ATC240118: Report of the Portfolio Committee on Higher Education, Science and Innovation on Its Study Tour to Switzerland From 21 – 29 October 2023, Dated 22 November 2023

Higher Education, Science and Innovation

Report of the Portfolio Committee on Higher Education, Science and Innovation on Its Study Tour to Switzerland From 21 – 29 October 2023, Dated 22 November 2023

The Portfolio Committee on Higher Education, Science and Innovation (herein referred to as the committee), having undertaken a study tour to Switzerland from 21 – 29 October 2023, reports as follows:

1. INTRODUCTION

As part of its resolution taken at its Mid-Term Review workshop in August 2022, the committee resolved to undertake an international study tour to Switzerland. The committee aimed to embark on its own independent research and benchmarking exercise related to key issues characterising the South African post-school education and training, and research and innovation sectors. The objectives of the study tour were for the committee to gain more insight into the following:

 

Post-School Education and Training

Vocational Education and Training

• Governance and management of vocational education.
• Funding for vocational education.
• Responsiveness of the curriculum to industry needs.
• Quality assurance of vocational and adult education at different levels, including successes and challenges.
• Articulation across levels of education.
• Implementation of work-integrated learning.
• Partnership with industries/labour.
• Examination and the resulting.

 

Higher Education

• Governance and management of higher education institutions.
• Funding for higher education, including student funding.
• Teaching and learning methodologies.
• Quality assurance of higher education and continuous review of higher education programmes.
• Academic freedom and institutional autonomy.
• Articulation from other education levels to universities.
• Student accommodation.
• Safety and security of students.
• Infrastructure development

 

Community Education and Training (CET)

• Governance.
• Role of the CET college sector in contributing to economic growth
• Articulation of CET graduates for other levels of education.
• CET sector curriculum.
• Best practices

 

Science and Innovation

• Transformation in science and innovation.
• Impact through science and innovation.
• Funding for science and innovation.
• Budget coordination for science and innovation.

• Integration of science and innovation across government

 

1.2 DELEGATION

The multi-party delegation of the committee comprised the following members:

Hon NT Mkhatshwa: Chairperson/Leader of the Delegation (ANC).

Hon WT Letsie (ANC).

Hon JS Mananiso (ANC).

Hon KL Khakhau (DA).

Support staff:

Mr A Kabingesi: Committee Secretary.

Department of Higher Education and Training

Mr B Bingwa: Cabinet and Parliamentary Support Officer.

Mr D Mohlamme: Acting Parliamentary Liaison Officer (PLO).

 

Monday - 21 October 2023

2. SUMMARY OF THE PRESENTATIONS

2.1 Switzerland Innovation Park

The Switzerland Innovation Park was the first site that the committee visited and interacted with during the study tour. The Park facilitates collaborations between companies, start-ups and universities to find solutions to some of the world’s most pressing challenges. Together with its partners, Switzerland Innovation Park forms an ecosystem that accelerates the transformation of research results into marketable products and services.

The research expertise found at the Switzerland Innovation Park includes health and life sciences; computer and computational science; energy, natural resources, and environment; mobility and transportation; manufacturing and materials.

 

2.2 University of Bern (UniBE)

2.2.1 Overview of the University

Dr Annie Cottier: UniBE International Office, made the presentation. She noted that the University was classified as a comprehensive university and had 19 297 students (59 percent female and 41 percent male) with 7 702 staff. The university had eight faculties, namely: Theology, Law, Business and Social Sciences, Medicine, Veterinary Medicine, Humanities, Human Sciences and Science. In terms of study programmes, there were 39 Bachelors; 75 Masters and 40 programmes taught in English, 27 Doctoral programmes and 137 courses in further education and training.

In relation to international rankings 2022/23, the University ranked number 94 by Times Higher Education and 120 by QS World University. The five key areas of focus of the University were sustainability, health and medicine, matter and the universe, intercultural knowledge, politics, and administration. The University had six South African staff members across five faculties. In terms of student exchange, the University has a partnership with Stellenbosch University.

2.2.2 Multi-Disciplinary Centre for Infectious Diseases (MCID)

Dr Carmen Faso: Head of Group – Institute of Cell Biology, made the presentation: She outlined the aims of the Centre, which were based on: systematic investigations into infectious diseases threats and exacerbating factors; development of sentinel and preparedness tools for future infectious diseases risk; solutions to manage biomedical and societal impacts of infectious diseases on animal and human life; training and education of specialists and resources to foster professional development of the next generation of academic talent.

The core of the MCID activities included: infectious disease monitoring of the Bern population; facilitating research on high-consequence pathogens in Bern, translating research into policy and advising on the ethical dimensions of research. Furthermore, the activities of the MCID comprised multi-discipline research, multilevel teaching and international outreach.

In relation to the cluster of research excellence (CORE), this initiative comprised the following: The Guild, which is made up of European Research-Intensive Universities; and the African Research Universities Alliance (ARUA), which comprised top African and South African research-intensive universities (Witwatersrand, Rhodes, Stellenbosch, KwaZulu-Natal, Pretoria and Cape Town). The aim of CORE is to address key societal and scientific challenges framed by the African Union (AU) – European Union (EU) innovation agenda.

The clusters of CORE comprised: Sustainable Water and Land Resource Management for Human Well-being; Advanced Infectious Diseases Research and Training, and Genomics for Health in Africa. The Genomics for Health in Africa leadership team comprised renowned South African academics such as Prof Shahida Moosa and Prof Tulio de Oliviera from Stellenbosch University – Centre for Epidemic Response and Innovation (CERI).

 

2.3 State Secretariat for Education, Research and Innovation (SERI)

2.3.1 Understanding the Swiss Education System

Ms Marina Hirayama: State Secretary for Education, Research and Innovation officially welcomed the South African Parliamentary Delegation. She gave a brief overview of Switzerland and its education system, which comprises compulsory primary education for learners up to 15 years, and upper secondary education where learners choose either vocational education and training (VET) or a general education route. She noted that up to 2/3 of learners in Switzerland chose the VET route as general universities were not highly considered the first option. The main priority of many learners in the country is to articulate to universities of science and technology, as the country places more emphasis on research and innovation.

