STRATEGIC PLAN
(2015/16 – 2019/20)
and
ANNUAL PERFORMANCE PLAN
(2015/16 MTEF)
Presentation to the Portfolio Committee on
Higher Education and Training
18 March 2015
Presentation Outline
1. Strategic Overview
2. Budget Programmes and Financial Information
3. Programme Plans and Targets for 2015/16
- Administration
- Human Resource Development, Planning and Monitoring
Coordination
- University Education
- Vocational and Continuing Education and Training
- Skills Development
2
Strategic Overview
• 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 2014, 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 is 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
Strategic Overview
Vision
Leading Post-School Education and Training for growth
Mission
To provide national strategic leadership in support of an
integrated Post-School Education and Training system towards
improved quality of life of South African citizenry
4
Five Year Strategic Goals
• Strategic Goal 1:
To provide a sound Post-School Education and Training
legislative framework
• Strategic Goal 2:
To provide Post-School Education and Training services
• Strategic Goal 3:
To provide Post-School Education and Training capacity
• Strategic Goal 4:
To facilitate a strong stakeholder network
• Strategic Goal 5:
To ensure continuous business excellence within the
Department of Higher Education and Training
5
Five Year Strategic Goals
In line with the strategic goals identified, we will:
• Develop and review legislative frameworks aimed at
steering the Post-School Education and Training system in line
with the imperatives of the White Paper
• Strive to expand and improve the quality of Post-School
Education and Training by introducing appropriate teaching
and learning support interventions for Universities and
Technical and Vocational Education and Training (TVET)
colleges, as well as artisan development
• Establish, develop and expand a new institutional type –
Community Colleges – primarily to promote education and
training opportunities for those young people who cannot
access the universities or TVET colleges
6
Five Year Strategic Goals
• Improve the capacity of the system through infrastructure
development for technical and vocational education and
training
• Maintain good stakeholder relations in support of an
effectual Post-School Education and Training system
• Ensure good corporate governance including effectual
resource management within the Department and its entities
7
Focus Areas in the Next Five Years
• To substantially expand access to education and training for
youth and adults, regardless of whether they have completed
school or not
• To improve the alignment between universities, TVET
colleges, Sector Education and Training Authorities (SETAs),
South African Qualifications Authority (SAQA) and quality
councils in an effort to improve student and learner mobility
across institutions and qualifications
• To expand the availability of opportunities for workplace
training for students in colleges and universities and to
expand other forms of workplace training such as
learnerships and apprenticeships
8
Focus Areas in the Next Five Years
• To ensure that our Post-School Education and Training system
prioritises funding of the marginalised, enabling them to
access post-school institutions and fulfill dreams of careers
thought to be unrealisable
• To further develop post-graduate studies to ensure the
expansion of the academic profession and development of
high level knowledge and skills
• To diversify provision based on open learning principles to
improve learning opportunities across the Post-School
Education and Training sector by expanding and
strengthening the post-school distance education landscape
9
Focus Areas in the Next Five Years
• To integrate disability into the broader policy arena by
introducing a nation policy to guide education and training
institutions in the post-school domain
• To integrate Recognition of Prior Learning (RPL) into the
post-school education and training system
10
Financial Information
The financial information of the Department is presented as
follows:




An explanation of the Department’s structure, budget
and expenditure trends
A summary of the allocations per programme over the
2015 MTEF
A summary per economic classification that covers the
key expenditure items
Key budget pressures that are facing the Department’s
financial performance
11
Structure, Budget and Expenditure Trends
The Department’s budget structure is based on its
organisational structure and consists of five programmes that
represent Branches in the Department. The programmes are as
follows:
1) Administration
Provide strategic leadership, management and support
services to the Department
2) Human Resource Development, Planning and Monitoring
Coordination
Provide strategic direction in the development,
implementation and monitoring of Departmental policies
and the HRD strategy of South Africa
12
Structure, Budget and Expenditure Trends
3) University Education
Develop and coordinate policy and regulatory frameworks
for an effective and efficient university education system.
