Johannesburg — HIGHER Education and Training Minister Blade Nzimande says that he does not believe universities that claim they are not getting the "right students" from the school system.

Speaking at a Sugar Industry Trust Fund for Education Induction function in Durban yesterday, Mr Nzimande said this type of "ivory tower mentality" did not correspond with the challenges in education and the number of matrics who passed every year did not necessarily reflect the full potential of young people.

"I say, well, tough luck. That's the only kids we have, if I get criticised for saying this, I won't stop," he said. The academic system was orientated towards directing students to university, but only a third of students who entered university completed their degrees, he said. Another third staying in the academic system for six to seven years, while the others dropped out.

There were about 7-million youths aged 18 to 24, with roughly 3-million of them "sitting at home doing nothing".

The big challenge was to build a viable college sector, he said.

The department's mandate was to increase access to education for post-school leavers, which was not the same as post-matric school leavers, the minister said.

A lack of adequate financial support was a key factor and a reason why so many students dropped out of universities, as the National Student Financial Aid Scheme covered on average only 48% of a student's cost of study requirements.

The department had committed R2,7bn for the scheme for this financial year, in addition to existing bursaries in universities and colleges. "We are aware these amounts are still highly inadequate" and improved partnerships with the private sector was needed, Mr Nzimande said.

KwaZulu-Natal MEC for Economic development and Tourism Mike Mabuyakhulu said that because of the downturn in the economy there may be a temptation among companies to cut back on education and prioritise other needs. However, studies showed a growing and sustainable economy needed continued investment in education. This was also essential for innovation in the economy.

Education had not only become "a precious resource", but it had come to define the future prospects and fortunes of countries, he said.

Mr Mabuyakhulu said government policies reaching across the boundaries of ministries, institutions, sectors, fields of training, academic disciplines or location would help correct an economy that seemed low on innovation and was characterised by players, particularly from previously disadvantaged, who played an intermediary role.