The State Secretary indicated that Switzerland is a country that places more emphasis on its values, which include autonomy and freedom; self-responsibility, participation; functionality over formality, and striving for quality and excellence. She added that the country had low levels of unemployment (2 percent) and excellent innovative capacity and highly qualified employees.

In terms of the Swiss dual VET system, learners attend vocational schools for –2 days per week for theoretical training. The other part of the training takes place in-company for 3 or 4 days per week. Thus, the VET dual system comprises theory and practice. Learners receive the Federal VET Diploma after 3 years of learning and the Federal VET Certificate after 2 years. The Swiss VET system relies on public-private partnerships with a strong labour market orientation. In terms of funding, the Federal Government, through cantons, provides funding for vocational schools and the private sector provides training and wages for apprentices.

 

2.3.2 Switzerland International Strategy on Education, Research and Innovation and Swiss South African Education, Science and Innovation Cooperation

Ambassador Jacques Ducrest, Head International Relations, made the presentation. The Ambassador outlined the role of the Federal Department of Economic Affairs, Education and Research (EAER) within the context of the Swiss education system. He further explained Switzerland’s International Strategy on Education, Research and Innovation (ERI). The main role of ERI was to strengthen Switzerland’s international attractiveness as one of the world’s leading countries in education, research and innovation.

In relation to the Swiss SA Education, Science and Innovation Cooperation, there have been 61 Joint Research Projects since 2008, three Bilateral Research Chairs, 395 postgraduates trained from 2008 to 2018 as part of the 61 Joint Research Projects (72 percent SA students). South Africa was the first country outside Europe to have a partnership with the Swiss agency on science.

 

2.4 Courtesy visit to the Ambassador

Ambassador Sello Moloto officially welcomed the multi-party delegation of the committee at the South African Embassy in Bern. In his welcoming remarks, he gave a brief overview of Switzerland’s political and governance system. He noted that the country is governed under a federal system with three levels: confederation, cantons, and communities. In relation to the parliamentary system, the Swiss Parliament has 200 members out of the 8.5 million people in the country with a Cabinet of seven people. Unlike other countries, the country does not have a state president or prime minister, however, the Federal Assembly chooses from among its councillors a leader who serves for one year to represent the country and discharge duties similar to those of a state president. 

In relation to the political landscape, the Ambassador noted that Switzerland was governed by a four-party coalition and has been under a coalition for the past 59 years. The coalition was not based on ideology; however, it was underpinned by the respective parties’ support on the ground. The Ambassador emphasised that public input is highly considered in Switzerland because of the country’s direct democracy. In instances where consensus is not found, a referendum is used to determine the outcome of the decision-making processes.

In relation to the country’s foreign policy, the Ambassador indicated that Switzerland only joined the United Nations (UN) in 2001 because the majority of the citizens were not agreeing to join this body in the prior years. Furthermore, the country’s foreign policy is based on neutrality, and it does not take sides in conflicts. The country is also not a member of the European Union (EU), although it relies heavily on the European market for its trade and economy. 

 

Tuesday - 22 October 2023

2.5 University of Basel/Swiss Tropical and Public Health Institute (Swiss TPH)

2.5.1 Swiss TPH Overview

The presentation was made by Prof Jurg Utzinger, Director Swiss TPH, and highlighted the following: In relation to the Swiss-South African Partnership, South Africa was a crucial partner of Switzerland in terms of economic cooperation and one of the biggest outside Europe. The volume of trade between Switzerland and SA in 2020 amounted to CHF 2.8 billion, and Switzerland imports precious metals from SA, which are processed for a variety of goods. Similarly, SA imports pharmaceutical products, machinery, precision instruments, and watches from Switzerland.

With respect to the overview of the Swiss TPH, Prof Utzinger said that the Swiss TPH is a world-leading institute in global health. Particular emphasis was placed on low- and middle-income countries. Swiss TPH is associated with the University of Basel and combines research, education, and services at the local, national and international levels. Over 950 people from 80 nations work at Swiss TPH, focussing on infectious and non-communicable diseases, the environment, society and health as well as healthy systems and interventions. The number of publications produced at Swiss TPH from 2013 to 2023 was 461. There have been 49 projects since 2013 with an overall budget of CHF 17.6 million (R349 million) through joint Swiss TPH – South African projects.

 

2.5.2 University of Basel Overview

The university was founded in 1460 and has been in operation for 560 years, making it the oldest university in Switzerland. It has seven (7) faculties with a strong focus on life sciences (molecular, biomedical, translational, clinical, drug development and chemistry). The total number of students registered at the university was 13 139 of which 22.7 percent were PhD students, making it number one in Switzerland in terms of the number of PhD students produced. The university ranked first in terms of third-party funding and had 170 Research Groups working on life sciences. The University also had 100 start-ups established since 1996 and 42 in the last four years.

Traditionally, the university’s main role is to teach and do research; however, it has adopted a shift towards being an entrepreneurial university by promoting knowledge transfer through foundation start-ups and collaboration with industry. The university’s Innovation Office acts as an enabler and connector between ecosystems: academic, industry/investor, and start-ups.

In relation to the bilateral agreements between South Africa and Switzerland, in December 2007, the Swiss–South African Joint Research Program (SSAJRP) was signed and has since delivered on a mandate to promote scientific and technological collaboration between Switzerland and South Africa. The Swiss Leading House Africa played an important role in strengthening the relations between Switzerland and South Africa. Some of the main priorities of this initiative include supporting efforts by the Swiss National Science Foundation (SNF) to strengthen collaboration with similar partner agencies, particularly the African Academy of Sciences, the National Research Foundation (NRF), and the Technology Innovation Agency (TIA), and increasing collaborations in the field of innovation.

 

2.5.3 Whole-School Health promotion in low resourced areas

The presentation was made by Ms Nandi Joubert, PhD Candidate at Swiss TPH. She noted that the Whole-School Health intervention was established by the Swiss TPH to promote healthy schools for healthy communities in the Nelson Mandela Metropolitan Municipality jurisdiction in Gqeberha. The intervention was underpinned by the need to promote physical education in schools around the area and to assist teachers and communities in pursuing healthy lifestyles.

