Community Education and Training Colleges in
South Africa and plans for the future.
Regional Induction Workshop
08 September 2015
Contents
1.
Establishment of the DHET – Vision and Mission
2.
White Paper for Post School Education and Training
3.
Restructuring Adult Education and Training: Lubisi report (2006), Mathe
report (2008), Lolwana report (2009) and Potgieter-Gqubule report (2011)
4.
Legislative Changes and policy development
1.
National Policy on Community Colleges
2.
Establishment of Community Education and Training Colleges and
Community Learning Centres
3.
Merger of Community Learning Centres
4.
Establishment of CET College Councils: induction and inauguration
5.
Interim Funding Norms
1.
Pilotting of Community Colleges
2
Establishment of the DHET – Vision and Mission
• The Department of Higher Education and Training is
responsible for all post-school education and training in the
country.
• It is the coordinating Department for Outcome 5 of
government’s 14 outcomes “A skilled and capable workforce
to support an inclusive growth path”
• In 2013, the Department released a White Paper for PostSchool Education and Training (PSET)
• The White Paper has created a framework that defines the
Department’s vision for PSET, its focus and priorities
• The Strategic Plan covers the period 2015 to 2020 and is
informed by the vision espoused in the National Development
Plan, 2014 - 2019 Medium Term Strategic Framework (MTSF)
and imperatives of the White Paper
3
White Paper for Post School Education and Training:
Community Colleges
•
•
NATURE - A new, multi-campus, institutional type- social/ community
education
TARGET GROUP - Will target mainly youth and adults who for did not
complete their schooling or who never attended school- 1 million by 2030
•
MISSION – Dynamically linked to communities. Draw on non-formal sector
•
PERSONNEL – Core of full-time staff, led by Director and 3 DDs
•
PROGRAMMES - Programmes to include academic, vocational/skills
and community/citizenship education. Will assist to build skills for public
programmes (e.g. EPWP, CWP). Qualifications – GETC, SC & NASCA
•
INFRASTRUCTURE – Use current infrastructure (TVET, School, NGOs,
Universities, Faith Based organisations
•
NETWORKS – The Community College will network with other providers to
implement its programmes.
IMPLEMENTATION - Phased introduction preceded by a pilot.
•
4
Ministerial interventions on transforming Adult
Education and Training
Lubisi report (2006)- Establishment of the Mass Literacy
Campaign – Kha Ri Gude Mass Literacy Campaign.
Mathe report (2008)- Restructuring of Adult Education –
Development of NASCA and GETCA.
Lolwana report (2009)- After School, What? – establishment of a
post school system.
Potgieter-Gqubule report (2011) – Community Education and
Training Centres – establishment of Community Collleges and
Community Learning centres.
5
Challenges identified
• There is a need for a diverse and differentiated institutional base with
meaningful learning pathways for adults and out-of-school youth
• There is disarticulation and gaps with regards to the provision of
programmes for adults and out-of-school youth
• There are inadequate further learning opportunities for adults and out-ofschool youth. Public Adult Learning Centres have provided limited menu of
offerings, primarily linked to qualifications
• Schools were the principal institutional base for programmes for
adult education and training. This limited the scope for provision as it
was not always convenient and flexible for adults and out-of-school
youth.
• Limited funding and resource provision for adult education and
training
6
Census Data: Level of Education for 20+
South Africa
2007
2011
Male
Female
Total
Male
Female
Total
No schooling
1002535
1670011
2672546
1051871
1614003
2 665 874
Some Primary
2168229
2429095
4 597 324
1778086
2012048
3 790 134
Completed
Primary
752928
880010
1 632 737
660846
753049
1 413 895
Some
Secondary
5199092
5838582
11 037 674
5066815
5414 762
10 481 577
Gr 12/Std 10
2523589
2593476
5 117 065
4335895
4583713
8 919 608
Higher
1223777
1277243
2 501 020
1708194
1936423
3 644 617
Total
12870149
14688417
27558566
14601707
16313998
30 915 705
86%
2
Legislative and Policy changes
• Parallel to the processes of the CETC Report, the FET Colleges
Amendment Act, 2013 (Act No. 1 of 2013) was assented to by the
President in Government Gazette No 36271 of 19 March 2013.
• The implications of the FET Colleges Amendment Act, 2013 are the
following for Adult Education and Training:
• bringing Adult Education and Training into the FET Colleges
legislative framework and to be renamed the Continuing Education
and Training Act;
• the repeal of the Adult Education and Training Act, 2000 (Act No. 52
of 2000);
• shifting Adult Education and Training into a national responsibility
of the Minister of Higher Education and Training; and
• declaring a new institutional type called the Community Education
and Training College.
National Policy on Community Colleges
• The National Policy on Community Education and Training Colleges has
been approved and gazetted - Gazette 38924, 03 July 2015
• The purpose of the policy is to provide a framework that must guide the
management of the shifting of the Adult Education and Training function
from the PEDs to the exclusive competence of the Department of Higher
Education and Training.
