Chairperson, hon Minister, hon Chief Whip in absentia, hon permanent delegates, ladies and gentlemen, comrades and friends, hon Plaatjie said that he wants clarity on the two words - as if they contradict one another. He said the President talked about "eligible" and the Minister talked about "deserving".
Unfortunately, I don't have my dictionary with me. I just want to explain the two words so that they make sense to you. The deserving students will be eligible to receive these funds. I think it makes sense.
Our debate lies at the centre of the transformation of our society into a more just society. We want to thank the Minister for the initiatives and strides he is taking to transform the higher education system. We applaud you for the opportunities you are opening to our students to have easy access to tertiary education; for converting loans to bursaries for deserving students; for the authority you now have over sector education and training authorities, Setas, and the manner in which you want to transform them, and for the initiative of trying to make one of the African languages compulsory in tertiary institutions.
These and other measures show your determination to improve our young people's lives. The theme of the debate is "Expanding opportunities to higher education and training for the poor". The topic clarifies itself that, yes, opportunities are there but we need to do more. Time is overdue for the Northern Cape and Mpumalanga to have universities on their soil. Promises have been made and must be made reality if we are to address the needs of the poor. The Free State, KwaZulu-Natal and Gauteng should cease to host pupils from these provinces because they should be having universities of their own. We are awaiting a sod-turning next year, as a first step of opening up.
We appeal for the reopening of teacher training and nursing colleges that were closed because this measure resulted in the scarcity of personnel in these fields. These institutions provided our country with skills that even poor children could afford to acquire because they are nearer to their homes. We don't need to import these skills from other countries because we can produce them ourselves and reduce the rate of unemployment.
We have an unequal society which is ravaged and riddled with racism, tribalism and stereotypes. We need to create an enabling environment conducive to teaching and learning to allow these opportunities to thrive. We should not allow the disjuncture which exists between the basic education and the higher education sectors. The outcomes-based education and the National Curriculum Statement or whatever, do not talk to each other. As a result, many students cannot succeed in tertiary institutions. Our education system does not assist the business world. This results in many of our graduates not finding employment because there is a mishmash of qualifications.
South Africa is a developing country which finds itself between the First World and the Third World. Our education system focused mostly on the needs of the First World, and ignored the needs of the Third World, where most of our poor people come from. For most of the children from the disadvantaged areas, the exit point in education is Grade 12 and below. After that exit point, they join a reservoir of unemployable and unskilled labour.
Our education system does not provide our children with life skills even if they exit at Grade 12. Most African countries provide their children with self-reliance education, which ensures that they can survive with skills they have acquired at an early age.
South Africa is so rich that it can provide these opportunities. As we expand these opportunities to the poor, we need to address these anomalies. We can utilise further education and training, FET, colleges and Setas to respond to these anomalies. We need to close the gap between the First and the Third World as a matter of urgency. Most of our voters find themselves in the Third World.
Whilst we are expanding these opportunities, we cannot leave the transformation of our institutions of learning behind. The Rector of the University of the Free State, my province, is being hailed as a progressive academic who is on course to transform and get better opportunities for that institution.
However, the opposite is happening because transformation is sugar-coated at that institution. The university culture is conservative and race relations are questionable. He has banned student political activity and some other students are copying this example.
Employment equity is not adhered to because most black lecturers at the University of the Free State, UFS, are confined to the Qwaqwa campus. Most of the white lecturers are confined to the campus in Bloemfontein.
Discrimination still persists in hostel residences because there is no integration. The environment should be conducive to learning as we are expanding these opportunities. Maybe we need to introduce Dr Motsoaledi's concept of the National Health Insurance, NHI, into education.
We agree that the doors of learning have been opened, but opportunities are elusive for the poor. Those who have resources want better education and opportunities for their children. That is why they take them to former model C and private schools. Those who are poor will remain in poor conditions, underfunded, with demoralised teachers, and will have to endure all these hardships. Therefore, the NHI concept in education is needed now. Thank you [Applause.]