BASIC EDUCATION SECTOR LEKGOTLA
THREE STREAMS MODEL
Dr M Simelane
Department of Basic Education
27 January 2022
PRESENTATION OUTLINE
1.
2.
3.
4.
5.
6.
7.
8.
Purpose
Strategic Direction
Three Stream Model
Academic Stream
Vocational Stream
Occupational Stream
Partnerships
Recommendation
PURPOSE
To present to DBE Sector
Lekgotla Progress on the
implementation of the Three
Stream Model
3
STRATEGIC DIRECTION
“The different parts of the
education system should work
together allowing learners to
take different pathways that
offer high quality learning
opportunities.”
(National Planning Commission: National Development Plan, November 2011)
4
5
THREE
STREAM MODEL
THREE STREAMS
• Academic Stream
• Vocational Stream
• Occupational Stream
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7
1) ACADEMIC STREAM
NDP TARGETS
”The Department of Basic Education plan is to increase the
number to 300 000 by 2024, with 350 000 learners passing
mathematics and 320 000 learners passing physical science.
The Commission proposes a target for 2030 of 450 000 learners
being eligible for bachelors programme with maths and
science. Action is required throughout the education system, but
particularly in early childhood development given that the
cohort that will enter university in 2030 started primary school in
2018. Consideration should be given to expanding the Dinaledi
Schools initiative, which increases access to maths and science
in underprivileged schools.”
National Planning Commission: National Development Plan, November 2011
Maths Participation per Province
against all learners 2018-2020
2018
2019
2020
Total Wrote
Maths
Total Wrote
Maths
Total Wrote
Maths
EC
36 449
35270
38 717
FS
9 722
9886
11 040
GP
35 279
35412
37 680
KZN
61 686
57882
56 506
LP
39 216
34148
38 447
MP
24 207
22621
24 663
NW
9 083
8783
9 232
NC
2 798
2613
2 708
WC
15 418
15419
14 322
National
233 858
222 034
233 315
Province
Maths Participation per Province
2018-2020
Participation
70000
61686
57882
60000
56506
50000
40000
38717
36449
35270
39216 38447
34148
37680
35279 35412
24207
30000
24663
22621
20000
8783
9886
9722 11040
10000
9083 9232
2613
15419
15418 14322
2798 2708
0
EC
FS
GP
KZN
2018
LP
2019
MP
2020
NW
NC
WC
Physical Sciences Participation per
Province against all learners 2018-2020
2018
2019
2020
Province
Total Wrote
Physical
Sciences
Total Wrote
Physical
Sciences
Total Wrote
Physical
Sciences
EC
24 939
23 703
25 870
FS
7 876
7 889
8 727
GP
26 763
25 765
27 096
KZN
40 643
39 499
40 402
LP
31 717
28 911
31 290
MP
20 387
19 679
21 794
NW
7 348
6 939
7 482
NC
2 259
2 111
2 186
WC
10 387
9 982
9 463
National
172 319
164 478
174 310
10 387
9 982
9 463
2 259
2 111
2 186
2019
7 348
6 939
7 482
2018
20 387
19 679
21 794
31 717
28 911
31 290
40 643
39 499
40 402
26 763
25 765
27 096
7 876
7 889
8 727
24 939
23 703
25 870
2020
172 319
164 478
174 310
Physical Sciences Participation per
Province 2018-2020
PARTICIPATION RATE FOR PHYSICAL SCIENCES 2018 -2020
FOCUS SCHOOLS
• Finalise the audit on Focus Schools
• Strengthen legislative and policy
frameworks
• Focus Schools Guidelines have
been approved by CEM (09 March
2017).
• Align
the
establishment
to
economic zones/ corridors/ sector
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2) VOCATIONAL STREAM
NDP TARGETS
“One of the targets set for 2014 in the
delivery agreement signed by the
Minister of Higher Education and
Training is to produce 10 000 artisans
per year. This target can be met with
concerted effort and adequate funding.
We propose a target of 30 000 by
2030, subject to demand.”
National Planning Commission: National Development Plan, November 2011)
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SUBJECTS:
VOCATIONAL STREAM
–Engineering Graphics and Design
(EGD)
–Civil Technology
–Electrical Technology
–Mechanical Technology
–Technical Mathematics
–Technical Sciences
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SUBJECTS : VOCATIONAL STREAM
–Technical Maths
–Technical Sciences
Civil
Technology
• Construction,
• Woodworking, and
• Civil Services.
Electrical
Technology
• Power Systems,
• Electronics, and
• Digital Systems.
Mechanical
Technology
• Automotive,
• Fitting and Machining, and
• Welding and Metal Work.
