Transcript Investment in ICT for Higher Education

Workshop for South African Trade
Unions on Green and Decent Jobs
20 November 2012, Johannesburg (South Africa)
Parktonian Hotel, Johannesburg
1
WHY DHET EXISTS????
1. Our aim is achieving far-reaching outcomes and bringing about changes to
improve the provision of post-school opportunities, especially for the
youth, but also for adults.
2. There is a window of opportunity for us to craft a system that provides a
myriad of opportunities and to have a meaningful impact on the lives of
individuals, the economy and society.
3. Our broad mandate is clear:
• On the demand side, the system must ensure that the skills
needed to drive our country’s economic growth and social
development are delivered at an increasing rate, because
available, quality skills will enhance both investment and service
delivery
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WHY DHET EXISTS????
• On the supply side, the system must serve a growing number of both young
people and adults; it must provide different entry points into, and pathways
through the learning system; it must provide quality learning wherever
learning takes place – be it at a college, a university or in the workplace;
and, importantly, it must provide easy pathways across the different learning
sites.
•
Mandate of DHET is creating a post-school education and training system – NOT
equivalent to post-matric
• Increase opportunities
• Improve access and articulation in a differentiated system
• Improve skills production pipeline in intermediate and high level skills
•
Critically, change the shape and size of the system- more VET versus university
graduates
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UNIVERSITIES,
UNIVERSITIES OF
TECHNOLOGY AND
COMPREHENSIVES
COLLEGES
Workplace
learning
governed by
SETA’s
SKILLS PLANNING
QUALITY ASSURANCE AND
ADVISORY BODIES,
QUALIFICATIONS
FRAMEWORKS
THE POST-SCHOOL EDUCATION AND TRAINING
SYSTEM
NSDS DIRECTING ROLE OF SETA’S AND NSF
WITHIN COMMITMENTS OF HRDSA, NGP, IPAP, RURAL4
DEVELOPMENT, OTHER GOVT PRIORITIES
2007 CS: Not Employed, Not in Education Not severely disabled
18 – 24 age cohort
18
19
20
21
22
23
2,595
61,056
2,457
64,285
3,786
70,496
4,762
78,564
4,998
73,575
4,054
75,261
4,699
77,425
27,351
500,662
51,192
59,643
73,194
79,050
83,367
81,502
80,649
508,597
65,228
94,608
132,158
164,596
176,733
174,325 183,146
990,794
47,447
65,190
89,292
99,797
100,711
96,139 100,080
598,657
10,226
13,526
14,778
14,259
16,910
13,869
14,766
98,335
2,732
4,025
6,299
8,157
9,672
8,340
7,811
47,035
Diploma with Gr 12
388
1,151
2,464
3,461
6,103
5,733
5,995
25,294
Bachelors degree
188
322
430
1,774
1,460
2,831
2,347
9,352
6
126
192
312
78
654
414
1,780
244
405
400
581
867
2,498
Honours degree
60
220
383
694
337
1,695
Masters/PHD
48
77
110
135
50
420
Unspecified
Primary or less
Secondary education
less than Grade 10
Grade 10/Std 8 or
higher but less than
Grade 12
Grade 12/ NTCIII (no
exemption)
Grade 12/Std 10
(with E)
Certificate with Gr 12
BTech
Post grad diploma
24 Total
5
Total
241,056
305,333
393,441
455,434
474,501
464,119 478,587
2,812,471
PRIORITIES OF GOVERNMENT
4. Key Priorities
•
Education is one of the 5 key priorities of government
•
Cabinet has adopted A Skilled and Capable Workforce to Support an
Inclusive Growth Path as a priority outcome for this government –
OUTCOME 5
•
A skilled and capable workforce is critical for decent work; an inclusive
economy; labour absorption; rural development; the reduction of
inequalities and the need for a more diversified and knowledge intensive
economy
•
Outcome 5 has 5 interlinked outputs which responds largely to the
following challenge
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5 Interlinked Outputs of Outcome 5
Output 1:
Skills
Planning
Output 2:
Raise the
base
Output 3:
Increase
access to
intermediate
skills
Output 4:
Increase
access to
high level
skills
Output 5:
Research,
Developme
nt and
Innovation
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POLICY MANDATE
5. Other key policy consideration
•
The Higher Education Act, 1997 (Act No. 101 of 1997), (HEA), provides for a unified
and nationally planned system of higher education.
•
Higher Education Act and Education White Paper 3: A Programme for the
Transformation of Higher Education (1999), formed the basis for the
transformation of the higher education sector
•
The National Student Financial Aid Scheme Act, 1999 (Act No. 56 of 1999),
(NSFAS), provides for the granting of loans and bursaries to eligible students
attending public higher educational institutions, as well as for the administration
of such loans and bursaries.
