20 - Department of Higher Education and Training Plans/Annual Perfomance Plans... · 2017-03-31 · DeparTmenT of higher eDucaTion anD Training annuaL performance pLan 2017 2018 3

2017/18

AnnualPerformance Plan

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

ANNUAL PERFORMANCE PLAN 2017 | 2018

Department’s General InformationThe DeparTmenT of higher eDucaTion anD Training

preToria office

postal address:

Private Bag X174, Pretoria, 0001

physical address:

117 - 123 Francis Baard Street, Pretoria, 0002

Tel: 012 312 5911

fax: 012 321 6770

cape ToWn office

postal address:

Private Bag X9192, Cape Town, 8000

physical address:

103 Plein Street, Cape Town, 8001

Tel: 021 469 5175

fax: 021 461 4761

oTher uSefuL conTacTS

Departments call centre Toll-free: 0800 872 222

Departmental Website: www.dhet.gov.za

career advice helpline: 086 999 0123

career advice Website: www.careerhelp.org.za

national fraud hotline: 0800 701 701



The Minister, Dr BE Nzimande, MP visits the Massive Open Online Varsity Lab in Orange Farm, Gauteng.

The Deputy Minister, Mr MC Manana, MP meeting with learners during the “Take a Girl-Child to work” Campaign.


3ANNUAL PERFORMANCE PLAN 2017 | 2018

foreWorD BY The miniSTer of higher eDucaTion anD Training 5

officiaL Sign-off 7

parT a: STraTegic oVerVieW 10

1. SiTuaTionaL anaLYSiS 10

1.1 The PoST-SChool eduCaTion and Training SySTem aT a glanCe 10

1.2 enrolmenT in PuBliC higher eduCaTion inSTiTuTionS 11

1.3 enrolmenT in TVeT CollegeS 12

1.4 enrolmenT in CommuniTy eduCaTion and Training CollegeS 13

1.5 regiSTraTion and CerTiFiCaTion oF SeTa-SuPPorTed learning

ProgrammeS 14

1.6 PerFormanCe deliVery enVironmenT 15

1.6.1 uniVerSiTy eduCaTion 15

1.6.2 TeChniCal and VoCaTional eduCaTion and Training 24

1.6.3 SKillS deVeloPmenT 27

1.6.4 CommuniTy eduCaTion and Training 28

1.6.5 human reSourCe deVeloPmenT CounCil oF SouTh aFriCa 29

1.7 organiSaTional enVironmenT 30

2. reViSionS To LegiSLaTiVe anD oTher manDaTeS 31

3. oVerVieW of The 2017/18 BuDgeT anD 2017 mTef eSTimaTeS 32

3.1 eXPendiTure eSTimaTeS 32

3.2 relaTing eXPendiTure TrendS To STraTegiC ouTCome orienTed goalS 33

parT B: programme anD SuB-programme pLanS 36

4. DeparTmenTaL programmeS: STraTegic oBJecTiVeS, programme performance inDicaTorS anD annuaL TargeTS for 2017/18 36

4.1 Programme 1: adminiSTraTion 38

4.2 Programme 2: Planning, PoliCy and STraTegy 46

Contents



4.3 Programme 3: uniVerSiTy eduCaTion 56

4.4 Programme 4: TeChniCal and VoCaTional eduCaTion and Training 68

4.5 Programme 5: SKillS deVeloPmenT 83

4.6 Programme 6: CommuniTy eduCaTion and Training 91

parT c: LinKS To oTher pLanS 100

5. LinKS To The Long-Term infraSTrucTure anD oTher capiTaL pLanS 100

6. conDiTionaL granTS 100

7. puBLic enTiTieS 100

8. puBLic priVaTe parTnerShipS 108

acronYmS 109

aDDenDum 112

aDDenDum 1: ViSion, miSSion anD VaLueS 112



The 2017/18 annual Performance Plan of the department of higher

education and Training, which i am presenting herein, marks the third-

year implementation of the current strategic planning cycle. although i

have since reviewed the departmental strategies, system targets and focus

areas in the Strategic Plan with the support of the department, the key

objectives of the department remain unchanged. The revised Strategic

Plan aims to sequence necessary reforms and sets out reasonable timelines

for attainment, while improving the quality of teaching and learning. The

2017/18 annual Performance Plan already includes a number of key areas

accordingly reviewed.

it is broadly acknowledged that the entire Post-School education and

Training (PSeT) system requires massive expansion together with a radical

improvement in the quality of education and training in order to contribute

to the lives of individuals, the developmental needs of the economy and

society at large. opportunities need to be available for those who currently

cannot access either learning institutions or the labour market. The White

Paper for Post-School education and Training has created a framework for future developments within the PSeT system.