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PARTICIPATION IN
VOCATIONAL STREAM
2018-2020
THE NATIONAL PARTICIPATION RATE IN
THE CIVIL TECHNOLOGY SPECIALISATIONS
CIVIL TECHNOLOGY SPECIALISATIONS
PARTICIPATION RATE: 2018-2020
1837
1946
2606
3582
NAT 2020
601
582
795
3492
NAT 2019
4350
NAT 2018
CIVIL SERVICES
CONSTRUCTION
WOODWORKING
THE NATIONAL PARTICIPATION RATE IN
THE ELECTRICAL TECHNOLOGY SPECIALISATIONS
ELECTRICAL TECHNOLOGY SPECIALISATIONS
PARTICIPATION RATE: 2018-2020
DIGITAL
ELECTRONICS
ELECTRONICS
4796
5173
NAT 2020
968
968
938
NAT 2019
1067
422
323
394
NAT 2018
POWER SYSTEMS
THE NATIONAL PARTICIPATION RATE IN
THE MECHANICAL TECHNOLOGY SPECIALISATIONS
MECHANICAL TECHNOLOGY
SPECIALISATIONS PARTICIPATION RATE : 20182020
AUTOMOTIVE
FITTING AND
MACHINING
1684
1682
NAT 2020
1857
1914
2012
NAT 2019
2069
2840
2784
2911
NAT 2018
WELDING &
METALWORK
THE NATIONAL PARTICIPATION RATE IN
THE ENGINEERING GRAPHICS AND DESIGN (EGD)
32280
32538
32619
ENGINEERING GRAPHICS AND DESIGN (EGD)
PARTICIPATION RATE: 2018 - 2020
NAT 2018
NAT 2019
NAT 2020
THE NATIONAL PARTICIPATION RATE IN THE
TECHNICAL MATHEMATICS
NAT 2018
9670
9870
10732
TECHNICAL MATHEMATICS PARTICIPATION RATE:
2018- 2020
NAT 2019
NAT 2020
THE NATIONAL PARTICIPATION RATE IN
THE TECHNICAL SCIENCES
10377
10862
11659
PARTICIPATION RATE IN THE TECHNICAL SCIENCES:
2018 - 2020
NAT 2018
NAT 2019
NAT 2020
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3) OCCUPATIONAL STREAM
NDP GOAL AND OBJECTIVE
“Provide
inclusive education that enables
everyone to participate effectively in a free society.
Education provides knowledge and skills that
people with disabilities can use to exercise a
range of other human rights, such as the right to
political participation, the right to work, the right to
live independently and contribute to the
community, the right to participate in cultural life,
and the right raise a family. Ensuring that all
children with disabilities have access to quality
education will help South Africa meet its
employment equity goals in the long run.”
National Planning Commission: National Development Plan, November 2011)
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SKILLS AND VOCATIONAL
PROGRAMMES FOR GET
SUBJECTS: VOCATIONAL STREAM
No
14
Subjects
Language
Mathematics
Life Skills
SPECIALISATION/SUBJECT SUB SECTIONS
General Subjects
HL, FAL, Functional Maths, Creative Arts, Social Sciences,
Life Skills, Physical Education and Sport, Natural Science,
Computer Application Technology
STATUS
Completed
Skills and Vocational Subjects
5.
6.
Agricultural Studies
Art and Crafts
7.
Office Administration
8.
Early Childhood
Development
9.
Mechanical Technology:
Motor Mechanics
Mechanical Technology:
10. Body Works
Mechanical Technology:
11. Welding
Mechanical Technology:
12. Sheet metal work
Electrical Technology:
13. Electrical
Service / Civil Technology:
14. Woodworking and Timber
Plant production, Animal husbandry ,Gardening
Craft production, Working in different Materials
Office Practice
Computer Application Technology, Client services and
communication
Child Development and Care, Resource Development (for
learning)
Completed
Completed
Motor Mechanics,
Completed
Panel Beating and / or, Spray Painting
Completed
Welding , Metalwork
Completed
Welding, Sheet metal work
Completed
Electrician Work, Air conditioning and refrigeration
Completed
Carpentry, Joinery, Shuttering
Completed
Completed
Completed
SUBJECTS: OCCUPATIONAL STREAM…
No
15.
16.
17.
18.
19.
20.
21.
Subjects
Personal Care:
Hairdressing and
Beauty Care
Personal Care:
Beauty and Nail
Technology
Service Technology:
Maintenance
Consumer Studies:
Food Production
Consumer Studies:
Sewing
Hospitality Studies
23.
Wholesale and Retail
25.