The branch also provide financial support to universities,
NSFAS and national institutes for higher education
4) Vocational and Continuing Education and Training
Plan, develop, monitor, maintain and evaluate national
policy, programmes, assessment practices and systems for
vocational and continuing education and training including
for TVET colleges and post-literacy AET
5) Skills Development
Promote and monitor the national skills development
strategy. Develop a skills development policy and regulatory
framework for an effective skills development system
13
Structure, Budget and Expenditure Trends
• The budget also includes “direct charges” which are amounts
reflected that constitute a direct commitment from the
National Revenue Fund in terms of specific legislative
requirements and are not defined as Voted funds such as for
the above five programmes
• The “direct charge” for the Department is the skills levy
revenue collected by SARS for the SETAs and National Skills
Fund (NSF)
14
Structure, Budget and Expenditure Trends
• For the 2015 MTEF, the Department’s budget (excluding
direct charges) increases at an annual average rate of 5.9%,
from R39.0 billion in 2014/15 to R46.3 billion in 2017/18
• The amount of R41.8 billion for 2015/16 is an increase of
R2.9 billion (nominal increase of 7.3%) on the 2014/15
allocation, excluding direct charges
• Direct charges (the skills levies for SETAs and NSF), increases
at an annual average rate of 9.6% from R13.2 billion in
2014/15 to R17.4 billion in 2017/18
• The Department’s budget is dominated by Programme 3:
University Education, which represents 78.5% of the budget
in 2015/16 (See slide 20). As a result, transfer payments also
dominate the budget in terms of the economic classification
of expenditure (See slide 21)
15
Structure, Budget and Expenditure Trends
• Normal Departmental services (excluding university
transfers, transfers to public entities, Technical and
Vocational Education and Training colleges, Adult Education
and Training centres, other organisations and earmarked
funds) represents 18.67% of the budget
• Compensation of employees amounts to R7 308.192 million
(17.5%) for 2015/16. Remaining funds for operations
amounts to R505.310 million in 2015/16 which represents
1.21% of the budget
16
Structure, Budget and Expenditure Trends
• The Department received an additional allocation of
R15.9 billion over the MTEF. These additional funds are
mainly for the following purposes:
 R7 billion from the Provincial Education (provincial
equitable share) for the Technical and Vocational
Education and Training colleges and the Adult Education
and Training function shift (R2.22 billion in 2015/16,
R2.34 billion in 2016/17 and R2.4 billion in 2017/18)
 R8.9 billion from the Technical and Vocational Education
and Training conditional grants to provincial government
for the TVET colleges function shift from provincial to
national (R2.8 billion in 2015/16, R3 billion in 2016/17
and R3.1 billion in 2017/18)
17
Funding of TVET and AET Functions
Reconciliation
2015/16
R’000
Additional allocation: Function shift from Provincial Education (provincial
equitable share) for AET and TVET
2 215 483
TVET colleges funds shifted from Provincial Conditional Grants to National
2 818 573
TVET subsidies
3 361 001
Total
8 395 057
Distribution of funding
Compensation of Employees
• Administration (Finance/HR/GITO/Legal Services, etc.)
• TVET college staff (including Principals and Deputy Principals)
• TVET college support staff
• AET staff
• AET support staff
• TVET and AET (SETA Levies for Internship Programme)
• AET Examiners and Moderators
6 853 306
45 017
4 974 913
53 409
1 607 904
122 916
9 112
40 035
18
Funding of TVET and AET Functions
Goods and Services
Additional
allocation
R’000
322 705
• Administration (Finance/HR/GITO/Legal Services, etc.)
50 558
• TVET sector
95 367
• AET sector
113 967
• TVET and AET (SETA levies for Training)
22 781
• AET Examinations
40 032
Machinery and Equipment
8 891
• Administration (Finance/HR/GITO/Legal Services, etc.)
