Transcript Slide 1

Strengthening TVET
Further Education and Training
Problem Statement
 Importance of TVET Colleges emphasised as seen in key
government plans and strategies.
 The central role of TVET colleges in addressing skills
shortages and advancing economic growth in SA has been
recognised.
 Therefore there is a need to focus attention on the TVET
college sector to increase access and improve quality of
provision.
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Further Education and Training (Cont)
FET TTT Objectives
 Identify measures for strengthening and
supporting TVET colleges in order to
– expand access and
– improve the quality of provision.
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Further Education and Training
Notions of Access and Quality
 Key words in TTT’s mandate are expanding access and
improving quality of provision, need to unpack access.
 3 categories of access that should be understood and used as
a basis for fulfilling mandate:
o Access into colleges (increased enrolments)
o Access inside colleges (outcomes and efficiencies)
o Access out (into labour market, further education, self-employment)
Recognising that quality can (only) be achieved through, and by
means of open and unfettered institutional access and that
access cannot be achieved without attention being paid to
quality.
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Further Education and Training
Challenges
FET
FET
College
s
Colleges
TVET
Colleges
2.5 million
509 643
320 679
Universities
Universities
761 000
953 373
South Africa,2007
(DHET, 2008)
•
•
•
South Africa,2012
(DHET, 2013)
Universi
ties
1.6
million
2030 Vision (White
Paper)
Close on 2 million students enrolled in public and private PSET programmes in 2012.
54% in HEIs
32% in TVET Colleges (DHET, 2013)
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Further Education and Training
Challenges (Cont.)
 Colleges currently seen as a poorer cousin of HEIs: parity of esteem
not a reality. They cater mainly for those who have left school –
should ideally provide education and training to members of their
own and nearby communities and develop skills for local industry,
commerce and public-sector institutions. In this regard, need to
revisit their purpose.
 Colleges have become central part of government strategy in the
provision of PSET, targeted for the greatest expansion and
diversification (White Paper, 2013). Need to ensure they are
properly resourced, led and managed to fulfill this role.
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Further Education and Training
A range of interventions since democracy
FET Act 1998
New Institutional
Landscape 2001
302 550 students
356 049 students
152
technical
colleges
R780m
budget
(1.7% of National
Education Budget)
50 FET Colleges
Recapitalisation
2005
377 584 students
Introduction of
Establishment of
NCV & Bursary
New Funding
Scheme 2006 -2007 Norms 2008-2009
320 679 students
420 475 students
R793 budget (1.3% R1.35b
budget R2.7b budget (2.5%
of National
(1.6% of National of
National
Education Budget) Education Budget) Education Budget)
R66million
NSFAS Allocation
R3.77b
budget
(2.7% of National
Education Budget)
R299million
NSFAS Allocation
Transfer to DHET
2012
509 643 students
R4.95b
Budget
(2.4% of National
Education Budget)
R1.7billion
NSFAS Allocation
Very key: the DHET Turnaround Strategy 2012
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Further Education and Training
Conceptual Framework: The Notion of a
Developmental State
• Major policies issued by the post-apartheid
government since1994 revolve around the notion of a
developmental state.
• Most of these policies make explicit reference of the
catalyst role the TVET College sector should play
within the post-school education and training (PSET)
system towards addressing the challenges faced by a
developmental state.
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Further Education and Training (Cont)
• The central question contained in the White Paper
(DHET: 2013) is the following: how can skills
development support the creation of a developmental
state?
• A response to this requires an understanding of the
developmental role of TVET Colleges and a reconceptualisation of their purpose in a developmental
state.
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Further Education and Training
Methodology
• FET TTT Indaba in March 2013 to involve sector
stakeholders, experts and policy makers in the
identification of blockages.
• Three work streams established to further
engage with themes identified at the Indaba
which were:
– Partnerships
– Positive Learning Experience
– Pathways
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Further Education and Training
Methodology (Cont)
• Research commissioned which conducted a desktop
review of the sector. Five reports produced.
• There was continuous engagement with stakeholders
and experts through task team meetings and e-mail
comments and inputs.
• A roundtable of sector specialists held in January 2014
where the draft reports were discussed.
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Further Education and Training
Blockage 1: Purpose
• Current Purpose limited, its main focus is on employment in the
formal labour market
Recommendation
• Get the longer-term purpose right: will speak to overall long-term
Mission and Vision for the sector.
• Purpose should reflect TVET for economic and broader societal and
developmental objectives (involvement of the DTI, EDD, NPC,
national business formations, national labour formations).
• TVET for local economy (local businesses, provincial and local
government, informal sector).
• Immediate focus should be on occupations and the acquisition of
mid-level skills.
