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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
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
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
Challenges experienced as a result of
financial restrictions
Cost of transformation
Staff costs
Insourcing
Student debt
Investment in technology
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
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
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
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
3,9162015
NSFAS award = 27,806
NSFAS not awarded = 2,064
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
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
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
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
over 50% since 2007
University of the
South Pacific (Fiji)
1968 25k Unclear but appears to
be majority
undergraduate
Up about a third since 2009
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
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
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
The financial position of the university
DEC-11
R’000DEC-12
R’000DEC-13
R’000DEC-14
R’000DEC-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
Scenario analysis
SCENARIOS CATEGORIES2017
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
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
Fee increase – the reality for quality
education
Relevant and quality curriculum
High dropout rates
Academic talent
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
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
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
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
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
Recommendations for 2017
• Scenario 3: Differentiated fee increase with
insourcing
• Reduce and contain costs + increase
alternative income streams
• Short term + medium term sustainability