5 817
• AET sector
3 074
Transfers and subsidies
• Administration (SETA levies)
• TVET subsidies
1 210 155
134
1 140 945
• AET transfers
55 408
• SETA levies
13 668
19
Financial Information
Programme
Adjusted
Appropriation
2014/15
Administration
Human Resource
Development, Planning and
Monitoring Coordination
University Education
Vocational and Continuing
Education and Training
Skills Development
Subtotal
Direct charge against the
National Revenue Fund
Total
Medium-Term Expenditure Estimate
R’000
2015/16
2016/17
2017/18
285 674
318 318
330 952
347 528
54 726
54 843
57 786
60 728
30 443 748
32 844 325
34 602 909
36 342 892
8 098 008
8 515 770
8 985 880
9 439 257
106 300
110 699
116 719
126 615
38 988 456
41 843 955
44 094 246
46 317 020
14 690 000
16 140 000
17 400 000
56 533 955
60 234 246
63 717 020
13 200 000
52 188 456
20
Financial Information
Economic classification
Adjusted
Appropriation
2014/15
Medium-Term Expenditure Estimate
R’000
2015/16
2016/17
7 009 016
7 308 192
7 732 509
8 137 676
301 877
492 984
501 224
513 933
31 672 509
34 030 453
35 852 829
37 658 183
6 138 832
6 448 551
6 810 674
7 151 208
120 864
117 424
120 961
139 806
173
13 981
14 767
15 500
24 155 093
26 243 227
27 634 118
29 015 824
1 148 072
1 140 945
1 202 470
1 262 514
0
55 408
58 344
61 261
Higher Education South Africa for HEAIDS project
7 420
7 761
8 172
8 581
Commonwealth of Learning and IBSA
2 915
3 156
3 323
3 489
99 140
-
-
-
5 054
12 326
7 684
7 228
Compensation of Employees
Goods and Services
Transfers and subsidies
National Student Financial Aid Scheme
Public entities (SAQA, CHE, QCTO)
SETA transfers (DHET’s contribution)
Universities
TVET Colleges (Subsidies)
Adult Education and Training Centres
Other (Leave gratuity)
Payments for capital assets
Subtotal
Direct charge against the National Revenue Fund
Total
38 988 456
13 200 000
52 188 456
2017/18
41 843 955
44 094 246
46 317 020
14 690 000
16 140 000
17 400 000
56 533 955
60 234 246
63 717 020
21
Key Budget Pressures Facing the Department
• The Department acknowledges the current fiscal constraints
of Government
• This has numerous challenges in itself, but also has a serious
impact on the service delivery requirements of the
Department
• The Department is unable to attain the growth requirements
within the post-school education system in terms of
enrolments, infrastructure development, increased
operations and student support
• Limitations are placed on Departmental operations due to
the capping of compensation of employees and the inability
to roll out the new staff establishment and regional presence
22
Key Budget Pressures Facing the Department
• Institutional monitoring and evaluation is limited to most
critical areas
• Reliance on NSF project support such as the funding of the
activities of the National Artisan Moderation Body
• An immediate pressure is the management of the TVET and
AET function shift as well as cost implications for
examination services
23
Financial Performance
• The Department managed to remain within its budget since
being in operation from 1 April 2010
• Underspending on voted funds was as follows:
2010/11: R 23.848 million
2011/12: R 17.817 million
2012/13: R 3.751 million
2013/14: R 1.931 million
• Unspent amounts were committed for specific goods or
services and including outstanding claims for examiners and
moderators
• The Department received unqualified audits to date
24
Programme 1: Administration
Programme Purpose : Provide strategic leadership,
management and support services to the Department
Five Year Strategic Objective (1) : To ensure effective human resource
management within the Department by filling 90% of vacant funded
positions and implementation of an effective performance management
system
Performance Indicator
2015/16 Target
Approved funded positions filled (%)
90%
Disciplinary cases resolved within 90 days (%)
100%
Average lead time from recruitment requisition received
until appointment recommendation made (days)
180 days
25
Programme 1: Administration
Five Year Strategic Objective (2): To ensure effective financial management
through the application of good financial management systems, including
management accounting, financial accounting and supply chain
management in line with the requirements of the PFMA
Performance Indicator
Audit issues received versus attended to (%)
Creditor payment age (days)
2015/16 Target
100%
30 days
Five Year Strategic Objective: (3): To improve efficiency through the
development of approved annual ICT procurement plans for the
implementation of the necessary information technology infrastructure and
systems
Approved ICT procurement plans per annum (n)
1
26
Programme 2: Human Resource Development,
Planning and Monitoring Coordination
Programme Purpose: Provide strategic direction in the
development, implementation and monitoring of departmental
policies and the HRD strategy of South Africa
27
Programme 2: Human Resource Development,
Planning and Monitoring Coordination
Five Year Strategic Objective (1):To develop 8 new PSET policies and 1
legislation including the revision of the National Qualifications Framework
Act and GENFETQA Act, in order to ensure a sound Post-School Education
and Training System by 31 March 2020
Performance Indicator
