TVET College Programme Planning
“Start with the end in mind”
Presentation by DHET
1
Agenda
AGENDA
Departmental Objectives:
• Access
• Throughput
• Employability
1.
2.
3.
4.
5.
Programme Qualification Mix Overview
New QCTO Occupational Qualifications
Centres of specialisation
Artisan Development
Foundational Learning
OVERALL OBJECTIVES
DEPARTMENTAL
OBJECTIVES
Access
Throughput
Employability
• By 2030 sector should move from 300 000 to 1250 000
• Produce 20 000 artisans per annum
• Strengthen and expand the number of FET Colleges so that the participation rate can grow to 25%
• Increase enrolments from just over 345 000 in 2010 to 2,5 million in 2030
• Produce 30 000 artisans by 2030
• Establish a new institutional type – Community Education and Training Colleges to 1 million learners
• Distance Education
• Framework for learners with disability
• Continues quality improvement is required as the system expands
• Develop a strong set of national qualifications and support the development of non formal programmes
• we need to strengthen our institutions as the building blocks of that system
• Improving teaching and learning – need well educated, capable and professional teaching staff
• Establish the South African Institute for Vocational and Continuing education and training which will be responsible
for research and an inspectorate
• Seta's must play a more effective role in producing skills which will support employers
• A stronger and more cooperative relationship between education and training institutions and the workplace
• A post-school education and training system that is responsive to the needs of individual citizens and of employers in
both public and private sectors, as well as broader societal and developmental objectives
• Quality and relevance of courses need to be addressed.
Programme Qualification Mix
“Start with the end in mind”
4
Programme Review
RPOGRAMME
REVIEW
NC(V) policy review
Process launched in May 2015 and working group being put
together to review the qualification and programmes.
Revision of the Nated Programmes
Seven Subjects completed and most of these introduced this year.
DHET is not planning lecturer development against these upgrades
at present
New QCTO Occupational Qualifications
42 occupational programmes registered with SAQA.
Mostly engineering qualifications.
Bookkeeping qualification will be registered soon.
Piloting of implementation taking place next year.
If pilot successful Nated programmes to be phased out over time.
Programme Qualification Mix
1. Eng.: Engineering Programme
• Civil Engineering and Construction
• Drawing office practice
• Electrical Infrastructure and construction
• Mechatronics
• Process instrumentation
• Plant operation
2 Non-Eng.: Non Engineering Programmes
• Finance Economic and Accounting
• Management
• Marketing
• Office Admin
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All Programmes Offered
7
NATED N1 – N3
25000
N1 - N3 Engineering Studies
20000
15000
N1
N2
10000
N3
5000
0
EC
FS
GP
KZN
LP
MP
NC
NW
WC
8
NATED Engineering
12000
10000
8000
N4
6000
N5
N6
4000
2000
0
EC
FS
GP
KZN
LP
MP
NC
NW
WC
9
NATED Business Studies N4 – N6
25000
20000
15000
N4
N5
10000
N6
5000
0
EC
FS
GP
KZN
LP
MP
NC
NW
WC
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MANAGEMENT
In comparison of the NC(V) Level 2 enrolment in 2014
Management Programmes, Office Admin had high students
enrolments compared to other programmes
11
SERVICES
Transport and Logistics is not offered in EC, MPU and NC. While
Tourism in KZN has more student.
12
EDUCATION AND SERVICES
13
ENGINEERING
Process Instrumentation is not offered by colleges in the country. Only FS and GP offers Drawing Office.
ERD receives a lot of offering across
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Offering Per Province : NC(V) Level 2
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Gauteng NC(V) PQM OF 19
In Gauteng almost all colleges are offering more than 3 Engineering Programmes except for Westcol:
The following programmes are not offered in Gauteng
• Process Plant
• Process instrumentation(only EEC)
• Primary Agric (only Westcol)
• Safety in Society (SWGC and TNC)
20
Gauteng NC(V) PQM OF 19
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MPU NC(V) PQM OF 19
Except in services, Gert Sibande dominates programme offering in Mpumalanga. The following programme are not offered in
Mpumalanga:
• Drawing office procedure
• Mechatronics( Gert Sibande)
• Process Instrumentation
• Process Plant
• Tourism
• Transport logistics
• Primary Health(Ehlanzeni)
• Safety in Society
• Primary Agriculture(Gert Sibande)
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MPU NC(V) PQM OF 19
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Programme
Review
MARKETING
OF PROGRAMMES
Select your programmes with the End in Mind (Employability)
Responsible Marketing to Students
Educare qualification does not prepare you to be a grade R teacher.
Primary Health is not a nursing qualification
Are you marketing to industry?
Do you have placement in mind for the N6 students when you
enrol them. If not Why not?
