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Aug 31, 2023 228 likes •522 views

Discussion points 1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile Unisas Programme Qualification Mix 4. 5. Benchmarking with similar ODeL universities 6. The financial position of the

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Introduction

Financial and strategic planning Income diversification Sound administration and finance Own income generation Financial sustainability

https://www.innovationpolicyplatform.org/system/files/four-pillars-financial-sustainability-tnc.pdf

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Challenges experienced as a result of financial restrictions

Cost of transformation Staff costs Insourcing Student debt Investment in technology

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Unisa profile - University

  • Largest university in SA and Africa

– 8 Colleges + 1 GSBL – 5 Regional offices + 1 Ethiopian office – 28 Learning centres – Library – largest in Africa

  • In SA

– Only Open Distance e-Learning (ODeL) institution – One of 7 comprehensive universities

  • 4,977 permanent headcount staff (2015 audited)

– 1,715 Permanent academic headcount staff members (2015 audited)

  • 19,166 permanent and temporary staff which include markers,

e-tutors, teaching assistants, etc central to Unisa’s ODeL model

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Unisa profile - Students

Headcount 2015 = 337,944 (2014 = 328,492) FTE 2015 = 190,878 (2014 = 187,043) Graduates 2015 = 40,046 (2014 = 37,896) Profile African = 73% Women = 64% STUDENTS

125,113 Unemployed (37%) 21% Nationally

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Unisa profile – NSFAS funding per student age category

18 – 24 (24%) 25 – 29 (25%) 30 – 34 (20%) 35 – 39 (14%) 40+ (17%) 6,719 7,861 9,310 3,916

2015

NSFAS award = 27,806 NSFAS not awarded = 2,064

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Unisa’s Programme Qualification Mix

  • 18 of 20 CESM categories

– Business, Economics and Management Studies (33%) – Education (25%) – Law (9%) – Social Sciences (7%) – Science, Engineering & Technology (SET) (5,75%)

  • 728 Qualifications (NQF 5 – NQF 10)

– 3,182 modules

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Benchmarking with similar ODeL universities

The State of Open Universities in the Commonwealth (2016) http://oasis.col.org/bitstream/handle/11599/2048/2016_Garrett_State-of-Open-Universities.pdf?sequence=1&isAllowed=y

INSTITUTION FOUNDED ENROLMENT (2013) ENROLMENT BY LEVEL TREND OVER TIME UNISA (SA) 1873 350k 90% UG 10% PG Steady growth over time. Up almost 50% since 2007 The Open University (UK) 1969 187k 92% UG 8% PG Down by 25% since 2010/11, following UK funding changes for part-time students Athabasca University (USA) 1970 41k 90% UG 10% PG Slow growth in recent years. Up about a third in a decade. 50% of undergraduates transfer AU credits to their home (mostly Canadian) degree programmes Open University of Sri Lanka (SL) 1978 38k 83% UG 17% PG Strong growth over time. Up

  • ver 50% since 2007

University of the South Pacific (Fiji) 1968 25k Unclear but appears to be majority undergraduate Up about a third since 2009

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The State of Open Universities in the Commonwealth (2016) http://oasis.col.org/bitstream/handle/11599/2048/2016_Garrett_State-of-Open-Universities.pdf?sequence=1&isAllowed=y

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The State of Open Universities in the Commonwealth (2016) http://oasis.col.org/bitstream/handle/11599/2048/2016_Garrett_State-of-Open-Universities.pdf?sequence=1&isAllowed=y

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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The financial position of the university

DEC-11

R’000

DEC-12

R’000

DEC-13

R’000

DEC-14

R’000

DEC-15

R’000

INCOME R 4 365 597 R 5 441 166 R 6 142 303 R 5 715 243 R 5 854 000

Subsidy income R 1 514 349 R 1 704 563 R 1 893 431 R 2 022 989 R 2 283 615 Study and Other Fees R 2 181 896 R 2 438 394 R 2 888 449 R 2 784 394 R 2 994 139 Other R 669 352 R 1 298 209 R 1 360 423 R 907 860 R 576 246

EXPENDITURE R 3 725 659 R 4 371 630 R 5 083 836 R 5 634 997 R 6 212 577

Personnel R 2 344 755 R 2 764 310 R 3 193 454 R 3 497 472 R 4 031 120 Academic professional R 898 826 R 1 122 952 R 1 304 743 R 1 520 517 R 1 657 075 Other personnel R 1 445 929 R 1 641 358 R 1 888 711 R 1 976 955 R 2 374 045 Other operating expenses R 1 380 904 R 1 607 320 R 1 890 382 R 2 137 525 R 2 181 457

NET SURPLUS/(DEFICIT) R 639 938 R 1 069 536 R 1 058 467 R 80 246

  • R 358 577
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Scenario analysis

SCENARIOS CATEGORIES 2017

R’000

Scenario 1: 0% fee increase with insourcing Income R 6 466 905 Expenditure R 6 971 274 Net Surplus/(Deficit)

  • R 504 370

Scenario 2: 6% fee increase with insourcing Income R 6 605 397 Expenditure R 6 833 747 Net Surplus/(Deficit)

  • R 228 350

Scenario 3: Differentiated fee increase with insourcing Income R 6 672 757 Expenditure R 6 855 895 Net Surplus/(Deficit)

  • R 183 138
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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Fee increase – the reality for quality education

Relevant and quality curriculum High dropout rates Academic talent

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Policy analysis of fee-free education In South Africa

  • Constitutional Imperative

– “Everyone has the right (a) to a basic education, including adult basic education, and (b) to further education, which the state, through reasonable measures, must make progressively available and accessible.”

  • Available - the system must grow to provide sufficient

spaces for study

  • Accessible - it should be affordable
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Policy analysis of fee-free education In South Africa

  • The Commission of Inquiry into Higher

Education and Training received two submissions

– Universities South Africa – National Treasury

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Discussion points

1. Introduction 2. Challenges experienced as a result of financial restrictions 3. Unisa profile 4. Unisa’s Programme Qualification Mix 5. Benchmarking with similar ODeL universities 6. The financial position of the university 7. Fee increase – the reality for quality education 8. Policy analysis of fee-free education In South Africa 9. Conclusion and recommendations

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Conclusion

  • Long-term fee-free education is unsustainable
  • Puts most South African universities at risk

unless Treasury is able and willing to make up the shortfall

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Recommendations for 2017

  • Scenario 3: Differentiated fee increase with

insourcing

  • Reduce and contain costs + increase

alternative income streams

  • Short term + medium term sustainability
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