The White Paper emphasises the crucial role of the Technical and Vocational education and Training (TVeT) sector together

with a need to ensure ongoing transformation thereof. This is also one of the key focus areas within this annual Performance

Plan. it must, however, be acknowledged that the current global economic environment, as well as the current capacity

within the PSeT system, has required a review of the initial growth targets in the system. it is for this reason that the initial

enrolment targets of TVeT Colleges were subsequently reduced with a view to allow for a more reliable, phased approach.

during 2017/18, the department will improve the guidelines and frameworks within the TVeT sector to further improve

the levels of corporate governance.

Comprehensive work will continue to ensure the effectiveness of the student centred model for financial aid towards

our university and TVeT College students through the national Student Financial aid Scheme. Plans supporting a Central

application Service will also gain further momentum during the 2017 academic year.

it is unfortunate that the 2015 and 2016 academic years were negatively affected by the protest actions of some students.

although there are lessons to be learnt from the concerns raised by students, the rights of the majority of our student

population were infringed and many were denied the right to work and study. i trust that every student and academia will

be able to operate in a stable environment during 2017 and going forward. i also again wish to appeal to all stakeholders

to work together in ensuring access to and success in our PSeT system.

The provision of academic and non-academic student support services to promote the success of our students, will receive

heightened attention during 2017/18, especially within the TVeT sector. These services will also play a key role to ensure

access to quality teaching and learning in our PSeT institutions.

attention will be given to enhancing effective stakeholder networks, including our Sector education and Training

authorities and the business sector, in an effort to support the improvement of access and success within the PSeT system.

Foreword by the Minister of Higher Education and Training

Minister: Dr BE Nzimande, MP



i am confident that the effective roll-out of this annual Performance Plan will ensure that we can build on the successes

already achieved to date and progressively move forward in achieving our long-term goals.

Dr BE Nzimande, MPMinister of Higher Education and Training



it is hereby certified that this annual Performance Plan:

§§ was developed by the management of the department of higher education and Training under the guidance of

the minister, dr Be nzimande, mP;

§§ was prepared in line with the Strategic Plan of the department of higher education and Training; and

§§ accurately reflects the performance targets which the department of higher education and Training will endeavour

to achieve, given the resources made available in the budget for 2017/18.

Mr TW Tredoux: Chief Financial Officer

Dr SNP Sishi:Head Official responsible for Planning

Mr GF Qonde:Accounting Officer

Approved by:

Dr BE Nzimande, MP Executive Authority

Official sign-off



The minister, Dr Be nzimande, mp adressing parliament during the 2016/17 Budget Vote

The Deputy Minister, Mr MC Manana, MP attending the NSFAS Anniversary Commemorations

The Director-General, Mr GF Qonde addressing Vice Chancellors during a meeting to discuss various student concerns

PART ASTRATEGIC OVERVIEW

uniVerSiTY of cape ToWn



1. SiTuaTionaL anaLYSiS

1.1 The poST-SchooL eDucaTion anD Training SYSTem aT a gLance

literature on the skills development and employment discourse argue that limited opportunities for quality Post-School

education and Training (PSeT) are increasingly placing a risk on the country’s ability to generate a sustainable skills-base

and reduce high levels of unemployment. By implication, South africa’s economic growth prospects are also threatened

by a lack of involvement in the job market due to inadequate, or the lack of skills of its youth.

according to Statistics South africa, youth aged 15 to 34 years accounted for almost 20 million of the working age population

in the third quarter of 2016, however only 6.2 million were employed. The situation is even worse for youth aged 15 to 24

years. These age groups are expected to either attend school or engage in employment. however, their unemployment

rate in the third quarter of 2016 was 54.2%, which was more than three times higher than the unemployment rate for

adults aged 35 to 64 years (17.5%)1.

despite soaring levels of investment in skills development over the last decade, South africa still suffers from a lack in the

supply of skills and the exclusion of over 3.1 million young people aged 15 to 24 years whom are not in employment,

education or training (often referred to as the neeTs), from economic activities.

To address these challenges, the minister of higher education and Training in his delivery agreement with the President of

the republic of South africa has committed to realise the delivery outcomes of government, accordingly highlighted in

output 5.1 - “a credible institutional mechanism for labour market and skills planning.” This provides the basis for integrated

forecasting and planning in addressing the skills pipeline as a whole within the context of a short, medium and long-term

set of imperatives.