She alluded that through this initiative, the KaziBantu Project was developed and the projects consisted of programmes such as KaziKids, an intervention toolkit with lesson plans for learners in grades 1-7 in accordance with the National Curriculum of South Africa; KaziHealth, an intervention toolkit promoting workplace-based health among teachers; KaziKids SLP, a short learning programme introducing teachers to the lesson plans and providing guidance and support; KaziHealth SLP – a short learning programme aimed at promoting the self-driven use of the KaziHealth toolkit; KaziPlay – an intervention to create an activity-friendly environment and access to clean water and operational ablution facilities.

The lessons drawn from the intervention include the need for teacher’s health intervention; the need for an improvement in early detection and testing; more education and intervention; and the need to address inequality across government schools.

 

2.5.4 South African Swiss Bilateral South African Research Chairs Initiative (SARChI) Chair in Global Environmental Health

Prof Samuel Fuhrimann: Assistant Professor Swiss TPH, made the presentation. He noted that the overall goal of the Research Programme for Chair in Global Environmental Health is to increase the knowledge of diseases caused by environmental exposures of local and global relevance and to translate the results into public health actions. The programme comprises projects on air pollution and health; water pollution, hygiene and health, including diarrhea; climate change and health; pesticide exposure and reproduction and neuro-development.

In relation to the collaborative research network on farmer families, the project comprised 13 farm children and farmer cohorts in Africa, Asia, and Latin America. More than 50 percent of Africa’s workforce relies on the agricultural sector for their livelihood. Pesticide use increased by more than 1.5 times over the past decade.

 

Wednesday - 23 October 2023

2.6 Ecole Polytechnique Federal de Lausanne (EPFL) / Swiss Federal Institute of Technology Lausanne

2.6.1 General Introduction to EPFL

Ms Gillian Olivieri: Deputy Director International Affairs made the presentation noting that the EPFL was established in 1969 and comprised 12 576 students, 366 professors, 6 400 employees and 130 nationalities. In relation to funding for 2022, the EPFL received 64 percent of its funding from government and 34 percent from third-party funds.

The EPFL’s three missions, according to the Federal Act, comprise education, research and innovation. In terms of education, based on 2022 figures, 30.7 percent of students at the university were females, and the university produced 1 248 Masters and 2 407 PhDs. 93 percent of university students found employment after graduating. The focus of training at EPFL is on mathematics, physics, and computational thinking. Three new Masters programmes were introduced in 2022 in areas such as Quantum Science and Engineering, Neuro-X and Statistics. In relation to research, the EPFL produced 4 401 publications with 14 publications per professor from its 444 labs and research chairs.

 

In relation to innovation, the EPFL has an Innovation Park, which comprises 21 start-ups with 95 patents filed and 43 licences signed. The Innovation Park had 100 percent occupancy from private companies and start-ups.

 

 

 

 

2.6.2 EXAF Centre – Centre Excellence in Africa

Dr Frederix Meylan: Project Manager, made the presentation and indicated that EXAF focused on people; building strengths; Africa; and scientific excellence. The Excellence in Africa initiative had four strategic key areas which comprised junior faculty development; 100 PhDs for Africa; digital education; and digital solutions for sustainable cities in West Africa.

In terms of the PhDs for Africa, the programme’s duration is 2–4 years and students were co-supervised by professors at the EPFL. The maximum investment made by EPFL for each PhD student amounted to R1.7 million. In terms of digital education, 12 African universities participated in the initiative, which was centred around the sharing of knowledge and research between EPFL and African universities. As a result, 37 experts were trained through the programme and 163 digital education masterclass students were certified.

 

2.6.3 Square Kilometre Array (SKA)

Dr Emma Tolley made the presentation noting that the SKA project is located in the Northern Cape Province of South Africa and is a global collaboration of 16 countries building and operating a next-generation radio astronomy observatory. It would be operated over three sites: the Global Headquarters in the United Kingdom (UK), the mid-frequency array in South Africa, and the low-frequency array in Australia.

In relation to Switzerland’s connection to the SKA Observatory (SKAO), in June 2021, EPFL became a member of the SKAO, and in September 2021, the Swiss parliament approved the proposal for Switzerland’s long-term participation in the SKAO. In January 2022, Switzerland officially joined the SKAO as a full member. For the period 2021–2030, Switzerland has committed CHF 33.6 million (R691 million) towards the construction and early operation of the telescope.

Radio astronomy brings together Swiss and South African scientists in areas such as cosmology; hardware/back-end development, data science, artificial intelligence (AI), deep learning, software development and high-performance computing. The MeerKAT telescope is an excellent scientific instrument of great interest to physicists at EPFL in Switzerland and abroad.

 

2.6.4 EPFL Innovation Park

Prof Ursula Oesterle: Vice-President of Innovation took the committee on the site visit of the Innovation Park. She explained that the park was established 30 years ago and comprised nine buildings. The were 3 000 entrepreneurs, engineers, technicians, and support staff working at the park. This number is expected to increase significantly over the next few years as the park expands. The park had a strong focus on supporting start-ups, and there were between 35 to 40 start-ups with a primary focus on science and technology each year. The services provided by the park to start-ups included incubation and hosting, acceleration, training, and coaching.

In relation to the operations of the park, the companies hosted by the EPFL pay membership fees and rent to access the services offered by the EPFL. Through KNOVA, companies are supported by leveraging the university’s research ecosystem to nurture their innovation, while also providing start-ups and researchers in the EPFL ecosystem with the chance to make a global impact with their technologies. Essentially, companies with a presence in the park have an opportunity to access world-class services in terms of science and technology, while also enjoying the privilege of recruiting top talent for their respective core business.

 

2.6.5 EPLF Discovery Learning Laboratory (DLL)

Prof Ursula Oesterle: Vice-President of Innovation showed the committee the DLL, which forms part of the EPFL Innovation Park. She explained that the facility was equipped with sophisticated equipment such as prototypes for electronics and other engineering programmes. The laboratory helped students to conduct experiments to supplement their coursework. Technicians were assigned to the laboratory to assist students with technical and related support services. The laboratory was also accessible to small micro and medium enterprises (SMMEs) and start-ups to conduct their vocational training and work during semester breaks. The start-ups were assisted in developing and enhancing their projects with the assistance of the technicians.

