Context & Overview of Government
& Role of DHET
Induction Workshop
Background
Despite many achievements since 1994, major challenges
remain:
• Growth in provision still inadequate to meet demand
• System is not sufficiently diverse
• Quality must still be improved
• Below optimal functioning of many institutions,
including the SETAs and NSF
• Weak linkages between educational institutions and
the workplace
• Weak data systems
These challenges are intensified by the structural
challenges of unemployment, poverty and inequality.
2
Landscape
• StatsSA 2013 General Household Survey indicates
population of approximately 53 million individuals
• 5 million individuals aged between 0-4 years and a
further 16 million individuals aged 5 years and older who
are attending some form of educational institution
• Balance of approximately 32 million individuals falls
within the domain of the PSET system
• StatsSA Quarterly Labour Force Survey indicates
approximately 3.3 million young people between the
ages of 15 and 24 that are not accommodated in either
the education and training system or the labour market
i.e. the NEETS
• Increases to 7.6 million for age group 15 – 34 years old
3
Post School Sector Challenges
• Lack of diversity and weaknesses of many institutions
• Inadequate quality, quantity, and diversity of provision
• Few educational opportunities available to adults and
young people who have failed to obtain a NSC
• Those who have obtained a NSC or NC(V) and do not
meet admission criteria for higher education
• Accessible provision to assist people to catch up on
the learning they have missed out on
• Alternatives for those who seek a vocational or
occupational qualification
• Inadequate financial resources to allow most school
leavers, including matriculants, to enter post-school
sector
• High failure rate of students supported by NSFAS
4
Post School Sector Challenges
• Failure of businesses in many sectors of the economy
to equip their workforce to adapt to change as the
economy becomes more knowledge-based
• Systemic blockages such as the lack of synergy
between the various post-school sub-systems
• Absence of coherent strategies within economic and
industrial sectors, lack of systematic skills
development to support and sustain growth and
development
• Unemployed who lack basic numeracy and literacy
• Unemployed without entry-level skills or work
experience
5
Post School Sector Challenges
• Urban bias of economic development has resulted in
an urban bias in skills development initiatives with
skills for rural development being neglected
• Over-emphasis on NQF level 1-3 learnerships, with
insufficient progression towards skills required for
growth sectors in a knowledge economy
• Businesses have not been taking on learnerships
• Artisanal training has been on a decline
• Continuing skills shortages in the artisanal, technical
and professional fields that are fundamental to the
development and growth of our economy
• Inadequate skills levels and poor work readiness of
young people leaving formal secondary and tertiary
education and entering the labour market
6
Post School Education and Training System
A single, integrated, coherent and well articulated
post-school system is located within the:
• Expansion of post school provision to improve access
• Strengthening institutions to improve quality
• Setting out a vision and pathways for achieving a
coherent post school system with articulation,
collaboration and coordination between the different
components, as well as alignment between the various
institutional types and between education and training
institutions and the labour market
7
Higher Education and Training Mandate
On the demand side:
• Ensure that the skills needed to drive our country’s
economic growth and social development is delivered
at an increasing rate
• Availability of quality skills will enhance both investment
and service delivery
On the supply side:
• Must serve a growing number of young people and
adults
• Provide different entry points into and pathways
through the learning system
• Quality learning wherever learning takes place
• Easy pathways across the different learning sites
8
Higher Education and Training Portfolio
• 26 Public Universities with 215 campuses/learning
sites and 983 698 students
• 113 Privately registered higher education institutions
with 119 941 students
• 2 National Institutes of Higher Education
• 50 Public Technical and Vocational Education and
Training (TVET) Colleges with 264 campuses and
709 535 (2014 enrolments) students
• 627 Privately registered TVET institutions with 154 632
students
• 3 150 Public Adult Education Training (AET) centres
with 249 507 learners
9
TVET Colleges, Headcount Enrolments - National
Headcount Enrolments
1,400,000
1,238,000
1,200,000
1,084,000
1,000,000
948,000
829,000
800,000
709,535 725,000
639,618
600,000
Enrolments
456,686
400,000
326,889
369,339
200,000
0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
10
2014 TVET Colleges, Headcount Enrolments - National
2014 Actual Headcount Enrolments
600,000
500,000
488,203
400,000
300,000
Enrolments
200,000
157,241
100,000
64,089
0
Report 191
NC(V)
(Other) Skills & Occup.
11
2014/15 TVET Colleges Targets
•
•
DHET reports to Parliament on APP targets.
All 2014 Annual Performance Targets not
met
o Headcount enrolments – target was
800,000
o Certification rates at exit levels (NCV &
Report 191).
o NC(V) Maths & Maths Literacy pass rates.
o Certification rates for bursary recipients.
12
2014/15 TVET Colleges Targets
Target
Achieved
NC(V) Level 4
57%
34,4%
N1-N3
50%
59,5%
N6
50%
42,7%
Mathematics L2
52%
47,2%
Mathematics L3
46%
46,4%
Mathematics L4
56%
35%
Maths Literacy L2
72%
70,5%
Maths Literacy L3
82%
82,4%
Maths Literacy L4
87%
78,7%
13
Higher Education and Training Portfolio
• All other adult education initiatives with the exception
of the Kha Ri Gude programme of DBE
• Levy grant institutions: 21 Sector Education and
Training Authorities and National Skills Fund
• Regulatory institutions: South African Qualifications
Authority, Council on Higher Education, Higher
Education Quality Committee, Umalusi through the
NQF Act, Quality Council on Trades and Occupations,
National Skills Authority, National Artisan Moderation
Body
• National Student Financial Aid Scheme
• Human Resources Development Strategy for South
Africa chaired by the Deputy President and
administered by the Department.