The recent adjustment of the size and pattern of the public education and training landscape, at different levels of the

post-schooling system, in line with the policy prescripts of the White Paper, is aimed at ensuring alignment of education

and training provision with the country’s socio-economic needs. This breakthrough forms part of the building blocks

in the realisation of the government’s delivery outcomes. Stemming from the above-mentioned landscape changes

and in pursuit of increasing access to PSeT opportunities, a key strategic objective for the department has seen the

establishment of nine CeT Colleges, one in each province. This new institutional type complements the 50 TVeT Colleges

and the university sector. Three new universities have been established over the past two years to ensure a complement

of 26 universities spread across all nine provinces. alongside these institutions, the 21 SeTas are responsible for addressing

sectoral economic skills needs and supporting education and training initiatives and programmes aimed at responding

to these needs.

The figures and Table below provide an illustration of the department’s achievements in relation to access to education

and training opportunities.

Part A: Strategic Overview

1 Statistics South africa-Quarterly labour Force Survey, Quarter 3:2016)



1.2 enroLmenT in puBLic higher eDucaTion inSTiTuTionS

Figure 1: Number of students enrolled in public Higher Education Institutions (HEIs) by attendance mode, 2009 to 2015

2009 2010 2011 2012 2013 2014 2015Total 837 776 892 936 938 201 953 373 983 698 969 155 985 212

Contact 521 427 545 759 556 695 566 239 581 048 596 824 605 480

distance 316 349 347 177 381 506 387 134 402 650 372 331 379 732

1 200 000

1 000 000

800 000

600 000

400 000

200 000

0num

ber o

f stu

dent

s en

rolle

d in

pu

blic

hei

s

Sources: (i) Statistics on Post-School Education and Training in South Africa (2014)(ii) 2015 HEMIS database, October 2016Note 1: The contact mode of study involves personal interaction with lecturers or supervisors, through inter alia, lectures,

seminars and/or practicals at the premises of the institution.

Note 2: The distance mode of study involves interaction with lecturers or supervisors through distance education techniques,

such as, written correspondence, telematics and/or the internet.

figure 1 above reflects the number of students enrolled in public heis by different attendance modes for the period

2009 to 2015. a total of 985 212 students were enrolled in public heis in 2015 through the contact and distance mode

of learning. during this period the majority of students had enrolled for the contact mode of learning (605 480 or 61.5%),

while 38.5% or 379 732 enrolled for distance learning.

Between 2009 and 2015, student enrolment in public heis increased by 147 436 (from 837 776 to 985 212). The highest

increase during this period was recorded for contact mode students (84 053), while distance mode students increased by

63 383. The highest number of students enrolled in public heis for the contact mode was in 2015, whereas a peak was

reached in 2013 for students enrolled for the distance mode of learning.

The overall increase as reflected in figure 1 is driven by the expanded government financial aid programme facilitated

through the national Student Financial aid Scheme (nSFaS) to academically deserving students, who cannot afford to

fund their education and training.



Figure 2: Number of graduates from public HEIs by major fields of study, 2011 to 2015n

umbe

r of g

radu

ates

in p

ublic

hei

s

SeTBuSineSS

managemenTeduCaTion

oTher humaniTieS

2011 46 100 44 155 37 879 32 484

2012 48 848 46 042 35 478 35 618 2013 53 176 49 051 38 212 40 384 2014 55 574 50 381 37 076 42 344 2015 58 090 53 863 36 654 42 917

70 000

60 000

50 000

40 000

30 000

20 000

10 000

0

Sources: (i) Statistics on Post-School Education and Training in South Africa (2014)(ii) 2015 HEMIS database, October 2016

The highest number of graduates in 2015 were in the Science, engineering and Technology (SeT) (58 090) and business

management (53 863) fields of study. an upward trend can be seen in the number of graduates for SeT, business

management and other humanities fields of study, while the education field of study showed a decrease.

over the period 2011 to 2015, the number of graduates increased by 11 990 or 26.0% for SeT, 10 433 or 32.1% for other

humanities and 9 708 or 22.0% for business management field of study. The only decrease in the number of graduates

during this period was recorded for the education field of study (1 225 or a 3.2% decrease).