Does industry in you areas know you and your programmes?
Are you organised (Scheduling) to meet industry needs?
Must continue to deliver and expand occupational programmes.
Not only for learner numbers but they serve a particular purpose
which we need.
So a two-pronged
strategy is proposed
1. Planning ‘as usual’ for NATED and NCV programmes,
and listing of learnerships etc.
2. Continue to deliver and expand occupational
programmes
3. Repositioning for occupational programmes in high
demand
The remainder of this presentation is on the last item, as
all are familiar with the first – which will continue ‘as is’
for end August 2015.
35
But change cannot happen
overnight, because
COLLEGES HAVE WHAT THEY HAVE:
- THE LECTURERS THEY HAVE,
- THE PROGRAMMES THEY HAVE,
- THE WORKSHOPS THEY HAVE …
36
WHY & HOW TO POSITION TO
BECOME
June 2015
What is a Centre of Specialisation?
A Centre of Specialisation is:
NCV,dedicated
NATED or Occupational
A faculty or department in a TVET college
to the
Qualification
‘theory’ recognised
delivery of the theoretical component
of a specified
for that
occupation or cluster of related occupations
thatoccupation
has been
identified as being in demand.
A Centre of Specialisation may itself also provide the practical
training required, or may partner with another public or
private training centre for the required practical training
component.
It collaborates with workplaces that provide the workplace
learning component required for the attainment of
occupational competence.
Generally there will be a Centre per occupation per province
Why DHET has adopted the idea of
Centres of Specialisation?
 The White Paper calls for an integrated, but
differentiated PSET system;
 A shift to demand-side responsiveness is the way of the
future – with excellent teaching and learning
 No individual college can do everything – a degree of
specialisation is inevitable (and desirable);
 Equipping workshops is very expensive, better to invest
what we have in a targeted fashion rather than scatter
our resources to make many centres ‘mediocre’;
 Once recognised, employers and SETAs will be
encouraged to work with such a Centre in multiple
ways to help it grow into a Centre of Excellence over
time (keep curriculum up-to-date, train lecturers etc.)
Why become a Centre of
Specialisation?
 The learners who graduate from the relevant programmes will have
an improved prospect of employment as the training will be
needed, of high quality and up-to-date;
 By taking on this opportunity, the college will be helping the
country to ensure that the skills required for its growth and
development are available;
 They will help to ensure that those that work on the big, strategic
projects are local South Africans.
 This will bring the college into contact with a wide range of
employers all of whom have an interest in the employment of
graduates from these specific programmes – both those in the local
vicinity as well as those further afield who nevertheless will look to
recruit from a specialised college with increasing capacity to meet
required quality standards.
 They will in the process have a unique opportunity to build the
capacity of their college in this occupational area with expert
assistance, funding and support. This means additional resources!
Resources for Centres of Specialisation
- Priority Occupation Package (POP) grants
Expert input on requirements!
Levy resources for (if required) – to complement college
funds:
– Individual learners (bursaries / loans / learner support)
– Incentives for employers for workplace learning
– System development (new qualifications, curriculum updating,
eLearning …)
– Strengthen college capacity and infrastructure
•
•
•
•
Lecturer development;
Learning materials;
Equipment;
Infrastructure
– Partnerships with relevant providers …
and
– Project management
NOTE: Other resources will also be sought e.g. from employers.
Which Occupations?
• For this first phase, the following occupations
are proposed (see next slide) – note this
supersedes the list on the CD;
• Colleges with strong motivation may
recommendation additional occupations
(Note: Motivation = evidence that the
occupation is in demand. Employer?);
• Additional occupations will be added in future
years …
Occupations in
Demand - first 21
Construction specific
1.
2.
3.
Trades (plus assistants)
1.
2.
3.
4.
5.
6.
Electrician
Welder
Boilermaker
Diesel Mechanic
Fitter and Turner
Automotive Motor Mechanic
(Mechatronic Technician)
7.
Plumber
8.
Mechanical Fitter
9.
Bricklayer
10. Millwright
11. Rigger
12. Carpenter / Joiner
Other
1. Seafarers (to be specified)
2. ICT Occupations (to be specified)
Truck Driver
Scaffolder
Civil Structure Constructor with the
following Part Qualifications:
o
Shutter Hand
o
o
4.
Civil Roads Constructor with the
following Part Qualifications:
o
o
o
o
o
o
o
5.
Earthworks Hand
Layerworks Hand
Surfacing Hand
Road Drainage Hand
Road Maintenance Hand
Road Marker
Sign Erector
Civil Services Hand with the
following Part Qualification:
o
o
o
o
6.
7.
