The Green Paper on Post
School Education & Training
Presentation by:
Andile Sipengane
Presentation Structure
 Main Purpose
 Vision
 Challenges in Post-school Education & Training
 Colleges
 Workplace-Based Learning
 Universities
 Addressing Disability
 Open & Distance Learning
 Building State Institutions & Streamlining the Regulatory System
 The NQF
 Articulation, Collaboration and Co-ordination
 Improving Skills Planning
HET
Main Purpose of the Green paper
SUMMATION OF DISCUSSIONS
A vision for the Post School Education & Training System
Seeks to set out the challenges facing the post school system
& sets out broad policy for:
 Expanding post school provision to improve access
 Strengthening the institutions to improve quality
 Setting out a vision & pathways for achieving a coherent post
school system with articulation, collaboration & coordination &
alignment between these various inst. & labour market
Institutions providing formal education &Training:
• Public & Private Universities, Public & Private FETs, AET Centres
Levy grant institutions:
• SETAs and NSF
Regulatory Institutions: QCs, Systems & frameworks:
• NQF, SAQA, 3QCs, NSA and NSFAS
Vision
Vision
Post- school education & training system envisaged by the DHET must
be equitable, accessible, affordable to all sections of the population,
including free Education & Training for the poor.
This requires redress of past & present injustices, including overcoming
barriers to progress based on social class, race, gender, geography,
age, disability & HIV and Aids (transformational imperatives as per
NSDS 111).
HET
Challenges in Post-School Education
 Historical burdens- Access to education opportunities
 Inequalities & discrimination
 Inadequate quality, quantity and diversity of provision
 Colleges – throughput and capacity
 Adult Education &Training
 Workplace based training
 Universities – success rate, funding & research output
 Current funding modalities
 Inadequate & insufficient levels of Research & Innovation
 Lack coherence & articulation in Post-School system
 Regulatory system i.e. NQF, QA.
HET
Colleges
 Strengthened, expanded and diversified College sector
Role of FETs:
 strengthening lecturers, learners support
 Collaboration, partnership & improving relationship with employers
 Increase enrolment and funding
 Improve information management

SAIVCET - to support FETC, development of the skills system as
well provision of general education to adults
 Community education and training centres
Workplace Based Learning
 Integrate: Theoretical, practical & workplace learning
 DHET will place emphasis on promotion of workplace–based and
Work Integrated Learning (WIL)
 Employers to take responsibility for developing both existing and
potential employees
 SETAs to play a role in facilitation and funding
 Through NEDLAC, gov. depts, SOEs re-establish & extend central
role that employers play in provision of on the job training for skills
development
HET
Universities
 Differentiation - not all can or should fulfil same role
 Low success rate – SA universities have low success rate
 Research and innovation – increase support for post graduate
studies and senior researchers
 Access and expansion – raise participation rate by 23% in 2030
 Academics contribution is critical
 Provision of funding - NSFAS, provision not kept up with demand
 Partnership between public & private explored within clearly
defined regulatory framework
 African languages in Universities
 Internationalisation – SA & Other Countries
HET
Addressing disability within Post –
school education & Training
 Currently , no national policy guiding education & training on
disability in the post – school domain
 Individual institutions determine unique ways to address
disability & resourcing is allocated within each institution
accordingly
 Levels of commitments & resource allocation towards disability
vary considerably between institutions
 Disability task team will be set up
 Task team will realign existing funding principles
 Support re: provision & maintenance of disability units
HET
Open & Distance Learning
 Students need access not only to a wide range of alternative kinds of
programmes but also to more flexible modes of delivery
 Network of providers & supporting Centres for the Post Schooling Sector
 Improved access to & use of appropriate Technology
 Collaborative Development of High Quality Learning Resources
HET
Building State Inst. & streamlining the
regulatory system
 Strengthening the levy-grant institutions & systems
 SETAs responsibilities & challenges, scope & role, funding from Skills
Levy, governance arrangements, supporting capacity development
 NSF – need to simplify criteria & procedures to speed up approvals,
strengthen monitoring & evaluation
 NSA – Has powers of entry to SETAs & to question and inspect
 Has not been able to fulfil all these roles adequately
 Representation will be expanded
HET
NQF
 Overarches the whole education & training system
 Three Sub-Frameworks - simplify National Framework, aligning HEQF
with GFETQF & OQF and integrating them into single system
 Quality Assurance, assessment & curriculum organisation & systems
 Quality Councils – rationalise ensure no function overlaps & Professional
Bodies – safe guard professional stds. without being gate keepers
 The Scope of Quality Councils
 Option 1 – Amalgamate all quality assurance
 Option 2 – Continue to build the 3 bodies
 Option 3 – Continue to build 3 bodies in their current forms, & shift all
occupational & professional qual to QCTO
 Option 4 – Incorporate the newly emerging occupational awards into
HET
Articulation, Collaboration & Co-ordination
 DHET will initiate & support policies & systems directed at building &
strengthening co-operation between sub-sectors of the post school
system
 DHET will work with other government departments to improve
coordination & reduce duplication
 NSDSIII calls for greater synergy, alignment between education
system & labour market
 Skills levy institutions must fund and support public provision
 DHET will work to strengthen collaboration between private & public
sectors & between the three spheres of government.
Improving skills planning
Establish an integrated system of data management among all institutions in
the post-school system.
 The foundation of any planning is existence of comprehensive, accurate,
integrated & effectively analysed data
Data systems are weak throughout HET system including the DHET
Strengthening these systems & the data available on labour market skills
needs must be a priority
HET
Thank You
HET