1.3 enroLmenT in TVeT coLLegeS

The TVeT College sector has recorded significant student enrolment expansion despite the decline in 2013 (figure 3). The

following resource related and efficiency factors are inhibiting desired growth within the sector:

§§ inadequate physical infrastructure;

§§ insufficient funding as there continues to be a disjuncture between allocated funding and targeted growth;

§§ a shortage of additional and relevant human resources to manage increased enrolments; and

§§ a lack of relevant teaching and learning equipment for the provision of occupational programmes funded and

regulated by SeTas.



Figure 3: Number of students enrolled in TVET Colleges, 2010 to 2015

2010 2011 2012 2013 2014 2015358 393 400 273 657 690 639 618 702 383 737 880

800 000

700 000

600 000

500 000

400 000

300 000

200 000

100 000

0

num

ber o

f stu

dent

s en

rolle

d

Sources:Statistics on Post-School Education and Training in South Africa (2014)TVET_Public_Annual_2015_2016_11_09_Final

an increasing trend in the number of students enrolled in TVeT Colleges has been noted over the past six years. during the

period 2010 to 2015, student enrolment increased by 105.9% (from 358 393 to 737 880 respectively). The total enrolment

for 2015 was 35 497 higher compared to 2014 and 379 487 more compared with 2010. The 2015 enrolment was the

highest recorded during the period under review.

in addressing some of the above-mentioned blockages within the TVeT sector, TVeT Colleges are being encouraged to

strengthen their partnerships with industry and SeTas in order to expand their occupationally-directed offerings. This will

in turn enable TVeT Colleges to generate additional income and other resources from SeTas and industry through college

offerings and as a result, improve student access and success rates. The plan as outlined in the White Paper, was aimed at

increasing enrolment in TVeT Colleges to 1.0 million by 2015. The current figure indicates that only 737 880 students were

enrolled in TVeT Colleges, which was 262 120 less than the planned enrolments.

1.4 enroLmenT in communiTY eDucaTion anD Training coLLegeS

The department has in accordance with the policy prescripts of the White Paper, reconfigured the fragmented landscape

of adult education and Training (aeT) by establishing a new institutional type, the multi-campus CeT College, which is

aimed at effectively responding to the educational needs of those who never completed or attended school and do not

qualify to study at either TVeT Colleges or heis. Prior to this reconfiguration, there were 1 828 public aeT centres in 20142

and these serviced more than a quarter of a million learners through adult Basic education and Training, national Senior

Certificate offerings, i.e. grades 10 to 12 and other non-formal skills development programmes. in 2015, the number of

Community learning Centres (previously public aeT centres) increased to 2 643, with an enrolment of 283 602 students.

2 Statistics on Post-School education and Training in South africa (2014)



figure 4 below reflects the enrolments in CeT Colleges from 2012 to 2015.

Figure 4: Number of students in CET Colleges, by programme, 2012 to 2015

140 000120 000100 000

80 00060 00040 00020 000

0

num

ber o

f stu

dent

s

aeT levels 1-3 aeT level 4 grades 10 &11 grade 12other/Skills

development 2012 93 936 134 276 471 71 037 6 658 2013 62 183 109 352 1 172 70 536 6 264 2014 61 316 114 760 1 031 80 214 5 300 2015 67 468 126 307 1 294 84 526 4 007

Sources: Statistics on Post-School Education and Training in South Africa (2012, 2013, 2014)CET_Annual_2015_2016_12_08

in 2015, the highest number of students in CeT Colleges were enrolled for aeT level 4 studies (126 307), followed by

grade 12 (84 526). grades 10 and 11 had the lowest number of students in the same period.

even though student enrolment was high for aeT level 4, a 5.9% or 7 969 decrease in enrolment was recorded over the

period 2012 to 2015. aeT levels 1 to 3 recorded the highest decrease in the number of students during this period (28.2%

or 26 468). By contrast, there were apparent increases in enrolment for grade 10 to12 programmes.

1.5 regiSTraTion anD cerTificaTion of SeTa-SupporTeD Learning programmeS

The primary role of SeTas is to facilitate the implementation of revelant skills programmes, through the delivery of sector-

specific skills in order to realise the goals of the national Skills development Strategy (nSdS). These are expected to ensure

that intermediate and high-level skills are developed among both workers, as well as unemployed persons. SeTas also

facilitate and support Workplace-Based learning through learner- and internships.

SeTas perform their functions in accordance with the Skills Development Act, the Skills Development Levies Act and their

respective constitutions. The department has oversight over the performance of SeTas and need to ensure that SeTas

perform their functions effectively and efficiently. The table below indicates the number of workers and unemployed

persons registered for and whom received certificates in SeTa-supported learning programmes.