Thursday - 26 October 2023

2.7 CERN European Organisation for Nuclear Research

2.7.1 CERN Overview

Mr Ernerst Slywester Zakrzweski: Associate and Non-Member State Relations Representative, made the presentation. He noted that CERN is the world’s biggest laboratory for particle physics, and its goal is to understand the most fundamental particles and laws of the universe. The four pillars of CERN include research, education and training, collaboration, technology and innovation.

In relation to research, the focus is to understand how the universe began, and through reproducing the conditions a fraction of a second after the Big Bang, to gain insight into the structure and evolution of the universe. Several CERN scientists have received the Nobel Prize for key discoveries in particle physics. CERN also develops technologies in three key areas, namely: accelerators, detectors, and computing.

The facility boasts the world-renowned Large Hadron Collider (LHC), which is approximately 27 kilometres in circumference and approximately 100 metres underground. The superconducting magnets steer the particles around the ring, and the particles are accelerated close to the speed of light. The giant detectors record the particles formed at the four collision points. The LHC produces more than 1 billion particle collisions per second.

The CERN has a diverse scientific programme that includes nuclear physics, antimatter research, cosmic rays and cloud formation, and fixed-target experiments, which include searchers for rare phenomena and contributions to the Long Baseline Neutrino Facility in the United States of America (USA).

 

 

2.7.2 Introduction to A Large Ion Collider Experiment (ALICE)

Prof M van Leeuwen: Spokesperson ALICE, made the presentation. He explained that ALICE is one of the four large LHC experiments focusing on strong interactions, and heavy-ion collisions. The ALICE detector is designed to study the physics of strongly interacting matter at extreme energy densities. Thousands of particles are produced in a single collision, and the high-resolution detectors measure their momenta and identify them.

In relation to South Africa’s participation in ALICE, there are five physicists and one post-doctoral fellow, engineers and students, and three main institutes (Universities of Cape Town and Witwatersrand, and iThemba Laboratory for Accelerator Based Sciences (LABS). The SA-ALICE activities include physics, software, computing and hardware. iThemba LABS provides the Electronics Readout laboratory for the full setup of electronics, trigger; test environment for CERN; firmware development and MID Online-offline; skills expertise, and training. The University of Cape Town (UCT) provides the Transition Radiation Detector (TRD).

 

2.7.3 South Africa and A Toroidal LHC Apparatus (ATLAS) Experiment

Prof Andreas Hocker: ATLAS Spokesperson, made the presentation. He noted that ATLAS’s collaborations comprised 183 institutions (253 institutes) from 42 countries and 14 Technical Associate Institutes. There were 2 883 scientific authors, 331 qualifiers for authorship, 1 193 physics PhD students, 1 308 engineers or technicians, 94 engineering PhD students, and 5 955 active members.

Prof Hocker indicated that South Africa joined ATLAS in 2010 and has been developing very dynamically both in membership and breadth of its contributions to ATLAS. Six SA institutes form part of ATLAS, and they are UCT, iThemba LABS, University of Johannesburg (UJ), University of South Africa (UNISA), University of Zululand (UniZulu) and the University of Witwatersrand (Wits). The collaboration comprises 26 authors, 24 physics PhD students and 94 active members.

The ATLAS detector is the largest detector ever constructed for a particle collider. In terms of description, it has the dimension of a cylinder that is 45 metres long and 25 metres in diameter. The detector has ultra-fast custom electronics and high-performance computers that filter the collisions. Data processing from the detector relies on the worldwide LHC Computing Grid.

 

2.7.4 Isotope mass Separator On-Line Facility (ISOLDE)

Prof Sean John Newman: Spokesperson ISOLDE, made the presentation. He explained ISOLDE as a unique source of low-energy beams of radioactive nuclides with too many or too few neutrons to be stable. He described modern-day alchemy as a process in which high-energy protons are impacted onto a thick target, and the reactions produce a wide variety of nuclei simultaneously.

Research with radioactive beams at ISOLDE comprises nuclear physics; nuclear astrophysics, atomic and molecular physics; life sciences and biophysics; radioisotopes for medical applications; condensed-matter physics and material sciences.

 

2.7.5 Meeting with SA students and workers at CERN

The committee had an opportunity to meet SA students and workers at CERN. The SA-CERN programme aims to make the facilities at CERN available to South African researchers, engineers, technicians and students. The programme also gives scientists and research students in SA access to the data obtained at CERN and allows them to take part in experimental activities in the facility.

There were 12 students and three staff from iThemba LABS who interacted with the committee. The majority of the students were postgraduates enrolled in Masters and PhD programmes at South African universities such as Wits, UCT and UJ. Professors at SA universities and CERN co-supervised the students. The students were specialising in science, engineering, and technology-related programmes that are aligned with the work of CERN. They expressed their appreciation for the opportunity of being exposed to CERN and working with top scientists. The students also indicated that they would use the skills obtained at CERN to improve the science and innovation sector of SA.

 

 

 

 

 

Friday - 26 October 2023

2.8 Ostchweizer Fachhochschule OST (Eastern Switzerland University of Applied Sciences) and Institut fűr Umwelt- und Verfahrenstechnik UMTEC (Institute of Environmental and Processing Engineering)

2.8.1 OST and UMTEC Overview

Prof Michael Burkhardt, Head of UMTEC, made the presentation. In terms of OST at a glance, he said there were 6 000 students registered in Bachelor and Master programmes; 1 000 lecturers and professors; six departments; 37 research institutes and centres; 1000 ongoing research projects; 250 executive education courses and 1 800 students. Similarly, UMTEC is the Institute of Environmental and Process Engineering and comprises three professors, 25 engineers, and technicians with a special focus on processing and recycling, drinking water and wastewater management, and advanced materials and processes.

In terms of partnership with South Africa, the Swiss delegation from OST/UMTEC visited SA in 2019. The university established a project with the University of Venda (UNIVEN) through the development of a solar gravity-driven membrane (GDM) system by two students from OST. The project also included training students and collaborators of UNIVEN. The challenge with the project was funding, and unfortunately, it did not move forward.

 

2.8.2 OST- Institute for Solar Technology and SA Projects

Mr Andreas Reber: Senior Researcher, gave the presentation. He said the SPF/Institute for Solar Technology comprised 45 employees with 30 ongoing projects and four international projects. The facility has an internationally accredited test laboratory to certify and assess components and systems from the field of solar technology and heating/cooling systems in general. The areas of competence of the SPF included photovoltaic; solar heat, solar energy systems, energy storage; thermal networks, and energy efficiency in buildings.