2015/16 Target
New Post-School Education
(4)
and Training steering
• Policy and guidelines on Recognition of Prior
mechanisms developed
Learning (RPL) developed and gazetted
and approved(n)
• Policy framework on disability developed
• Policy framework on social inclusion
published
• Policy and guidelines on articulation
developed and gazetted
28
Programme 2: Human Resource Development,
Planning and Monitoring Coordination
Five Year Strategic Objective (2): To develop a Sector Monitoring and
Evaluation Framework for effective implementation of oversight of the PSET
system and produce annual monitoring reports by 31 March 2020
Five Year Strategic Objective (3): To develop and implement 3 teaching and
learning support plans aimed at improving access to quality teaching and
learning in the PSET system by 31 March 2020
Performance Indicator
2015/16 Target
Teaching and learning
(2)
support plans for Post-School • Flexible model of learning delivery
Education and Training
Conceptualised and implementation
approved (n)
Strategy developed and approved
• Prototype of a learning management
system for open learning system
developed and approved
29
Programme 2: Human Resource Development,
Planning and Monitoring Coordination
Five Year Strategic Objective (4): To develop management information
systems for colleges and SETAs and private post-school institutions by 31
March 2020
Performance Indicator
2015/16 Target
Information management
(1)
systems developed and
“i WIL” registration system for learners
approved (n)
seeking work integrated learning opportunities
and firms wanting to provide work integrated
learning, on internet developed and approved
Statistical reports
published (n)
(2)
• Annual Report on Skills Supply and Demand
published
• Annual Post-School Statistical Report
published
30
Programme 3: University Education
Programme Purpose: Develop and coordinate policy and
regulatory frameworks for an effective and efficient university
education system. The branch also provides financial support
to universities, NSFAS and national institutes for higher
education
31
Programme 3: University Education
Five Year Strategic Objective (1): To develop 13 new and review 6
policies/regulations/pieces of legislation to ensure sound provision of
university education by 31 March 2020
Performance Indicator
2015/16 Target
New higher education
steering mechanisms
developed and
approved (n)
(1)
Policy on the provision of student housing at SA
public universities and minimum norms and
standards published in the Government gazette by
end of September 2015
Higher education
steering mechanisms
revised and published
(n)
(2)
• Revised regulations for regulating PHEIs
approved and published in the Government
Gazette for implementation by September 2015
• Revised Higher Education Act promulgated by
end of March 2016
32
Programme 3: University Education
Five Year Strategic Objective (2): To develop 2 integrated plans that will
enable collaboration between university education and other PSET sectors
by March 2020
Five Year Strategic Objective (3): To monitor and evaluate the higher
education sector and produce 13 annual oversight reports on the financial
health of the sector; governance; teaching development; research
development and productivity; HEAIDS; Foundation provisioning;
Infrastructure development; New universities; Expansion and efficiency of
the system; Private higher education compliance; Staffing South Africa’s
Universities Framework (SSAUF); and Teaching and Learning Development
Capacity Improvement Plan
Performance Indicator
Monitoring and Evaluation reports on higher
education produced and approved (n)
2015/16 Target
12
33
Programme 3: University Education
Five Year Strategic Objective (4): To develop and implement a Teaching and
Learning Development Capacity Improvement Programme (TLDCIP) covering
five plans to improve the capacity of universities in terms of teaching and
research by March 2020, one each in the fields of:
• ECD educator development
• Primary teacher education
• TVET college lecturer education
• Community college lecturer education
• Special needs teacher education
Performance Indicator
Teaching and learning support
plans for higher education
developed and approved (n)
2015/16 Target
(1)
Teaching and Learning Development
Capacity Improvement Programme
approved for implementation by the
Director-General by end March 2016
34
Programme 3: University Education
Five Year Strategic Objective (5): To provide support to current and
prospective students in higher education institutions by March 2020 through
the development and implementation of a concise capacity development
strategy and programme as well as the Central Applications Services
Performance Indicator
2015/16 Target
Student support services plans for
(2)
higher education institutions developed • Student Leadership capacity
and approved (n)
development strategy and
programme developed and
implemented by October 2015
• Enterprise Architecture for the
Central Applications Service
developed and approved by
March 2016
35
Programme 3: University Education
Five Year Strategic Objective (6): To produce and publish an annual first time
entering undergraduate cohort analyses report annually