Table 1: Number of workers and unemployed persons registered for and who received certificates in SETA-supported learning

programmes, by programme type, 2011/12 to 2015/16

Year

registered certificated

Learner-ships

intern-ships

Skills programmes

Total registered

Learner-ships

intern-ships

Skills programmes

Total certificated

2011/12 43 871 3 452 87 906 135 229 29 197 878 87 527 117 602

2012/13 50 885 6 127 74 587 131 599 37 158 2 195 86 491 125 844

2013/14 75 782 8 017 92 508 176 307 38 796 2 510 109 547 150 853

2014/15 77 931 12 006 137 880 227 817 40 891 3 663 106 459 151 013

2015/16 94 369 13 135 123 593 231 097 43 322 3 352 127 144 173 818

Sources: Statistics on Post-School Education and Training in South Africa (2014)SETA Quarterly Reports, 2015/16

note 1: The category “learnerships” refers to a learning programme resulting in an occupational qualification or part

qualification and includes an apprentice and cadetship.

note 2: The category “internships” refers to the structured work experience component of an occupational qualification

registered by the Quality Council for Trades and occupations (QCTo).

note 3: The category “Skills Programmes” refers to a part-qualification as defined in the nQF act.

note 4: The difference in registered and certificated programmes is due to programmes taking longer than a year to

complete, thus certification occurs during the next financial year(s).

Table 1 above indicates that registration and certification for SeTa-supported programmes by workers and unemployed

persons has been increasing throughout the financial years. during the 2015/16 financial year, a total of 231 097 learners

were registered for SeTa-supported programmes, while 173 818 learners received certificates in such programmes. The

majority of registrations and certifications were within the skills development programmes followed by learnerships and

internships. Certifications increased by 47.8% (56 216) over the period 2011/12 to 2015/16, largely due to an increase of

39 617 certifications within the skills programmes.

1.6 performance DeLiVerY enVironmenT

1.6.1 uniVerSiTY eDucaTion

The higher education sector is comprised of the public university education sector consisting of universities, a national

institute for higher education, and the private higher education sector consisting of registered Private higher education

institutions (Pheis). The department’s service delivery environment covers both these sectors, although the public sector

is the larger of the two and has greater focus in this section.

The higher education sector, both public and private, is governed in terms of the Higher Education Act (Act no. 101 of 1997,

as amended). The act underwent a comprehensive review during 2014 and 2015, culminating in the Higher Education

Amendment Act (Act no. 9 of 2016) being promulgated by the President on 17 January 2017 in Government Gazette Vol.

619 No. 40548, Notice No. 21. The act will enable a number of improvements in the sector including an improved balance

between public accountability and institutional autonomy, setting transformation targets for the system by the minister,

as well as enabling a more stream-lined system with the introduction of three institutional types namely: universities,

university Colleges, and higher education Colleges. The regulations for these institutional types will be developed during

the 2017/18 financial year and accordingly implemented once published.



puBLic higher eDucaTion LanDScape

The university education system consists of 26 universities, differentiated into 11 general academic universities, nine

comprehensive universities and six universities of technology, as well as one national institute for higher education.

Three steering mechanisms underpin and support the development of the public sector: planning, funding and quality

assurance. The department steers the sector through funding and planning oversight, while the Council on higher

education (Che) has the mandate to monitor and quality assure the sector. The national Student Financial aid Scheme

(nSFaS) provides funding for financially needy and academically qualifying students to access university education.

access and growth

The audited student headcount enrolment at public higher education institutions (universities) totalled 985 212 students

during the 2015 academic year, which includes both full-time and part-time enrolments for contact and distance learning

studies. While this represents 3.3% growth in university headcount enrolments from 953 373 in the 2012 academic year,

it by contrast, represents a 1.7% increase in the headcount enrolment from 969 154 in the 2014 academic year. This is

the second time the university system did not grow in accordance with targets indicated in the ministerial Statement on

enrolment Planning negotiated with universities and which had projected that the system would grow to 1 020 000 during

the 2015 academic year. The main reason for this decline in the percentage growth was the number of enrolments at

the university of South africa (uniSa), which were significantly less than the anticipated target. While uniSa’s headcount

enrolments increased from 328 491 in 2014 to 337 944 in 2015, this was 23 697 fewer enrolments than targeted.