In relation to activities in South Africa, OST has a project in the Eastern Cape aimed at improving access to clean drinking water for rural communities, particularly in the area of Qumanco, Engcobo (Dr AB Xuma Local Municipality). The demand for drinking water in the area was 4000 – 5000 litres per day. The OST supervised local students, community members, and healthcare workers concerning the project.

A visit in November 2022, together with the OST students, was undertaken. Some challenges experienced with the project included the broken borehole; electricity demand of the borehole pump, faulty mechanical drivetrain and broken diesel engine. As an alternative to overcome the challenges experienced in the first phase of the project, the OST team developed a solar-powered pump that was used to draw water from the nearest water quarry. Furthermore, the OST developed a horizontal JoJo tank to store water from the spring. The community members preferred the water from the spring as their main source of drinking water.

The pending work of the project included the installation of a fence by the local team to keep cattle outside the water catchment; integrating GDM modules in tanks and finalising piping; commissioning by the OST team and capacity building together with the local community. The long-term plan of the OST team is to replace the diesel engine with a solar photovoltaic (PV) borehole pump, and the OST is looking for additional funding for this project.

 

2.8.3 OST Site visit

2.8.3.1 Water Quality and Chemistry Lab

The committee was taken on a site visit of the facilities within the OST campuses. The first facility visited was the water quality and chemistry laboratory, which could accommodate up to 12 students and two lecturers for each session. The laboratory was well-designed, clean, and equipped with the relevant laboratory equipment. The students at the facility work with real wastewater and conduct tests on water quality to ensure that it meets the regulatory requirements and adheres to the safety procedures that are needed for pollutant-free water. It was noted that the use of chlorine as a water treatment process is not used in Switzerland. Instead, Gravity-Driven Membrane (GDM) fundamentals such as GDM membrane filtration; flux stabilisation, and membrane modules are commonly used.

 

2.8.3.2 Mechanical Engineering Laboratory

The committee visited the mechanical engineering laboratory, which offers students various equipment to conduct practical exercises for their studies. The laboratory accommodates between 10 and 15 students at a time. Students are required to pay CHF 100 (R2 038) to access the laboratory and receive a refund upon completion of their experiments in the laboratory. The laboratory is accessible to SMMEs that want to use it for their projects. The lecturers assigned to the laboratory have close links to industry and share their up-to-date knowledge with students.

 

2.8.3.3 SPF Institute for Solar Technology

The committee visited the SPF Institute for Solar Technology, which is responsible for the research, development, and testing of solar energy technologies. The institute has 45 employees who focus on various topics in the field of renewable energy technology and manage an internationally accredited testing laboratory. The laboratory is responsible for certifying and assessing components and systems from the field of solar technology and heating/cooling systems in general. The competencies of the facility include photovoltaic; solar heat, solar energy systems, energy storage; thermal networks, solar process heat, and energy efficiency in buildings.

 

 

2.8.3.4 Institute for Solar Technology Rooftop

The committee was taken to the IST Rooftop, where the actual testing of solar heat and data collection was undertaken. The institute was established in 1981 to venture into sustainable, renewable, and efficient energy systems. There were prototypes at the Rooftop that belonged to the private sector. The institute supports industrial partners in turning their ideas into innovative market products and testing their newly developed products. The projects carried out for private clients are subject to confidentiality agreements, and the committee was not allowed to take pictures near these privately supported prototypes.

 

2.9 The Board of the Swiss Federal Institutes of Technology / Eidgenossischen Technischen Hochschulen (ETH) Board

Prof Michael Hengatner: President of the ETH Board, made the presentation. He gave an overview of the Swiss university education landscape and noted that it comprised three types of universities: classical universities (2 federal institutes of technologies, 10 cantonal universities; universities of applied sciences (eight public and one private), and universities of teacher education (12 – 20). The ETH domain also comprised two technical universities and four national laboratories. The mission of Swiss universities was underpinned by striving for excellence in education, research, knowledge, and technology transfer.

The success factors of the ETH Board included: openness to the world; autonomy, good governance, and solid and stable financing. In terms of funding the Swiss universities, 69 percent of the total funding came from the Federal Government, 15 percent was through research contributions of the Federal Government and the European Union (EU); 14 percent from third-party funding, and 2 percent from tuition fees. Switzerland was also the top destination for scientists worldwide, beating the USA and UK.

In relation to the overview of the EHT Board, the Board comprised representatives from science, politics, business, and society; presidents of ETH Zurich and EPFL; and representatives from research institutes and University Assemblies at ETH Zurich and EPFL. The duties of the ETH Board were to represent the interests of the ETH Domain to the Federal Council / Cabinet of the Swiss Confederation. The ETH Board operated mainly as a link between universities and the state and guided the strategic development of universities.

 

Saturday - 27 October 2023

2.10 University of Zurich

The committee had an opportunity to visit the University of Zurich, Switzerland’s largest university with 28 000 students. The university has seven faculties, namely: Philosophy, Human Medicine, Economic Sciences, Law, Mathematics, Natural Sciences, Theology, and Veterinary Medicine. There are also over 150 departments and more than 200 study programmes that students can choose from. The main language of instruction at the university is German, however, English and other languages such as French and Italian are available for postgraduate programmes.

The committee visited the main campus, which is situated closer to the Zurich central business district (CBD). Transport from the city centre to the main campus is easily accessible and affordable, and there are dedicated bicycle lanes in the streets for those who wish to cycle. Of significance to note is that the main campus is not fenced, thus making it easily accessible for both students and members of the public. There were no security personnel stationed at the main entrance of the campus; thus, members of the public could access the university without any hindrance. Notwithstanding the absence of security, the campus felt safe for visitors.

The main campus building was relatively old; however, it was in good condition and well maintained. The campus surroundings were clean and well maintained. There were information brochures on campus that provided students with information on where and how to report infrastructure defects, and this was quite impressive. The committee was impressed with the accessibility and openness of the campus, which created a sense of belonging to the community.