Performance Indicator
2015/16 Target
Cohort study reports on higher
education published per annum (n)
(1)
2005 to 2008 First time entering
undergraduate cohort analyses report
published on the DHET website by
March 2016
Five Year Strategic Objective (7): To facilitate stakeholder network through
the establishment of a BRICS think tank and participative academic forum
and report progress on partnerships annually
Partnership reports produced and
approved per annum (n)
(1)
A Report on the 2015 BRICS Academic
forum and Think Tank partnerships
approved by Minister by March 2016
36
Programme 3: University Education
Expected outcomes to be monitored and reported by the programme
Performance Indicator
Baseline
(2012 academic
year)
2015/16 Target
(2013 academic
year)
Students enrolled in public higher
education studies at universities (n)
950 000
1 000 100
Success rates at universities (%)
76%
76%
Graduates in Engineering Sciences
from universities (n)
9 974
10 100
Graduates in initial Teacher
Education from universities (n)
13 740
17 500
New indicator
100%
6 076
6 200
Proportion of universities meeting
standards of good governance (%)
Research Masters graduates (n)
37
Programme 3: University Education
Expected outcomes to be monitored and reported by the programme
Performance Indicator
Baseline
2015/16
Target
New
indicator
3
38%
42%
New
indicator
100
First year students in foundation programmes (n)
16 300
23 902
Eligible university students obtaining financial aid (n)
194 504
205 000
Graduates in Human Health and Animal Health from
universities (n)
8 015
9 000
Universities offering accredited TVET college
qualifications (n)
University academic staff with PHDs (%)
Additional first-time entrants (black and women) to
academic workforce in addition to normal
replacement and plans (n)
38
Programme 3: University Education
Expected outcomes to be monitored and reported by the programme
Performance Indicator
Baseline
2015/16 Target
Graduates in Natural and Physical Sciences
from universities (n)
6 366
6 600
Higher education undergraduate success
rates (contact) (%)
79%
80%
Higher education undergraduate success
rates (distance) (%)
69%
71%
39
Programme 4: Vocational and Continuing
Education and Training
Programme Purpose: Plan, develop, monitor, maintain and
evaluate national policy, programmes, assessment practices
and systems for vocational and continuing education and
training including for TVET colleges and post-literacy adult
education and training
40
Programme 4: Vocational and Continuing
Education and Training
Five Year Strategic Objective (1): To develop 6 and revise 5 legislative and
guiding frameworks aimed at steering the Vocational and Continuing
Education and Training sector by 31 March 2020
Performance Indicator
2015/16 Target
New Vocational and
Continuing Education
and Training steering
mechanisms developed
and approved (n)
(6)
Governance and policies for TVET Colleges
Staffing norms and standards for CETCs
Conduct policy for NASCA
Guidelines for standardised implementation of
Occupational Programmes
Policy directives for TVET College Information
Technology systems
Governance policies for Community colleges
•
•
•
•
•
•
41
Programme 4: Vocational and Continuing
Education and Training
Performance Indicator
2015/16 Target
Vocational and Continuing Education
(1)
and Training steering mechanisms
TVET Colleges monitoring, evaluation
revised (n)
and support model revised and
approved
Five Year Strategic Objective (2): To standardise the level of governance
across VCET institutions by 31 March 2020. Monitor and take appropriate
actions when deficiencies are detected
Monitoring and Evaluation reports
on VCET institutions produced and
approved (n)
2
42
Programme 4: Vocational and Continuing
Education and Training
Performance Indicator
2015/16 Target
Five Year Strategic Objective (3): To develop and implement 6 teaching and
learning support plans for VCET institutions by 31 March 2020
Annual teaching and learning
support plans for Vocational and
Continuing Education and Training
developed and approved (n)
(2)
• Protocol on the secondment of
sector specialists to work in TVET
Colleges and lecturers exposed to
the work place developed and
approved
• Annual teaching and learning plan
developed
43
Programme 4: Vocational and Continuing
Education and Training
Performance Indicator
2015/16 Target
Five Year Strategic Objective (4): To improve success in programmes offered
in VCET institutions by developing and implementing appropriate student
support plans by 31 March 2020
Annual student support services plans for
Vocational and Continuing Education and
Training developed and approved per
annum (n)
1
44
Programme 4: Vocational and Continuing
Education and Training
Performance Indicator
2015/16 Target
Five Year Strategic Objective (5): To ensure geographic spread of VCET
institutions through the establishment of 21 additional sites of delivery for
VCET institutions (12 TVET campuses and 9 CETCs) by 31 March 2020
Macro infrastructure and maintenance plan
for CETCs developed (n)
VCET sites/facilities established (n)
1
6 TVET college campuses built
Five Year Strategic Objective (6): To establish a coordinating structure for
support and research in the VCET sector by 31 March 2020.