The national aim is to increase the total headcount enrolments in higher education (public and private institutions) to

1.6 million by 2030, as envisaged by the national development Plan (ndP) and the White Paper for Post-School education

and Training (PSeT). The sector is fragile with funding for institutions and students remaining a critical factor to enable

the growth envisaged in the ndP.

While the headcount enrolments did not increase as anticipated, the total number of university graduates produced per

annum has increased to 191 524, which exceeded the expected target of 181 616 by 9 908 graduates for the 2015 academic

year. The annual number of graduates increased from 165 993 in the 2012 academic year, a growth of 15.4% between 2012

and 2015. This is laudable and signals that the sector is improving its output, since the increase in graduates (15.4%) is far

greater than the increase in headcount enrolments (3.3%) for the same reporting period.

notably, the number of research masters and doctoral (Phd) graduates increased at a higher rate than the overall number

of graduates, which is critical because it is on these post-graduates that the country depends for its future academics,

researchers and other leaders within knowledge-intensive professions. The number of research masters graduates

increased by 20.4% from a total of 6 076 graduates in the 2012 academic year, to 7 317 graduates in the 2015 academic

year. The number of doctoral graduates increased by 34.7% from 1 878 to 2 530 over the same period. The system is

therefore responding positively to government’s research development priorities set out in the ndP and in line with the

mTSF targets.

The system also performed well during the 2015 academic year, producing graduates in most of the scarce skills areas,

and comprising 12 470 engineering graduates (1 870 more graduates than the target), 7 917 natural and physical science

graduates (1 017 more graduates than the target), as well as 20 698 new teachers (2 398 more graduates than the target)

and producing 9 851 graduates in animal and human health studies (151 more graduates than the target).

linked to the expansion of the university system is the establishment of Sol Plaatje university (SPu) in Kimberley, northern

Cape Province, and the university of mpumalanga (umP) in mbombela, mpumalanga Province. Both universities opened

their doors to their third intake of students during the 2016 academic year, enrolling 703 students at SPu and 1 261 at umP.



This constitutes a significant increase from their initial, relatively modest intakes of 124 students at SPu and 140 students

at umP in 2014. This rapid expansion was made possible by a combined financial investment of r1.6 billion between

2013 and 2016 aimed at constructing substantial new campuses, representing the first phase of the ten-to-fifteen year

infrastructure development programmes at each institution. The second phase of construction, to a combined value of

r1.260 billion is also nearing completion and will enable a further increase in enrolments at SPu and umP, envisioned to

reach 1 250 and 2 130 students respectively, during the 2017 academic year. Similar infrastructure expansion to prepare the

institutions for further expansion in the 2018 academic year, is already underway.

The Sefako makgatho health Sciences university (Smu), the third new university in the country, successfully incorporated

the medunsa campus of the university of limpopo, the latter commencing with its services during January 2015. it is set

to expand student enrolment from an initial 5 000 students to 10 000 students over the next five-to-ten years. in 2017

first-time enrolment is expected to comprise 1 030 students, up from 926 in 2015. The total enrolment figure in 2017 is

expected to reach 5 765.

Developing a more successful and transformed university sector

The Second higher education Summit held in october 2015 highlighted that, while significant progress has been made

with regard to undergraduate and postgraduate student success, enhanced research outputs by universities, and a student

and staff demographic that is becoming more aligned to the profile of the country’s population, more needs to be done.

in response, the department during 2016/17 continued to strengthen its oversight of Teaching development grants

(Tdg) and research development grants (rdg), including requiring universities to determine clear targets on success and

transformation imperatives for activities supported by these grants.

The new generation of academics Programme (ngaP) continued to be successfully implemented, with a further 83 new

positions advertised 2016/17, bringing the total number of new posts created over the two-year period to 208. The ngaP

is therefore exceeding its set target of 80% black and/or female appointments.

The report of the ministerial Committee for the review of the Funding of universities of october 2013 proposed that

the Tdg and the rdg be consolidated and replaced by a university Capacity development grant (uCdg), which will

further promote success and transformation within the university sector. The department consulted widely within the

university sector on the nature of the uCdg and the university Capacity development Programme (uCdP) that it will

accordingly support. it is expected that uCdP will be implemented from the start of the 2018 academic year. The uCdP

will focus on three areas: (i) undergraduate and postgraduate student development towards enhanced student success (ii)

staff development along the entire professional staff career continuum from recruitment to retirement, and development

opportunities not just for academics, but for other professional staff that support teaching and learning and student

success, as well as for leaders and managers in universities and (iii) programme and curriculum transformation. importantly,

the uCdP is envisaged to become the main vehicle through which the Staffing South africa’s universities’ Framework is to

be fully implemented. This will include an allocation that ensures that at least 100 new ngaP academics are recruited and

supported on an annual basis.