• The policy also provides a framework for the establishment of Community
Colleges Administrative centres, governance and management of these
institutional types, employment of staff, funding framework, programmes
and qualification offerings, quality assurance, examination and assessment
and monitoring and evaluation.
• Further policy instruments will be developed to provide guidance on the
establishment of Community Colleges, informed by lessons arising from
piloting the Community College concept.
Establishment of Community Education and Training
Colleges and Community Learning Centres
• The Minister of Higher Education and Training has the authority to
establish Community Education and Training Colleges in terms of the
Continuing Education and Training Act, 2006 (Act No. 16 of 2006).
• The choice of seats and location of the Community Education and Training
Colleges is a culmination of engagements and negotiations with a number
of partners who were approached with a view of assisting with the
provision of facilities for the establishment of Colleges.
• The choice of seats was also informed by the National Policy on
Community Colleges as the first policy instrument to enable the merger of
public adult learning centres into Community Education and Training
Colleges.
• Nine Community Education and Training Colleges have bee established,
Gazette No 38570 of 16 March 2015
Infrastructure
• In order to continue with the function of Community Education and
Training, the Department requires continued use of school and other
facilities. In the short to medium term, the Department will use existing
infrastructure in Provinces (Schools and other government facilities),
Technical and Vocational Education and Training Colleges and
Universities.
• Infrastructure has been identified for hosting Community Colleges. A
Memoranda of Agreement has been entered into between the
Department of Higher Education and Training and the organisations for
the use of the identified infrastructure.
•
Appropriate protocols have been entered into between the Department
and Provincial Education Departments on the use of school facilities for
community learning centres.
• .
Merger of Public Adult Learning Centres
• In terms of sections 41A (b) and 41C (a) (m) of the Continuing
Education and Training Act, 2006 (Act No. 16 of 2006) the
Department consulted CGBs and informal governance
structures fulfilling the function of CGBs on the conversion
and merger of PALCs.
• The process of consultation with Centre Governing Bodies
was published in Government Gazette No. 38158 of 07
November 2014, Notice No. 869. The duration of the call for
public comments was 90 days.
• The Community Colleges has absorbed existing PALCs through
a conversion and merger process.
• Community Learning Centres are merged under each of the
nine Community Colleges.
Implications of the merger for Centres
 Repeal of the AET Act
 Legal status of centres – juristic persons
 Renaming of centres – community learning centres
 Governance – Centre Governing Bodies no longer
recognised
 Transfer of funds – no longer possible through centres
 Appointment of educators – centrally done with
delegations
 Reporting – changed reporting lines for centres
13
Establishment of College Councils
• All Community Education and Training Colleges must establish
Councils in line with the Continuing Education and Training Act,
2006;
• 45 Ministerial appointees have been appointed by the Minister
• Induction for the Ministerial appointees has taken place
• Ministerial inauguration of College Council members took place –
05 September 2015
• Key CET College resolutions passed on emergency procurement,
procurement through TVET Colleges and on the function of the
academic board.
INTERIM FUNDING NORMS FOR COMMUNITY COLLEGES
• The Interim National Norms and Standards for Funding CET
Colleges (NNSFCET) provide for a funding mechanism for CET
Colleges.
• These norms and standards have been developed to deal with the
transition of PALC to CET Colleges which is a new institutional
type in terms of the CET Act.
• The funding norms guide spending at different levels i.e. national,
regional and learning institution level
• Minister has approved the funding norms and sent them to the
Minister of Finance for concurrence. Engagement taking place
today with National Treasury on the interim norms.
• A Ministerial Task Team has been established to review funding for
TVET and CET Colleges. It will submit a report to the Minister by the
end of the financial year.
15
IMPLICATIONS
• A CET College must open only one main bank account in its
name as a legal entity.
• CLCs do not have the authority to open bank accounts as of 1
April 2015 as was the position with the PALCs under the AET Act.
• CLCs will have to close their bank accounts as they are no longer
juristic persons.
• The NNSF-ALCs are no longer applicable effective from 1 April
2015, as they were applicable to the PALCs.
• CET Colleges will spend on behalf of ALCs using paper budgets.
16
Piloting of Community Colleges
Approach
• Access to post-school education and training opportunities.
• Integration of post-school education and training institutions.
• Partnership
with
NGO/CBO/Private
Organisations/Religious
organisation.
• Integration of research and development in the community
development agenda of government, its entities and institutions.
• Optimal utilisation of government existing infrastructure, human
resources, research capability and funding.
• Properly managed interrelatedness of institutional missions.
17
Piloting of Community Colleges
DG Advisory Task Team
• The role of the task team will be to discuss and give guidance on all
matters regarding community education, training and development
• determine the defining features of a community college that make
such an institutional type unique and different from Technical and
Vocational Education and Training College in terms of:
Vision
Mission
Mandate
Programmes
Functionality
Resourcing
18
Piloting of Community Colleges
Pilot Colleges
• Identification of 9 pilot sites
DHET Capacity
Elevate function from a Directorate to a Branch
19
THANK YOU
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