1 Department of Higher Education and TrainingLatest developments in the Technical and Vocational Education and Training (TVET) Sector Presentation to the Portfolio Committee on Higher Education and Training 14 September 2016

2 Background The Vocational and Continuing Education and Training (VCET) sector was split into two distinct sectors with effect on 01 April 2016: Technical and Vocational Education and Training (TVET) Mr Firoz Yusuf Patel was appointed as Deputy Director- General for Programme 4 2. Community Education and Training (CET) Dr Bheki Mahlobo was appointed acting Deputy Director-General for Programme 6

3 Outcome 5: A Skilled And Capable Workforce To Support An Inclusive Growth PathOUTPUT 1 OUTPUT 2 OUTPUT 3 OUTPUT 4 OUTPUT 5 Delivery Agreement 1 Delivery Agreement 2 Delivery Agreement 3 Establish a credible institutional mechanism for skills planning Increase access to programmes leading to intermediate and high level learning Increase access to occupationally directed programmes in needed areas and thereby expand the availability of intermediate level skills (with a special focus on artisan skills) Increase access to high level occupationally- directed programmes in needed areas Research, Development and Innovation in human capital for a growing knowledge economy

4 Pressing funding IssuesThe under funding of state subsidies and bursary allocations. Financial and Social pressures on Colleges as subsidies covers only 54% of required costs. Student unrest in a number of Colleges, with damage to property in some instances and loss of tuition time. NSFAS tuition allocation, travel and accommodation allowances are stretched. Insufficient learning and teaching material and equipment. Insufficient provisioning of protective clothing. Treasury allocation for the 2017/18 MTEF likely to remain the same or even be reduced in real terms. It is interesting that more than fees issues, students are continually raising issues of curriculum relevance.

5 Funding and enrolment planningTargets for enrolment to be based on available funding. Targets disaggregated to headcounts: Total National Skills Fund has made R2,3 billion available to cover occupational qualifications for three years. 43 Colleges allocations finalized Colleges in process of signing MOA’s. (7 in process: Maluti, Flavius, Goldfields, Ingwe, Majuba, Taletso and Westcol). NSF has been requested to ensure Colleges receive full programme funding for the occupational programmes. Qualifications Type by funding source Number Occupational 45787 Report 191 and NCV College funded Report 191 and NCV Fiscus funded Total

6 Funding Arrangements being made with Treasury so that the fiscal Compensation budgets of TVET Colleges be converted to transfers if there is underspending by Department on the College Compensation budget. Cabinet Memo and Treasury bids on the underfunding and zero percent fee increase tabled. 2017/18 Funding Shortfall Amount in R’ millions 0% fee increase 186 TVET Subsidies and Compensation 5 555 Bursaries (NSFAS) 2 784 DHET Goods and Services 3 498 Total 12 023

7 Financial and HR Coordination and SupportThe TVET College CFO project with SAICA has been extended until 30 June This will ensure that CAs are still deployed at TVET Colleges without incumbent CFOs. The Department is in the process of finalising the Job Grading process for the CFO positions at TVET Colleges (known as Deputy Principal: Finance) and recruitment will occur beginning of 2017. 29 Standardised financial policies have been developed by DHET and SAICA. These policies have been recommended to TVET College Councils for consideration and adoption. Human Resource Generalists have also been appointed to Colleges who require support. The preliminary AG audit outcomes for 2015 are confirming the need for intensified support and monitoring and evaluation.

8 Human Resource ManagementAudit findings of the Auditor-General pertaining to compensation of employees compliance matters, includes: Employees without approval to perform additional remunerative work Additional examination leave days granted to officials Personnel files transferred from PDEs and Colleges were empty or with incomplete documentation Pay progression paid without supporting documentation.

9 Financial Aid Facilitate student access to TVET colleges through effective administration and management of the DHET TVET College Bursary Scheme R2.321 billion allocated for 2016 is intended to benefit TVET College students To date bursaries have been awarded to 171 432 students for the 2016 academic year. Some Colleges are still finalising their claims from NSFAS, which entails providing NSFAS with signed agreements from students/parents

10 Student Support Services Annual PlanThe SSS Annual Plan is intended to provide holistic support to TVET College students at pre-entry, on-course and exit levels Too much focus on financial aid in the past Support includes amongst others: Assistance with best programme choice Access to financial aid Orientation to the college Academic support Extra-curricular activities Workplace Integrated Learning, etc.