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Purpose of TVET Sector
Purpose
Immediate Term
Medium Term
Long Term
Focus
• Labour market (formal and
informal labour market)
• Labour market (formal and
informal labour market)
• Community/local needs
• (CETC and TVET
Colleges)
Expanded, comprehensive
and differentiated colleges
Target Group
• Pre-employed
• Employed
• Unemployed/ Postemployed
Youths and Adults (both pre-employed and employed and
un/post employed)
Alignment with
DTI (Industrial Policies)
EDD (National Dept)
Local Labour markets
Economic and Community
Responsiveness to the
learner (in broadest sense)
Purpose
The main purpose of these
colleges is to train young
post-school leavers,
providing them with the skills
(incorporating knowledge
and attitudes) necessary for
employment (formal)
Youths and adults “building
skills for work and life”
Main purpose to provide
labour market needs and
community development
Economic, equity and
transformation
Learning Mode
F/T, with P/T provision (WIL
crucial)
F/T, with P/T provision (WIL
crucial)
- Community engagement
Multiple modes – online, elearning, blended learning
Occupational routes
Further Education and Training
Blockage 2: Institutional Effectiveness
Issues Raised
 Colleges need to strengthen their strategy and M&E functions.
The M&E structure and function is very important and should
ensure that strategy always aligned to purpose. The oversight
role of DHET very important in this regard.
 Partnerships must be part of the institutional psyche and
should happen at all levels although driven from the CEO’s
office.
 Key to institutional effectiveness is human resources at the
leadership, management and lecturer levels.
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Further Education and Training
Issues raised (cont.)
 Inadequate Lecturer Capacity (both in technical knowledge
and numbers).
 Not enough lectures have the capacity to take charge of their
learning environments, most don’t have the necessary
competences (the combination of a teaching qualification and
a trade in programmes that industry is mostly interested in).
 With the envisaged expansion of student enrolments, not
enough lecturers in the system to cope with the expansion.
Recommendation 1
 Improve college governance and management
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Further Education and Training
Actions
 Strengthen the partnership
individual TVET Colleges.
between
DHET
and
 Roles and responsibilities of the two outlined.
 Establish accountability and quality assurance systems
within TVET Colleges themselves.
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Further Education and Training
Actions (Cont)
 Ensure that systems within the TVET Colleges are
compliant with national objectives and standards.
 Office of the Principal to be enabled to perform its
primary role of institutional vision and mission
management
and
leadership
and
Institutional
coordination and accountability management.
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Further Education and Training
Recommendation 2
 Accelerate lecturer development interventions
Actions
 A professional body for TVET lecturers should be
established, which will determine minimum requirements
for professional registration and the minimum professional
qualifications.
 Develop a holistic CPD model that includes professional
qualifications, coaching, mentoring, peer observation and
feedback.
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Further Education and Training
Actions (Cont)
 Develop a strategy to recruit and train college lecturers to
allow the sector to cope with the expansion programme
and to also address the current student-lecturer ratio
which varies between 1:47 to 1:84 in some provinces.
 Encourage the establishment of “Communities of Expert
Practice” for college lecturers
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Further Education and Training
Blockage 3: Programme Offering
Challenges
 There is a lack of clarity regarding the existing pathways, in respect
of:
o Entry routes (into a college);
o Exit routes (out of a college), whether it be to higher learning,
employment or self-employment.
 There is inadequate articulation between qualifications as well as
programmes which span more than one sub-qualification framework,
which leads to dead ends for learners.
 The programmes and qualifications in the colleges are currently
considered to be complex to administer, difficult to understand and
often poorly quality-assured.
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Further Education and Training
Recommendations
 Develop specific pathways which lead to employment and further
learning opportunities. These should be targeted at Grade 9s, Grade
12s, NEETS and those looking for occupational/professional careers.
 Develop conversion or bridging courses to allow for flexibility and
mobility within the college sector; to achieve the vision of an articulated
PSET system, one in which there are no dead-ends for learners.
 White Paper calls for a process of reviewing qualifications, therefore
should be a multi-stakeholder review team, especially including
industry, and the team must be expert-driven rather than too heavy on
stakeholder representation.
 Develop entrepreneurial skills across all disciplines in the TVET College
sector, on a compulsory basis, through the provision of universal
entrepreneurship education programmes.
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Further Education and Training
Recommendations (Cont)
 White Paper calls for a process of reviewing qualifications,
therefore should be a multi-stakeholder review team,
especially including industry, and the team must be expertdriven rather than too heavy on stakeholder representation.
 Develop entrepreneurial skills across all disciplines in the
TVET College sector, on a compulsory basis, through the
provision
of
universal
entrepreneurship
education
programmes.
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