Strategy on strategic partnerships with key
stakeholders developed and approved (n)
1
45
Programme 4: Vocational and Continuing
Education and Training
Performance Indicator
Baseline
2013/14
2015/16
Target
Headcount enrolments in TVET colleges (n)
670 455
725 000
Certification rates in TVET qualifications (%)
NC (V)
L4: 37%
N3: 51%
N6: 41%
NC (V)
L4: 59%
N3: 53%
N6: 53%
Lead time to issue certificates to qualifying
candidates (months)
12 months
Percentage of public TVET college
examination centres conducting national
examinations and assessments in
compliance with national policy (%)
70%
100%
TVET throughput rate (%)
New indicator
10%
9 months
46
Programme 4: Vocational and Continuing
Education and Training
Performance Indicator
Baseline
2015/16 Target
Students accommodated in public TVET
colleges (n)
New
indicator
1 000
Qualifying TVET students obtaining financial
assistance (n)
273 679
200 000
Funded NC(V) L4 students obtaining
qualification within stipulated time (%)
New
indicator
10%
TVET institutions compliant to governance
standards by 2019 and increasing every year
thereafter (%)
New
indicator
20%
TVET lecturers undergoing specified hours of
work in their industry for specified periods
every two years from 2019 (%) – as per APP
New
indicator
6%
47
Programme 5: Skills Development
Programme Purpose: Promote and monitor the national skills
development strategy. Develop a skills development policy and
regulatory framework for an effective skills development
system.
48
Programme 5: Skills Development
Performance Indicator
2015/16 Target
Five Year Strategic Objective (1): To steer and support skills development
institutions to implement the National Skills Development Strategy through
the development of 4 new and 6 revised policies including legislation,
regulations and guidelines by 31 March 2020
New skills development
(4)
steering mechanisms
• Workplace based learning policy
developed and approved (n)
developed and approved by DirectorGeneral by December 2015
• Governance charter for SETA’s developed
and approved by March 2016
• Occupational team policy recommendation
tabled by December 2015
• SETAs Governance standards developed
and approved by the Director-General
49
Programme 5: Skills Development
Performance Indicator
2015/16 Target
Skills development Steering
(2)
mechanisms revised (n)
• SETA landscape reviewed and approved by
the Minister by March 2016
• A reviewed National skills development
Strategy approved by the Minister by March
2016
Five Year Strategic Objective (2): To standardise the level of governance
across Sector Education and Training Authorities (SETAs) by 31 March 2020,
monitor and compile annual quarterly reports and take appropriate actions
where deficiencies are detected
SETA monitoring reports on
skills development
produced and approved (n)
4
50
Programme 5: Skills Development
Performance Indicator
2015/16 Target
Five Year Strategic Objective (3): To effectively manage artisan development
assessment services inclusive of RPL in order to produce 24 000 qualified
artisans per annum by 31 March 2020
Average lead time from trade test application
received until trade test conducted (days)
100 days
New artisan learners registered nationally per
annum (n)
29 750
New artisans qualified per annum (n)
20 110
National artisan learners pass trade test rate
(including INDLELA) (%)
50%
51
Programme 5: Skills Development
Performance Indicator
2015/16 Target
Five Year Strategic Objective (4): To enhance the National Information
System in order to improve collation of artisan information and skills
development levy information for monitoring and evaluation as well as
reporting by 31 March 2018
Information management systems
developed (n)
A single national artisan
development information
management system designed and
approved
52
Programme 5: Skills Development
Expected outcomes to be monitored and reported by the programme
Performance Indicator
Baseline
2015/16 Target
49 678
45 000
45%
50%
National artisan learners employed or selfemployed (%)
65%
(HSRC
research
report)
67%
Proportion of SETAs meeting standards of good
governance (%)
New
indicator
100%
Work based learning opportunities (n)
National artisan learners pass trade test rate
(including INDLELA) (%)
53
Thank You