Civil Technology:
Bricklaying and
Plastering
Civil Technology:
Plumbing
STATUS
Hairdressing, Cosmetology
Completed
Beauty Care, Nail Technology
Completed
-Baby Care: Baby Care, First Aid, Cooking, Cleaning and Housekeeping , -Life Care:
Personal Care:
Adult/ geriatric care, First Aid, Cooking, Cleaning and Housekeeping, -Personal Care:
Ancillary Health Care
Disability Care, Technology, First Aid, Cooking, Cleaning and Housekeeping
Service Technology:
Upholstery; Leather work; Industrial sewing
Upholstery
22.
24.
SPECIALISATIONS/SUBJECT SUB SECTIONS
Skills and Vocational Subjects
Completed
Completed
Plumbing; Painting; Electrical; Mechanical; Glazing; Tiling and Flooring; Bricklaying
and Plastering; Welding; Woodwork
Completed
Food production; Food and nutrition; Entrepreneurship; The consumer
Completed
Machine sewing; Soft furnishing and upholstery; Patchwork, Quilting and Embroidery,
Knitting and Crocheting; The consumer
Food and beverages services; Watering; Cleaning and Housekeeping, Client Service
and communication
Completed
Completed
Wholesale and Retail Studies
Completed
Bricklaying; Plastering, Brickmaking
Completed
Plumbing, Solar Systems
Completed
PILOT: VOCATIONAL &
OCCUPATIONAL SUBJECTS AT GET
Implementation
in Schools of
Skill
Pilot ended
in 2020
Full
implementatio
n started 2021
Piloting in Ordinary
and Focus schools
105
schools
Approved at
provincial
level
Minimum of
10 schools
per province
23 WC
12 Gauteng
10 in the remaining 7
Provinces
90 schools were Audited to determine
their readiness for the pilot.
Audit also looked at state of readiness
at Provincial and District level
NAMES OF PILOTING SCHOOLS: 80
PROVINCE
EASTERN
CAPE
KWAZULU
NATAL
LIMPOPO
SCHOOL
Westview School
Bergsig Special School
Baysville Special School
West Ridge
Damarosa
Newton
Tugela Prevocational School
General Pietjoubert Special
School
Suzan Strydom Special School
Mahlasedi Special School
Ratanang Special School
NORTHERN Retlameleng
CAPE
Kimberley Training Centre
Elizabeth Conradie School
Learamele
PROVINCE
FREE STATE
SCHOOL
Maluti Hoogland
Ladybrand
Bohmer
Orion School
Nobilis School
Johan Slabbert
Fakkel School
MPUMALANGA Ethokomala (CYCC)
Jim van Tonder
George Hofmeyr
Vaalrivier
WH de Klerk
Platorand
NORTH WEST Oom Paul
Coligny
Keurhof
Die Wilge
NAMES OF PILOTING SCHOOLS
PROVINCE
WESTERN
CAPE
SCHOOL
Agulhas School of Skills
Atlantis School of Skills
Axios School of Skills
Batavia School of Skills
Bel-et Skool Vir Epileptici
Bishops School of Skills
Cafda School of Skills
De Grendel School of Skills
Breede Valley
Florida Vaardiheidskool
Lathi-tha School of Skills
Mitchell's Plain School of Skills
Olympia School of Skills
Oudtshoorn School of Skills
Paarl School of Skills
Riebeeck Valley School of Skills
Siviwe School of Skills
Steinthal School of Skills
Van Kervel School of Skills
Wellington School of Skills
Weskus School of Skills
Westcliff School of Skills
PROVINCE
SCHOOL
GAUTENG Actonville Training Centre
Belvedereskool
Kempton Panoramaskool
Isipho Sethu School
Kwa-Thema Skills School
Olympia Parkskool
Protem LSEN School
Pro-Practicum School
Randeorskool
Gressworld Senior School
Goudveld Vaardigheidskool
Mezodo Vocational Skills
Roodeparkskool
Krugerlaanskool
Die Ankerskool
Sebokeng Technical High School
Magalies Special School
Kwaggasrandskool
Springfield Secondary School
Suiderberg School
Dukathole
Mofolo Primary School
Sozizwe Primary School
ARTICULATION FRAMEWORK
PROGRESS: OCCUPATIONAL
LEARNING PATHWAY
Strengthen
ing the
pilot in
Schools of
Skills in
2017
• Training Manuals developed for each of the 26
subjects on 16-20 January 2017;
• 261 teachers, district and provincial officials were
orientated into the 26 subjects during 27 February
to 3 March 2017;
• PEDs have commenced orientation of schoolbased teachers – NW, LP and FS completed;
• DBE is monitoring and supporting the orientation of
teachers from Schools of Skill;
• Partnerships are being established with
corporates
and
industries
to
support
implementation on an ongoing basis;
• Concept Workbook and Textbook have been
completed
• Audit Report was finalised.