14
White Paper for PSET
• The White Paper makes a commitment to progressively
introduce ‘free education’ for the poor in South Africa as
resources become available
• Sets a target of 1.6 million students in universities,
2.5 million in TVET Colleges and 1 million in Community
Education Colleges by 2030
• Number of Grade 12 learners who can gain entrance to
university is estimated to increase from 172 000 in 2013
to 250 000 by 2019
• National Plan on Post-School Education and Training
will be developed to focus on the entire system
comprising of a macro systems plan with sub-sector
plans
• First draft planned for by September 2015
15
Current Priorities
• New Universities: The Sol Plaatje University and University
of Mpumalanga are now operational. Ensure these institutions
are supported to become sustainable and successful
institutions
• Unbundling of MEDUNSA from the University of Limpopo
and the building of a medical school in Limpopo: The
Sefako Makgatho University incorporated the former
MEDUNSA campus of the University of Limpopo on
1 January 2015, opening its doors with its first intake of over
1 000 new students for the 2015 academic year. All
continuing students of the former MEDUNSA Campus will
have been registered as SMU students, and this new
comprehensive health and allied sciences university would
therefore start its life with a total enrolment of just over 5 000
students
16
Current Priorities
• Transformation of Higher Education Institutions (HEIs):
Councils and governance structures needs be evaluated
against transformation targets
• Historically Disadvantaged Institutions of Higher
Learning and Training Institutions: Affirmative measures
put in place to develop sufficient quality infrastructure,
improve staff qualifications and strengthen the academic
endeavour to ensure that poor students have access to
quality higher education opportunities
• Community Service for Graduates: Feasibility and options
for the implementation of community service for all graduates
• Promoting research and development: Closer alignment
between the research funding strategies of DHET,
Department of Science and Technology (DST) and the
National Research Foundation (NRF)
17
Current Priorities
• Postgraduate degrees: Expand the pool of black academics
• Quality Assurance in TVET Colleges: Focus on curricula
and training of lecturers. Bogus colleges needs to be acted
against strongly and criminalised
• Community mobilization: “Apply Now” campaign and
altering the largely negative perceptions about TVET colleges
• Extending the provision of fee free education: Consult
with the various stakeholders, including the National Treasury,
on the draft policy
• Repayment of loans after completion of studies: Needs to
be addressed in the proposal on Fee Free University
Education for the Poor in South Africa
18
Current Priorities
• Student accommodation in the post-school system:
Funding needs to be sourced through the normal government
processes, as well as through other funding agencies
• Review Adult Basic Education and Training (ABET):
Ensure clear general academic pathway for learners from
NQF level 1 to NQF level 4
• Payment of skills levies by all government departments:
Amendment of the Skills Development Act (SDA) and Skills
Development Levy Act (SDLA) in order to ensure that there is
an adequate legal framework to enforce compliance by all
departments
• Internships: Central coordination of internships throughout
all levels of government
19
Short to Medium Term Priorities
Expanded Access to Post-School Education and Training
Institutions
• Expand the infrastructure of post-school education and
training institutions
• Improve access to funding for students who fall above the
NSFAS threshold but who have limited resources to obtain
loans
Greater Opportunities for Workplace-Based Training and
Experience
• Ensure a dynamic interface between SETAs, workplaces and
education and training institutions through, among others, the
establishment of strong partnerships
20
Short to Medium Term Priorities
Improved Student Success in Post-School Education and
Training Institutions
• Establish, encourage and provide support measures to
improve success in post- school education and training
institutions
Strengthened Governance and Management of Institutions
• Strengthen the governance and management of post-school
education and training institutions
• Improve the administration of examinations undertaken in
TVET Colleges to reduce the time-lag between examinations
and the provision of certificates to TVET College students
21
Short to Medium Term Priorities
An Adequate Number of Qualified and Competent
Lecturing/Teaching Staff in Post-School Education and
Training Institutions
• Develop and support programmes that facilitate the
generation, recruitment, development and retention of
lecturing/teaching staff
• Establish interventions to facilitate the generation,
recruitment, retention and development of TVET College staff
A Relevant and Responsive Curriculum is provided by
Post-School Education and Training Institutions
• Provide a curriculum that adapts to rapid changes in
technology, industry, globalisation and demographics
22
Short to Medium Term Priorities
Improved Information and Knowledge About Post-School
Education and Training
• Provide comprehensive and appropriate career information
and advice to parents and students
• Provide information and analysis to monitor the post-school
education and training sector and enable skills planning
• Commission/undertake evaluation of key policies and
programmes
Enhanced Research and Innovative Capacity in the Country
• Improve collaboration between HEIs, science councils,
government entities, state-owned enterprises, the private
sector and international partners to enhance research and
innovative capacity in the country
23
VCET Branch Operations
• Dr EB Mahlobo: Acting Deputy Director-General
• Chief Directorates/Directorates:
Chief Directorate/Directorate
Responsible Official
CET Colleges/AET
Mr David Diale & Ms T Masondo
Financial Planning
Mr Zirk Joubert & Ms Dorothy
Masipa
Programmes & Qualifications
Ms Gerda Magnus & Ms Aruna
Singh
Examinations & Assessments
Ms Nadine Pote
Planning & Institutional Support
Ms Thembisa Futshane
Infrastructure, Development &
Maintenance
Mr Steve Mommen
Youth Development Programmes
Ms Vuyolwethu Mafilika
Turnaround Strategy
Ms Patsy Garza
24
Thank You