 

3. KEY FINDINGS AND OBSERVATIONS

The Portfolio Committee, having undertaken the study tour to Switzerland from 21 – 29 October 2023, made the following key findings and observations in line with the objectives of the study tour:

3.1 Higher Education and Training:

3.1.1 Governance and management of higher education institutions:

• Governance in Swiss universities is critical for the respective institutions’ core business of teaching and learning and research. The country has 26 cantons (similar to provinces in SA), and the executive of the cantons are responsible for appointing the rector. The appointment process is based on merit and competency.
• The committee was informed that there has never been a situation where a university is placed under administration due to failure by its council to execute its duties. Furthermore, openness and transparency in the decision-making processes of universities are prioritised.
• Corruption and maladministration at Swiss universities are not tolerated, and the committee was informed that there have not been incidents of corruption at the management level at the universities.
• The ETH serves as the link between universities and the government in relation to governance and management matters. It also implements the strategic aims of the Federal Government. The ETH plays a role similar to Universities South Africa (USAf) since the universities are under its domain with respect to governance.

 

3.1.2 Funding for higher education:

• The Swiss Federal Government and cantons are responsible for providing funding to universities. The universities are divided into federal institutes of technology, universities of teacher education, and universities of applied sciences. The Federal Government allocates funding to universities based on their strategic plans and overall performance outcomes. There is high competition among Swiss universities in terms of their abilities to attract more funding from the government, hence, it is critical for them to remain competitive in their respective niche market.
• The private sector also plays a critical role in funding universities, especially science and technology universities. For example, UMTEC receives the highest private funding among all universities of applied sciences in Switzerland based on its extensive focus on applied sciences and technology.
• Higher education is relatively affordable in Switzerland compared with other European countries. An example was made of a parent who was paying CHF 500 (R10 000) per semester. Students who cannot afford higher education are provided with scholarships, and interest-free loans are also provided to those who do not receive a scholarship.

 

 

3.1.3 Academic freedom and institutional autonomy:

• Swiss universities enjoy a high degree of academic freedom and institutional autonomy, and the freedom to research and teach as deemed necessary and right. There is hardly any interference of the government in the affairs of universities since the right to academic freedom is rooted in the Swiss Constitution.  Furthermore, decisions made at the institutions are subject to negotiations between all stakeholders involved to ensure consensus. Even university faculties have their own power to determine the best interest of their programmes.

 

3.1.4 Teaching and learning:

• Swiss universities offer a range of training programmes to students in the humanities, sciences, engineering, medicine, and other similar fields. The committee had the opportunity to interact with comprehensive universities and universities of technology. Of significance to note is that Swiss universities invest their resources in specific niche markets that produce good output. For example, EPFL prides itself as a research university that specialises in engineering and sciences. There are no humanities courses at this university. The committee heard that 93 percent of graduates receive employment after their graduation because of the high demand for sciences and engineering skills by industry.
• The universities have easily accessible Wi-Fi connectivity across their campuses, which makes it easy for students to conduct their research and related academic work.
• Teaching and learning are conducted through the hybrid model (contact lectures and online learning). The lecture rooms are small compared with typical South African universities. For example, at the University of Basel, the lecture rooms can accommodate up to 30 students.
• The university lecturers are highly trained and most have doctoral qualifications. At UMTEC, the university employs 25 qualified engineers as full-time employees so that students can receive training from experts in engineering-related fields.

 

3.1.5 Student accommodation:

• Swiss universities do not offer students accommodation on their campuses, and students are responsible for finding their privately owned accommodation or guest house. The universities have student housing offices that assist students with searching and finding student accommodation.
• Student accommodation is relatively expensive in major Swiss cities, as is the standard of living. However, the public transportation system is very affordable and easily accessible, which makes it easy for students to commute to their institutions. Furthermore, bicycles are a very popular mode of transportation in Switzerland, and universities have dedicated areas for bicycle parking.

 

3.1.6 Safety and security of students:

• Switzerland is generally a safe country with low levels of crime, and there is a high level of surveillance on campuses. Most of the universities visited by the committee are open campuses where members of the public can easily access the institution without being subjected to security checks.
• The committee had the opportunity to interact with students during its interaction with universities. Female students indicated that they felt safe on campuses and easily shared spaces with their male counterparts without any fear of victimisation.
• There were no incidents of gender-based violence and femicide (GBVF) at the universities that the committee visited, even though male students were predominantly the majority.

 

 

 

3.1.7 Infrastructure development:

• Swiss universities boast well-developed infrastructure facilities that are generally similar to their surroundings. Of significance to note is that the facilities are well maintained and clean, and this is generally the norm across the institutions in Switzerland. Some universities’ buildings are old but well maintained.
• The selection criteria for service providers or companies involved in infrastructure projects are very stringent and based on merit. The Swiss in general are more inclined towards competitiveness. For example, the contract for designing the student centre of the EPFL campus was awarded to a Japanese company.

 

3.1.8 Students demographics:

• Unlike South African universities, there are more male than female students at the Swiss universities of technology with whom the committee interacted. For example, at the EPFL, 70 per cent of the students are male. The committee was informed that diversity or equality in Switzerland is not based on gender. Thus, students enjoy the freedom to choose their career path based on their intuition. Science and engineering in Switzerland are mainly viewed as male occupations, and many women are not interested in enrolling in these courses.

 

3.1.9 Partnership with industries:

• Swiss universities have a very strong relationship with private industry, which is essential in providing funding for research and technology. The universities have dedicated offices that coordinate these partnerships with industries. For example, EPFL has an Innovation Park that has over 40 companies. The majority of EPFL students conduct their work-integrated learning programme at these companies. These companies also absorb some graduates into full-time employment after completing their qualifications. In essence, students are guaranteed employment upon completing their programmes due to strong linkages between the university and the private sector.
• Doctoral students undertake research projects that are mostly funded by private companies, which provide employment to students after completing the PhD programme. Thus, there is motivation for students to complete their programmes because they receive incentives from the companies that fund their programmes.

 

 

3.1.10 Responsiveness of the curriculum to industry needs

• Given the strong collaborations between universities and the private sector, curriculum development and review in Switzerland is done in consultation with industry. The committee was informed that universities of science and technology, in particular, rely on the private sector’s input in terms of reviewing the relevance of their programmes. The private sector largely determines the direction of universities in terms of their programme offerings. Programmes that are not economically beneficial are removed from the curriculum. Research also plays a significant role in influencing curriculum review.