Concrete Hand
Reinforcing
Drainage pipe layer
Water pipe layer
Sewerage pipe layer
Kerb layer
Programme/project administrator
Storeperson
DHET’s Criteria for recognising a
Centre of Specialisation
Assessment by & Assistance from an
Occupational Team
An Occupational Team will:
a. Advise DHET if the college is
a viable Centre of
Specialisation;
b. Prepare a report for DHET;
If a college is confirmed as Centre
of Specialisation , the OT will
inform the development of a
Project Plan and support its
implementation.
The College should nominate a
lecturer either as a proposed
member of the OT (if qualified
and experienced) or as a person
with whom suggested system
changes can be consulted .
Process TVET College should follow
1. Study the first list of occupations in demand;
2. Submit Expression of Interest with motivation to DHET by
no later than 5th July 2015 (Ms. Gerda Magnus at
Magnus.G@dhet.gov.za);
3. Submit the name and contact details of the person in the
faculty or department with whom the Occupational Team
should engage;
4. Be willing to undergo an assessment by the relevant group
of experts (Occupational Team).
This is a great opportunity
for those willing and able to
grasp it!
Are you?
First Four Years
National Artisan Development
NAD: 2010 – 2014
Next Six Years
National-Provincial-Regional
Artisan Development
NPRAD: 2015 - 2020
1
Problem 1 = Throughput
30,000
54%
Average
Registered
25 342
25,000
20,000
R4,7bn
pa
Wastage
15,000
10,000
5,000
-
Average
Qualified
13 363
2
Problem 2 =
Reality
FOUNDATION
M+S+L+LO+D
Cost
Industry Cost
Lack of
Foundation
Quality
Ideal
A21 (K(TT)+P+WE)
0
Time of Learner in Labour Market
3
• Lecturer Capacity
• Learner Ratios
• Learner Habits
• Step 3 Must Be
Before Step 2
• Step 2 & 4 Not
Integrated
• Learner Status
• Capacity
• Scope of Trade
• Competency RPL
CONCERNS
• Uncoordinated
• Not early enough
• Semi National
• QCTO Delegations
4
FOUNDATION
1. TVET Preferred, Correct and Early Choice
SOLUTION
Career
Management
2. Learner + College + Workplace + Funding
Learner
Contracting
Knowledge
& Practical
Workplace
Trade
Testing &
RPL
Certification
QA
3. Specialised Public Colleges or Private Centres
A
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4. THE ONLY Labour Market Cost when Public
5. Dedicated TVET Colleges or Centres
6. Web Based System @ Source
7. QCTO + NAMB Industry based System
5
College Plan Elements
FOUNDATION
Career
Management
P
I
P
E
L
I
N
E
Learner
Contracting
Knowledge
& Practical
Workplace
Trade
Testing &
RPL
A
21
M
E
N
T
O
R
I
N
G
Mentor
Database
SETAs
TVETs
DBE
SOCs
N-P-L Government
BUSA
NBI
BLSA
OL Federations
Certification
NAMB
+
PADSC
QA
World Skills South Africa “Experts”
PADSC Controlled and Implemented
6
Artisan Registration Regulations for Comment
Gazette 38458 – 13 Feb 2015
Categories
(a) Practicing Artisan
(b) Line Supervisor
(c) Technical Manager
(d) Artisan Trainer
(e) Artisan Assessor
(f) Artisan Moderator
(g) Artisan Mentor
(h) Interim Artisan Mentor
(i) Artisan Recognition of Prior Learning Advisor
(j) Unemployed but not on Pension
(k) Unemployed and on Pension
M
E
N
T
O
R
7
Mentor Based
Public TVET College Artisan Development Strategy
Artisan Training Capacity of Angus Building (Pty) Ltd)
Ratios of Trade Category x Mentors Less Number of WP Learners
Trade = Bricklayer
Category = Civil - Ratio = 1:4
Number of Mentors = 10
Maximum Capacity = 10 x 4 = 40
Number of Learners in Workplaces = 32
Spare Capacity = 8
Angus Building (Pty) Ltd) is “motivated” to take another 8 apprentices
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MOTIVATION (AKA FUNDING)
Total Cost = R 400 000 per Artisan Learner
Schools / Colleges
K=30% = R 120k
Training Centres
P=35% = R 140k
Workplaces
WP=35% = R 140k
Current Funding
Schools / Colleges
Voted = R 120k
Training Centres
Grant = R 140k
Workplaces
Employer = R 140k
Funding based on Dual System Methodology
Mentors + Schools / Colleges + Training Centres + Workplaces
Foundation (R100k Voted) + Pivotal Grant (R 150k + (Employer R150k)
A21 APPRENTICESHIP
9
Thank You
For Support
and Commitment
http://nadsc.dhet.gov.za
“IT’S COOL TO BE A 21
ST
CENTURY ARTISAN”
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Thank you!