•
Support and monitor QCTO to become operational (established through SDA)
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POLICY MANDATE ( CONT’D)
•
The Adult Education and Training Act, 2000 (Act No. 52 of 2000), (AET), provides
for the establishment of public and private adult learning centres, funding for AET,
the governance of public centres, as well as for quality assurance mechanisms for
the sector.
•
The National Qualifications Framework Act, 2008 (Act No. 67 of 2008), (NQF),
provides for the National Qualifications Framework, the South African
Qualifications Authority and the Quality Councils. The National Qualifications
Framework is the principal instrument through which national education and
training qualifications are recognised and quality assured.
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POLICY MANDATE – CONT’D 2
•
The Skills Development Act, 1998 (Act No. 97 of 1998), (SDA), provides for - an
institutional framework to devise and implement national, sector and workplace
strategies
- development and improvement of the skills of the South African workforce,
- integration of those strategies within the National Skills Framework
contemplated in the South African Qualifications Authority Act
- for learnerships that lead to the recognition of occupational qualifications
- the availing of the financing of skills development by means of a levy-financing
skill and the National Skills Fund.
•
The Green Paper process provide an enabling and overarching conceptual
framework for the Department of Higher Education and Training (DHET) and
provide the required guidance for the development of the system of post-school
education and training in the country.
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INITIATIVES
6. Key initiatives in response to the policy mandate:
• Understanding and communicating skills needs
• Pivotal programmes are those ‘Professional, Vocational, Technical and Academic
Learning’ programmes that meet the critical needs for economic growth and social
development.
• Improved quality and relevance of workplace learning
• Adopt and implement a national policy on the Recognition of Prior Learning (RPL):
• Differentiation:
• Articulation between sub-frameworks of the NQF will be enhanced:
• Reviewing the national Norms and Standards for Funding FET Colleges to create more
access to skills programmes for the South African communities through the FET
Colleges.
• At NEDLAC, Government signed a National Skills Accord with all the social partners in
which business and state owned enterprises have made concrete, numerical
commitments to significantly increase numbers of apprenticeships and to take on
learners and interns for practical workplace experience
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FROM POLICY TO IMPLEMENTATION
7. Key Milestones
• Tackle the high number of unemployed youth who are not at school and are without skills,
we committed ourselves to increasing ABET level 1-4 entrants to 300 000 by 2014
• Increase the National Certificate Vocational (NCV) pass rate to 50%
•To meet the skills requirement of a changing economy we committed ourselves to
increasing the number of learnerships to 20 000 per annum
• the number of those passing trade tests to 10 000 per annum with a pass rate of 60% by
2014.
• At tertiary level we committed ourselves to producing 51 460 engineering, 51 747 animal
and human health, and 40 607 teacher graduates for the period 2011-2014.
• To support knowledge development in the country we committed ourselves to increasing
the numbers of honours graduates to 76 545, masters graduates to 17 241, and doctoral
graduates to 5 356.
•To reduce finance as a barrier to accessing post school training, allocations for loans and
bursaries increased from R 3.3 billion in 2010/11 to R 5.5 billion in 2011/12
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FROM POLICY TO IMPLEMENTATION( CONT’D)
•
To that end, the DHET, through the NSF, has funded various
initiatives to advance training in the area of green skills:
•
Through the partnership with Dept of Public Works, R200m for
initiatives that include:
•
•
Working for water projects
•
Fire prevention projects
•
Cooperatives in farming
Partnership with CPUT to establish a national centre for renewable
energy
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FROM POLICY TO IMPLEMENTATION( CONT’D)
A DHET sponsored South African Renewable Energy Training Centre at the Cape
Peninsula University of Technology
Objectives of the project
•
•
•
•
•
•
to establish a national accredited training centre of excellence for all renewable related
energy training
To provide qualified trainers for the renewable energy industry
To develop curricula for renewable industries
To provide access for learners to fully equipped laboratories/workshops for training
related to:
– Wind Turbine technology – service technicians. Apprentices and High Voltage
operators
– Solar industries - PV installation technicians
Facilitate an intimate a value-driven academic-industry partnership in the development
of renewable energies.
Increase the employability of university of technology graduates
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Key issues for consideration by Labour Leadership
 What kind of partnerships should we build that can advance our
objectives and priorities and how can you help as the Labour Unions
 How does labour view its role in SETA Boards, particularly in terms of
advances quality training for its members and potential member, in order to
achieve decent and well paying jobs
 What lessons can we learn from your experiences in skills development
that will advance our objectives and priorities as a department
 How do we collectively harness our strengths and resources to put
training at the forefront of our agendas, such that we prevent future
Marikanas.
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THANK YOU
Clive Mtshisa
ADDG: SKILLS
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
123 FRANCIS BAARD STREET
PRETORIA
Tel: 012 312 5222
Fax2mail: 086 298 9951
e-mail: Mtshisa.C@dhet,gov.za
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