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PARTNERSHIPS
THREE STREAM MODEL MASTER PLAN
• The NECT provided technical support to the DBE, facilitated
several workshops for development of the TSM Master Plan
• The workshops were attended by representatives from relevant
DBE divisions and their inputs led to a detailed draft Three Stream
Model Master Plan with 10 key points.
• The draft plan was presented for input at various platforms of
DBE structures and stakeholders which included:
 CEM
 HEDCOM
 TSM Reference Group and ETAO Steering Committee (Multi-stakeholder
structures established in collaboration with the NECT and coordinated in the
office of the DG.
• Various Working Groups have been established to drive
implementation of the TSM Master Plan.
THREE STREAM MODEL MASTER PLAN …
The following 10 points were agreed upon to
constitute the key objectives of the TSM Master Plan:
1. Research to strengthen conceptualization and roll out of the TSM;
2. Technical Advisory Support in areas of need;
3. Vocationally Oriented Curriculum for GET Phase;
4. Vocational & Technical and Occupational FET Curriculum;
5. General Education Certificate (GEC) Dashboard and Plan;
6. Teacher training and development;
7. Advocacy, Change Management And Communication;
8. Building partnerships;
9. HR and Funding Mobilisation;
10. Piloting the TSM (Vocational and Occupational Streams) in Schools.
EDUCATION FOR EMPLOYABILITY
(E4E) PROJECT
•
•
•
•
The E4E action is being implemented as a
programme under the SA-EU Budget Support:
Sector Reform Contract.
The Sector Reform Programmes have a sectoral
focus and have the purpose of supporting
sector policies and
reforms, improving
governance and service delivery.
The key objective of the E4E budget support
programme is to contribute to policy
development, testing and implementation
with the target beneficiaries as illustrated in the
adjacent diagram.
Lessons learnt in the pilots are expected to
influence
departmental
policy
development/implementation in the E4E result
areas viz. policy development, pilot and testing,
programmes design and implementation,
improved collaboration between DBE, DHET
and
DEL
for
youth
education
and
employability.
Support
cross
departme
ntal
piloting
Leading and
to testing of
improvedpolicies
design and
and actions
implemen Improved
tation ofcollaboratio
sectoral n in critical
policies policy areas
and
for youth
education
and
employabilit
y.
DBE-DHET-DEL PARTNERSHIP AND
COLLABORATION
•
The Education for Employability Budget Support Sector Reform Programme
(E4E-BSSRP) is the platform for the three departments to work collectively
towards a “more inclusive, equitable and quality education and
employment prospects for South African youth”.
DBE :
Building a differentiated/inclusive
education system with diversified
learning pathways and early access
to education leading to employment.
DEL :
DHET :
An improved youth education and
employment "value chain" is established
through public labour counselling,
partnership between education institutions
and workplaces.
Transitioning Youth to
opportunities for conversion
from education to employment.
E4EBSSRP
PARTNERSHIPS
• The following SETAs are in collaboration with DBE on the
Three Streams Model:
 MERSETA
 W&RSETA
 Mining and Qualification SETA in process
• Other Partnerships:
 Ford SA – 240 engines donated
 UNICEF – Coding and Robotics
 Sasol Foundation – Technical Mathematics and Technical
Sciences
 Mobile Network Operators
 DBE – DHET – DEL Collaboration – E4E Project
IMPLICATIONS FOR TVET COLLEGES
Pathways: In TVET Colleges, pathways should exist to allow students to
build towards their educational destinations;
Articulation:
Systemic articulation: a clearly laid out philosophy and set of policies
and procedures that guide the construction of an articulated system.
Programmatic versus institutional articulation: Programmes must
articulate and not institutions.
Curriculum articulation: Broad curriculum guidelines on a programmeby-programme basis so that articulation is optimized.
NB: Programmes should be designed with horizontal, vertical and
diagonal articulation so as to ensure that they do not become ‘dead-ends’.
KEY CHALLENGES
Challenge
1. Budgetary constraints
Mitigation Strategy
EU Funding and the Development of the
Funding Model
2. Teacher supply for specialised Presented the TSM Concept Paper and
subjects
Implementation to the Education Deans
Forum in May 2021.
3. Delay in completion of Curriculum Workshop to integrate Umalusi feedback
and LTSM for Grades 8 and 9 pilot and public comment into final CAPS and
due to Covid-19 impact.
finalise LTSM planned for January 2022.
4. Capacity at school and other levels Finalisation and implementation of the
for implementation.
Master Plan.
RECOMMENDATION
The DBE Sector Lekgotla to
consider and discuss the
progress
on
the
implementation
of
the
Three Stream Model.
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