 

3.1.11 Examination and the resulting

• The committee was interested in finding out whether there were some institutions that experienced any certification backlog, and it was noted that there was no certification backlog experienced, and students received their qualifications upon completion.

 

3.1.12 Vocational Education and Training (VET)

• The Swiss VET system is underpinned by a strong public-private partnership (PPP) with a strong labour market orientation. The good relationship between the Federal Government and industry enables the VET system to be a successful model and creates better employment opportunities as they get industry exposure at early stages.
• The strong foundation in mathematics and science for learners in Switzerland makes it easy for them to choose careers in science and technology.
• Two-thirds of all young people coming out of compulsory education in Switzerland enrol in VET, and this is commendable. The VET sector also forms the basis for lifelong learning and opens up a wide range of job prospects.

 

3.2 Science and Innovation

 

3.2.1 Swiss-SA relations

• Switzerland has had strong bilateral relations with SA in science and technology since 2007, especially in the areas of public health, human and social sciences. Consequently, the Swiss view SA as one of the key partners outside Europe, and this view is supported by the various projects that the Swiss government and public institutions have invested in the country.
• The student exchange programme between Swiss and SA universities has been growing over the years and has the potential to enrich the SA science and innovation sector. For example, the presence of SA students at an international research organisation such as CERN, bodes well for the country. It is worth noting that the SA students at CERN are committed to transferring the knowledge gained at CERN for the benefit of SA communities.

 

3.2.2 Funding for science and innovation

• Science and innovation in Switzerland is financed by both the public and private sectors. It is critical to note that the country spends 3 percent of its gross domestic product (GDP) on research and development (R&D), and two-thirds of this comes from the private sector. This is commendable given that researchers are motivated to undertake excellent research that contributes to economic development.
• The universities of applied sciences in Switzerland, such as OST, receive most of their income from third-party funding through cutting-edge research and innovation. It is commendable that knowledge institutions are seen as fertile ground for further investment by the private sector in terms of science, technology and innovation (STI).

 

3.2.3 Competitiveness

• Competitiveness in Switzerland, especially in science and innovation, is what makes the country unique. Swiss research-intensive institutions such as the Universities of Applied Sciences, OST, and EPFL attract the best talent in terms of academics and students. The majority of Swiss researchers have PhDs, and most of their doctorates are privately funded. The committee was impressed by the motivation of these institutions to stay at the top of their game so that they can attract funding from both the private and public sectors and remain competitive.

 

3.2.4 Transformation in science and innovation

• Transformation in Switzerland is not viewed from the perspective of race or gender. Thus, the committee was surprised that there were few women in the science and innovation spaces, and this domain is mostly dominated by males. For example, EPFL, which is a science and innovation university, has 30 percent female students. Furthermore, the government is not necessarily putting effort into attracting females into the sector as freedom of choice is deeply entrenched in Swiss society.

 

 

4. SUMMARY

The aim of undertaking the study tour was for the committee to conduct a benchmarking exercise where its members would learn and gain holistic insight into the Swiss education, science and innovation system, which is ranked among the best in the world. The committee’s focus on Switzerland stems from its quality vocational education and training (VET), including the higher education system. The country is also renowned for its scientific innovation, which plays an important role in the Swiss economy. The study tour also served as an opportunity to assist in providing a platform for further international partnerships and collaborations, which could have three dimensions: national policy frameworks, institutional level, and individual researcher level.

 

One of the key lessons learned by the committee during its first engagements with Swiss officials is that the country is deeply rooted in its core values, and this translates to its success. Functionality over formality is prioritised in Switzerland, and failure is seen as an opportunity to gain experience rather than a means to an end. The country is highly rated in terms of its exceptional standard of living, stable economy, and efficient public transportation system, which is the backbone of the economy.

 

In relation to the Swiss education system, the committee established that basic education is obligatory for every child and is free in state schools, and after primary school, learners split according to their abilities and career choice. Of significance to note is that career guidance begins at the early stages of the learners’ career, and as soon as learners enter secondary school, they follow their respective career paths. The importance of this early intervention in the learners’ career is that it provides them with an opportunity to test their skills and capabilities, so that they can be better prepared for post-school education and training, including the future world of work. There is a strong emphasis on mathematics and science in the Swiss system, and this is the reason why the country has among the best science and technology higher learning institutions.

 

The committee was impressed with the direct democracy governance system of Switzerland, which is key to its stability and success. The importance of social compacting and consensus underpins the key decision-making processes of the Swiss government. Despite the country using its federal system of government, citizens contribute significantly to shaping the country’s future by participating in policy-making and other key issues that impact their lives.

In relation to higher education, the committee discovered that the sector comprised 10 universities that belong to cantons, two Federal Institutes of Technology (with EPFL being one of them) and seven Universities of Applied Sciences (with OST being one of them). It was interesting to note that universities in Switzerland have specific niche markets that make them unique from each other. Furthermore, the geographical location of these universities is also aligned with the regional and local economic needs. For example, Basel is famous for its strong pharmaceutical industry, and the University of Basel has strong health science programmes. Similarly, Lausanne is famous for science and technology, and the EPFL is located there.

 

There are other unique characteristics of the Swiss higher education system that the committee discovered. There is stable governance and administration, and high-level accountability on how resources are utilised. The ETH Board serves as an intermediary between the state and universities. There were no incidents where a university had to be placed under administration due to poor governance or corruption. Furthermore, universities do not highly depend on the state for funding, they have strong partnerships with the private sector for third-stream income. Tuition fees hardly contribute to the financial well-being of universities because they are very low since higher education is relatively affordable in Switzerland, and scholarships are provided for those who cannot afford these fees.

 

Swiss universities do not offer student accommodation, and it is the sole responsibility of students to find their own accommodation. The efficient public transportation system also makes it easy for students to commute to the institutions. There were also no concerns raised with respect to the safety and security of students on campuses. Furthermore, there were no GBV cases as students felt safe and were able to share public spaces without intimidation.