11 Student Support Services interventionsWomen in Student Leadership training provided women in SRCs at TVET colleges with a platform to engage on critical issues affecting them as women leaders and to strengthen their capacity in occupying strategic positions in student leadership TVET College Month Initiative is intended to provide colleges with a platform from which to promote their vocational and short skills programme offerings to communities which the colleges serve, targeting scholars in high school and NEET. National Debate for TVET College students was intended to facilitate dialogue, critical conversation, instill confidence in public speaking, and spark interest in reading and researching. Regional SRC capacity building was intended to enhance the understanding of student leadership with regards to policies governing the administration of the bursary scheme and examinations

12 Infrastructure: DevelopmentsColleges, may spend at least 10% of their non-personnel allocations on maintenance, however due to the under-funding Colleges are unable to prioritize maintenance. The Thabazimbi campus of Waterberg College was handed over and is operational since May 2016. Bambanana and Nkandla A campuses will be completed by December 2016. 13 additional campus sites have gone out on tender, bids have been received and are being evaluated. The NSF has been approached to make funds available for urgent physical facilities maintenance at Colleges under severe financial stress.

13 Capacity Building: Campus ManagersAs part of the Minister’s Turnaround Strategy the Department is focusing on strengthening the capacity of Campus Managers by using in house-best practice. Capacitation of 4 young graduates as Project Staff. Central to this Project is the building of Communities of Practice. Phase One has begun: intensive residential training and individualised support of 40 campuses of the most challenging sites of delivery. The focus for the selection of this first cohort has been location (rural) and performance.

14 Capacity Building: Campus ManagersPhase One (cont.): 32 College managers supported in conceptualizing and developing nine modules together with support materials. Managers identified by good practice and years of experience in the sector. Campus Improvement Plans developed. Monitored and supported by regional official who themselves are being capacitated Phase Two: 150 Campus Managers trained Modules will be consolidated towards the development of a Campus Manager Qualification Phase Three: All Campus Managers trained

15 Teaching and Learning Support PlansAll TVET colleges to complete and implement the requirements as set out in the Teaching and Learning (T&L) support plans. The T&L support plans forms part of the major DHET strategic output in order to deliver quality teaching and learning. It sets out requirements and standards that enables Colleges/Campuses to deliver curriculum without any hindrance

16 Teaching and Learning Support PlansIt is an instrument through which colleges must develop and track the continuum of activities and responsibilities required to improve the quality of curriculum delivery, with the ultimate intention of improving student success. The document therefore places planning at the core of curriculum delivery, supported strongly by activities/planning outputs to ensure that core deliverables for quality teaching and learning are firmly in place for all students, all learning programmes and at all sites of learning delivery in the college.

17 Areas Covered in the T&L support plansEnrolment preparation (PQM, Time tabling, infrastructure etc) Classroom teaching and support (year plans, schedules, lesson planning etc) Student practical application for on-course learning (textbooks, consumables, lecturer capabilities etc) Student assessments: On-site and continuous (quality of continuous assessments tasks etc) Student academic support (attendance, study centres and library provisioning etc) Lecturer support and capacity building (LSS, in-house training etc) Work placement (student and lecturer): WBPL and WIL implementation etc)

18 Capacity building: LecturersComprehensive work plans are being developed for the skills development of College lecturers. This is being done in conjunction with the ETDP SETA and donors. EU funding has been made available (26 million Euro) for capacitating Universities to offer lecturer qualifications. The project is being managed by the University branch.

19 Curriculum reform Umalusi is in the final stages of the NC(V) review as requested by the Minister. It is expected that that this work will be concluded within the year. The QCTO has undertaken a comprehensive review of the Nated programmes These N4 – N6 programmes will be reformulated into occupational. The N4 – N6 business studies programmes will be completed by the end of 2018 The engineering subjects will follow shortly after The Dual system project is progressing well. The first group of 100 electrical learners have commenced.