in the 2016/17 financial year, the department entered into a number of partnerships with external partners on initiatives

to build capacity and promote success and transformation in the university sector. These included:

(i) implementation of the Teaching and learning development Capacity improvement Programme (TldCiP)

through a partnership with the european union. r200 million is being invested over the period up to 2019/20 in

an effort to strengthen teacher education at universities in the areas of primary teacher education with a focus

on literacy, languages and mathematics teaching inclusive of special needs education and lecturer education for

those teaching in TVeT and CeT Colleges. The TldCiP has a strong focus on strengthening the quality of teacher

education at universities to complement the huge gains that have already been made in new teacher graduate



output at universities, which reached a figure of 20 698 in 2015 and addressing the significant supply-demand gap

that has been prevalent in the country for many years.

(ii) The department embarked on a r20 million partnership with the royal academy of engineering regarding the

united Kingdom’s programme to strengthen engineering education in South africa, including strengthening

collaborations between South africa and uK institutions.

(iii) The department supported a further cohort of 27 emerging university leaders during 2016/17, in enrolling for a

doctorate in Business administration in higher education leadership and management through a partnership

between the department, the nelson mandela university and the university of Bath. This brings the number of

emerging university leaders supported through the programme to a total of 54.

(iv) a partnership with the nSF and the national research Foundation will enable the establishment of 6 research chairs

focused on aspects of post-school education and training. These research chair incumbents will be recruited as

part of the department of Science and Technology/national research Foundation South african research Chairs

initiative.

going forward, and as part of the implementation of the uCdP, the department plans to intensify its efforts in entering

into partnerships that will contribute added rapid resources to improved success at universities and ensure a more rapid

transformation of the university sector. This will include the expansion of the international scholarships programme.

infrastructure and efficiency

The strengthening and expansion of the public higher education sector is supported by the department’s infrastructure

and efficiency grant (ieg). during 2014/15, a decision was taken to strategically amend the process for the allocation of

infrastructure and efficiency funds earmarked for the following cycle of infrastructure funding initiated during the 2015/16

financial year. universities were requested to undertake infrastructure, maintenance and disability audits and develop

campus master plans spanning the next 15 year period. The department brought together a team of experts to analyse

the plans and develop a macro-infrastructure Planning Framework for the university education sector. The initial analysis

of the various infrastructure audits and plans submitted to the department revealed that there is a major problem being

experienced regarding backlog maintenance across the sector. institutions have been deferring maintenance of their

infrastructure and have been focusing on operations and the development of new infrastructure supported by the ieg.

The department made a decision to spread the r4,3 billion ieg allocation over the 2015/16 and 2016/17 financial years

in support of universities to address their backlog maintenance requirements, as well as selected priority and student

housing projects.

The 15-year macro infrastructure Planning Framework was finalised towards the end of the 2016/17 financial year. The

Framework, together with needs identified by individual universities, will guide the prioritisation of infrastructure projects

and the allocation of funds to institutions for the 2017/18 to 2019/20 infrastructure funding cycle and beyond. From

the analysis of planned priorities, it is expected that during the next cycle, emphasis will mainly be placed on backlog

maintenance, refurbishment of older infrastructure, improving information technology infrastructure, campus security,

and providing new student housing.

Following on the Student housing Symposium held in July 2016, 10 universities have been identified to benefit from

an accelerated Student housing infrastructure Programme (ShiP). Feasibility studies are currently underway at these

universities and will be used to develop funding models for various projects. The plan is aimed at providing space for

approximately 200 000 new beds at universities over the next 10 years with the assistance of various stakeholders and

investors. The ShiP also extends to TVeT Colleges, where it is envisaged that space for 100 000 beds will be provided over

the next 10 years.



With regard to the infrastructure programme for SPu and umP, an amount of approximately r2.9 billion will be made

available over the 2017 medium Term expenditure Framework (mTeF) for the next phase of development and expansion at

both institutions. new infrastructure will be built in phases to come on line each year and coincide with accommodating

increased student intakes in accordance with each university’s ten-to-fifteen year spatial development programmes and

academic expansion plans.

