented diplomas and degrees in
  technical fields and comprehensive universities,
  which offer a combination of both types of
  qualification

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TRADITIONAL UNIVERSITIES

• University of Cape town, (Cape Town)
• University of Fort Hare, (Alice)
• University of the Free State, (Bloemfontein)
• University of KwaZulu-Natal
• University of Limpopo, (Polokoane)
• North-West University, (Mafikeng)

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Continuation of Traditional Univ

• University of Stellenbosch, (Stellenbosch)
• University of Western Cape, (Cape town)
• University of Witwatersrand, (Johannesburg)
• Rhodes University, (Grahamstown)
• University of Pretoria, (Tshwane)

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Comprehensive Universities

• University of Johannesburg, (Johannesburg)
• Nelson Mandela Metropolitan University, (Port
  Elizabeth)
• University of Venda, (Thohoyandou)
• Walter Sisulu University for Technology and
  Science, (Buffalo City, Butterworth)
• University of Zululand, (Empangeni)

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University of Technology

• Cape Peninsula University of technology,
  (Bellville, Cape Town)
• Central University of technology, (Bloemfontein)
• Durban University of Technology, (Durban,
  Pietermaritzburg)
• Mangosuthu Technikon, (Durban)
• Tshwane University of Technology, (Pretoria)
• Vaal University of Technology, (Vanderbijlpark)

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TSHWANE UNIVERSITY OF TECHNOLOGY

• Motto We empower people
• Established 2003
• Type University of Technology
• Students approx. 60 000
• Location Gauteng, Mpumalanga and
  Limpopo Provinces.
• Website (http//www.tut.ac.za/)

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• Tshwane University of Technology (TUT) is a
  higher education institution in South Africa that
  came into being through a merger of three
  technikons- Technikon Northern Gauteng, Technikon
  North-West and Technikon Pretoria.
• As the number of students registering annually
  grows rapidly, records show that Tshwane
  University of Technology caters for aproximately
  60 000 students and it has become the largest
  residential higher education institution in South
  Africa

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• It comprises up to six well-equipped satellite
  campuses positioned well to meet the higher
  education needs of different communities in South
  Africa
• These campuses include Arcadia(33756 sqm),
  Arts(25998 sqm), Garankuwa (28914 sqm),
  Nelspruit(7729 sqm), Pretoria West(111605 sqm),
  Polokoane(2829 sqm), Soshanguve (116226 sqm), and
  Witbank (7826 sqm)Campuses.

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VISION

• To be the leading higher education institution
  with an entrepreneurial ethos that promotes
  knowledge and technology, and provides
  professional career education of an international
  standard, which is relevant to the needs and
  aspirations of Southern Africans people.

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CHALLENGES FACING MERGING INSTITUTIONS

• Different policies and procedures
• Different tender procedures and processes
• Different tuition fees
• Different academics offerings
• Different grants from DOE

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Building Estate Directorate

• Because of differed maintenance on facilities,
  the approach after merger was to appoint a firm
  of quantity surveyors to quantify the backlog
  maintenance on our facilities and also highlight
  areas where immediate preventative maintenance
  could be done. They were also tasked to advise on
  the strategy to tackle differed maintenance.
  These approach enabled the management to
  implement equal tuition fees to students across
  the university.

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• It has been found useful to estimate
  quantitatively cost of catching-up with
  maintenance backlogs, rather than by simply
  catergorising them qualitatively as high,
  medium, low or some other qualitative scale.
  Directorate need to know what the consequence of
  responsibility for their facilities are in
  qualitative terms, so that budgetary arrangements
  could be made that reflect, so far as
  practicable, the realities of their situations

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• In their report, a circle of attending to
  maintenance was spread over a period of five
  years with the clear indication of cost estimate.
  The results also indicated the sort of liability
  that may exist for those owners, such as
  education agencies, that are responsible for
  large portfolios of facilities.

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• While this small sample was chosen to illustrate
  a useful approach to measurement of maintenance
  backlogs and is not necessary indicative of
  university buildings in general, the results
  suggest that the liability for backlog catch-up
  involves funding that would be a substantial
  addition to normal annual maintenance funding.
  The alternative would be further degradation of
  building serviceability-probably at an
  accelerated pace

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• The figure suggested that facilities at least had
  not yet reached the degree of under-maintenance
  suffered by other universities whether they
  would do so in future depends on the application
  of real effort to determine the facts of
  maintenance backlog and to recognise the funding
  liabilities, using methodologies such as
  described in the report, and to apply appropriate
  resources-financial and technical-to rectify them
  efficiently.

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HEFMA
Higher Education Facility Management Association
of Southern Africa

• The Higher Education Facilities Management
  Association of Southern Africa has developed from
  Timcon The tertiary Institutes Maintenance
  Conference, which was established to serve as an
  annual forum for the mutual discussion and
  education of Maintenance and Facility Managers at
  the higher education institution in Southern
  Africa. The need to develop this institution to a
  more permanent association for the benefit of the
  Facility Managers of higher education
  institutions of the Southern African countries
  led to the establishment of HEFMA Higher
  Education facility Management Association of
  Southern Africa in 2000.

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• The 2007 HEFMA Annual Conference will be hosted
  by the Walter Sisulu University for Technology
  and Science from 22 to 26 October 2007 at
  Empengweni, East London, Eastern Cape, in South
  Africa.
• HEFMA website http//www.hefma.org/
• Conference host mndzo_at_wsu.ac.za

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