20 Focus on Lecturer DevelopmentLecturer gap analysis or profiling /skills audit conducted and aligned to a development plan Ongoing lecturer development (e.g. LSS, in-house training) More than TVET college lecturers registered on the LSS web portal for support Lesson planning Pedagogical methods and practices Content/ disciplinary knowledge Introduction of Renewable Energy technologies at selected colleges supported by GIZ Introduction of Wholesale and Retail subjects also at selected colleges

21 Work Integrated Learning & Work Readiness GuidebooksDevelopment of the WIL Guidebook in collaboration with the Swiss-South Africa Cooperation Initiative (SSACI) WIL Guidebook is intended to provide work-based exposure for students in relevant industries to enable them to participate productively in the economy Training on practical implementation of the WIL Guidebook Development of the Workreadiness Guidebook Workreadiness Guidebook is intended to equip students with the necessary skills and prepare them for the world of work.

22 Examinations & AssessmentNC (V) certificate backlog project progress: 733 certificate records affecting 621 students have yet to be processed due to missing data in these records Examinations officials are following up with examination centres to source the missing information (i.e. ID numbers, surnames) Private service provider appointed to develop the new integrated examinations IT system Web-based technology 3-year project which will be developed and implemented in modular fashion Resulting and certification modules prioritised for development

23 Examinations & AssessmentRegional offices have been inducted and involved in the monitoring of assessment practices and national examinations at site level Review of examinations regime has been initiated Quality councils in support of concentrating efforts on true exit levels instead of all levels of a qualification as is currently done Review of conduct policy in process to match review of NC (V) qualifications policy

24 Examinations & AssessmentRegional offices have been inducted and involved in the monitoring of assessment practices and national examinations at site level Draft conduct policies for GETCA and NASCA developed Implementation protocols entered into with provincial Education Departments belonging to the Department of Basic Education for 1 2-year period w.e.f. 01 April 2015 (as part of the function shift process) to be extended for a further period of 5 years Provincial exam units continue to manage and administer the conduct of the GETC-ABET Level 4 examinations in June and November per academic year on an urgency basis DHET does not possess the funding and other resources required to deliver national examinations to site level for the CLCs inherited in the function shift process

25 Planning and MonitoringOn 3 September 2016, a Saturday, a comprehensive workshop was held with all College Principals and Council Chairpersons to share with them the Strategic Planning templates and process for Council to finalize its strategic plans by November 2016 for approval by the Minister. This will be the first time that the Council takes a lead in the development of Strategic Plan. The key message was that the Principal was accountable for the targets set based on the funds appropriated from Parliament, the appropriated funds had to be supplemented by other sources such as SETA, NSF, Fees and other sources. The Council also has to set targets and monitor the performance indicators based on these non appropriated sources.

26 Governance and ManagementThe Minister, DG and DDG have close interactions with: The TVET Colleges Governance Councils (TVET CGC) The South African Principals Organization (SACPO) The South African Further Education and Training Association (SAFETSA) These are important stakeholders and role players for clarifying of positions, policies, legislation, guidelines, circulars and consultation. They are also provide a forum to allay misunderstandings and grievances.

27 Governance and ManagementIssues: TVETCGC The role of the Council versus the Principal, the DHET and Minister. Issues: SACPO Financial pressures Job grading of Principals Issues: SAFETSA Student Bursaries and Allowances Curriculum Relevance

28 Some emerging thoughts for the sectorThese thoughts are preliminary observations of the Deputy Director-General and are subject to further consideration. The NC(V) curriculum is pitched too high for NQF Level 4, it needs to the reviewed and at least 70% of the content should be practical and work based. The level should be adjusted to NQF 5 or 6. We should look at qualifying learners with augmented work based learning without the need for work placement. In other words we need to invest in workshops, work place simulation and augmented reality. Lecturer non-theoretical training also to be work based. Assessment and examinations to be devolved to Colleges as we begin to build their capacity, including that of College Academic Boards.

29 Thank You