 

In relation to science and innovation, Switzerland has established itself as a destination of choice for emerging scientists across the globe. Switzerland surpasses countries with large populations such as France and the United Kingdom in terms of attracting top scientists to Europe. The Swiss have opened their doors to the world in terms of attracting top talent from all over the world, and the country offers a fertile ground for excellent research and successful innovation. Switzerland spends up to three (3) percent of total GDP on R&D, unlike SA, which spends 0.61 percent. For a country of 8 million people, this is significant spending on R&D, and the private sector accounts for more than two-thirds of Swiss R&D expenditure. The strong investment by the private sector in Swiss R&D is motivated by the proactive work of researchers.

 

The committee, throughout its interactions related to science and innovation, was informed that South Africa and Switzerland enjoyed a very productive relationship in STI dating back to 2007, when the two countries signed bilateral agreements on STI. It was also noted that South Africa is one of Switzerland’s biggest partners outside Europe in terms of STI. This is manifested through joint research programmes and cooperating on the Swiss-SA Business Development Programme. The establishment of bilateral Research Chairs is another significant milestone emerging from the strong links between the two countries on STI. Furthermore, the Swiss have joined the SKAO and pledged support and funding for further development of this mega project. The Swiss have various STI-related projects with SA universities, which are also for the benefit of local communities. However, funding issues were highlighted as a major hindrance to the sustainability of community beneficiation projects.

 

The committee concludes that its study tour to Switzerland was a success and afforded members an opportunity to gain insight and knowledge about the higher education, science and innovation system of a first-world country. Exposure to the different cultures and environments was enriching and allowed members to learn about different perspectives and draw similarities. South Africa might not have similar financial resources as Switzerland, however, the lessons learned from the study tour can be shared with the relevant departments within the committee’s portfolio, and most of the recommendations will be useful for taking both the PSET and STI sectors forward.

 

5. RECOMMENDATIONS

The Portfolio Committee, having undertaken the study tour to Switzerland, makes the following recommendations:

 

5.1 OST and SA Projects

• The DHET should consider the possibility of engaging with the Energy and Water SETA to support the Eastern Cape (Qumanco Village) drinking water project with funding for the replacement of fossil fuels by solar PV and suitable/submersible borehole pumps. This project will assist the Fama (Qumanco) community with drinking water, where the demand is 4000–5000 litres per day.
• The DSI should consider the possibility of engaging the Technology Innovation Agency (TIA) to provide funding to SMMEs that can develop membrane modules for water purification. These membrane modules are in high demand in Switzerland and other European countries, and there will be great export opportunities if SA companies can produce them.
• The DHET should engage with the University of Venda (UNIVEN) and the Energy and Water Sector Education and Training (EWSETA) to revive the solar GDM system, including the energy supply for the mobile phones project. This project failed due to lack of funding, and there is a need for both DHET, UNIVEN and EWSETA to find solutions for funding the project so that it can be expanded for the benefit of the UNIVEN community.
• The Institute of Environmental and Process Engineering (UMTEC) Drinking and Water and Wastewater Unit should collaborate with SA universities and TVET colleges that offer programmes in wastewater management and share best practices. This can be done through virtual webinars.

 

5.2 SA Embassy in Switzerland

• The SA Embassy working in collaboration with DHET should consolidate the data of all SA students studying at institutions of higher learning in Switzerland. This database will assist with the tracking of students and make it easy to provide them with support in time of need.

 

5.3 Science Diplomacy

• The committee in collaboration with DSI should convene a Colloquium on Science Diplomacy before the end of the 6th Parliament. The Colloquium will focus on science trends and breakthrough predictions for the future.
• The DSI should consider galvanizing support to improve science diplomacy in SA so that scientific knowledge can be utilized to solve the future needs of the country.

 

5.4 CERN

• The committee should consider submitting motions without notice to the National Assembly (NA) in recognition of the SA students at CERN. The motions should recognize their stellar contribution to science and innovation at one of the world’s top nuclear research institutions.
• CERN should consider the possibility of having webinars with the Department of Basic Education to promote science at grassroot levels and share best practices to improve teacher training in mathematics and science.

 

5.5 EPFL

• The DHET should consider the possibility of replicating the EPFL Innovation Park model at the Imbali Education and Innovation Precinct. This model will provide opportunities for companies and start-ups to benefit from the exchange of ideas and sharing knowledge with institutions of higher learning in the precinct. The companies will also access the best talents coming out of the institutions in preparation for the future.
• The DHET TVET branch unit should approach the EPFL and have a webinar to gain insight into its successful model of preparing graduates for workplaces. More than 90 percent of EPFL graduates receive employment after completing their studies. The Department can learn about the mechanisms used by the EPFL to implement the successful work-integrated learning programme.
• The DHET should seek advice from the EPFL to improve the services provided by TVET colleges’ incubation hubs for the benefit of their surrounding communities.

 

5.6 Commercialization of innovation

• The DSI and TIA should learn from the Swiss system of supporting start-ups and enabling them to expand and develop products for the market. The Swiss system is underpinned by strong support provided to start-ups and failure is not considered as an end to the pursuit of excellence. Furthermore, start-ups in Switzerland are provided access to higher education and research institutions with no hindrance.

 

5.7 University of Basel (UNIBAS)

• The DHET in collaboration with the University of South Africa (UNISA) should have a webinar with the university to gain insight into best practices on teacher education and training. Two-thirds of SA teachers are produced at UNISA, and the institution will benefit from the curriculum of UNIBAS on teacher education.
• The DBE and PC on Basic Education should consider having a meeting with the university to gain insight into the KaziBantu project (Healthy Schools for Healthy Communities).
• The university should share information on how to attract young people into agriculture research to improve the uptake of the programme at institutions of higher learning.
• The university should consider providing support to the South African Council of Educators (SACE) to improve its mechanisms in support of teacher development.

 

5.8 Vocational Education and Training

• The DHET can replicate the Swiss VET system in TVET colleges by distributing the training content of colleges across two learning locations (training campuses and host companies). This will assist in developing quality graduates who are ready for the world of work.
• The DHET should consider the possibility of having special conditions for adults with work experience to be admitted to specific programmes in TVET colleges to enhance their skills.
• The continuous training and development of TVET lecturers should be improved so that they are able to produce graduates who are ready for the world of work.
• The DHET should consider pursuing and strengthening its international cooperation and bilateral relations with the Swiss government for the benefit of the SA TVET sector.

 

Report to be considered.