Transformation oversight

The minister established the Transformation oversight Committee (ToC) during 2013 to monitor the transformation of

heis. The ToC was not able to carry out its functions as envisaged due to a lack of funding and administrative support. in

2015 the department subsequently established a transformation unit within the university education Branch to support

the work of the Committee and assist with monitoring the sector. The first ToC’s term came to an end in december 2016

and a new Committee will commence with its activities during the 2017/18 financial year.

Following the higher education Transformation Summit in october 2015, institutions were requested to develop institutional

transformation plans to implement the Summit resolutions. a report aimed at analysing institutional transformation is

being prepared and will be used to assist the new ToC to monitor progress across the sector.

in december 2016, the South african human rights Commission produced a report on transformation at public universities

in South africa. The report found that “public universities have not sufficiently transformed in the past 20 years and that

discrimination remains prevalent in public universities in South Africa, particularly on the ground of race, gender, disability and

socio-economic class. The Report also finds that despite the relative gains, transformation in the higher education sector has been

relatively slow.” (SahrC, 2016, page vii).

The report makes a number of recommendations pertaining to different stakeholders including the minister, the

department, the ToC and universities, and which are aimed at accelerating substantive transformation within the sector.

The recommendations of the Commission together with the summit resolutions, will be integrated into the operational

Plan of the ToC spanning the next three-year period.

funding universities and students

Two important processes recommended in the

Presidential Task Team report on short-term funding

challenges identified at universities and which was

published in november 2015, were implemented

during 2016.

Firstly, a process to develop a regulatory framework

for setting university fees and fee increases in future

was put in place in the 2016/17 financial year. after

consultation with universities South africa, the minister

requested the Che to set up a team aimed at developing

a fee regulatory framework for the university sector. The

process was divided into two phases, with the first-phase

report focusing on fee adjustments for 2017, and the

second phase on finding a long term solution. The final

report advising on a long-term regulatory framework

was completed by december 2016.

The Director-General, Mr GF Qonde addressing delegates during the Student Residence Symposium



The minister received the first-phase report and recommendations on fee adjustments for the 2017 academic year from

the Che on 11 august 2016. after receiving and studying the report, the minister consulted widely with all stakeholders

including university Vice Chancellors, Council Chairs, Student representative Councils (SrCs) and various student

organisations, organised labour, diverse faith based communities, political organisations and government departments

and in particular, the national Treasury. Cabinet considered the minister’s proposals and approved the recommendation

that a fee adjustment for the 2017 academic year be determined by universities but be capped at 8% in respect of 2016

fees.

The minister announced on 19 September 2016 government’s 2017 fee support and committed to pay any university fee

increase up to the 8% cap through a gap-funding grant on behalf of all poor, working class and so-called “missing middle”

families (those with a household income of up to r600 000 per annum). in effect all poor and ‘missing middle’ students

would therefore experience a 0% increase on 2016 fees, during 2017.

Provision was also made for nSFaS qualifying first-year university students from the 2016 academic year who had

been registered by institutions without funding, on the premise that government would find funding. a total of

r2.370 billion was reprioritised in the 2016/17 financial year to cover these student costs.

Secondly, the minister appointed a ministerial Task Team (mTT) in 2016 to explore various options pertaining to funding of

the broad range of students who require financial assistance to succeed in university and TVeT College programmes. The

task team finalised its report and recommended a blue-print for a support and funding model aimed at poor and “missing

middle” students called the ikusasa Student Financial aid Programme (iSFaP). The mTT report proposes a model that brings

together the nSFaS and private sector into a public-private partnership to achieve this objective.

Cabinet reviewed the mTT’s full report and approved that an iSFaP pilot project be implemented at seven universities and

one TVeT College in 2017 in order to test certain aspects of the model. The pilot will run parallel to a feasibility study on

the model which will be performed in line with national Treasury regulations. The report has been published for public

comments which will be considered as part of the feasibility study.

The President appointed a Commission of inquiry into higher education and Training (The Fees Commission) on

22 January 2016 in terms of Section 84(2)(f ) of the Constitution of the republic of South africa, 1996. The Commission is

chaired by the honourable Judge Jonathan arthur heher, a former judge of the Supreme Court of appeal. The Commission,

commencing with its activities on 22 January 2016 was given 8 months to conclude its inquiry and a further 2 months to

finalise its report. Judge heher however requested an extension, which was granted. The Presidential Commission’s final

report is now expected to be submitted to the President by 30 June 2017.

The report and the political decisions made in the wake of its recommendations, will determine the future university fee

landscape, the new model for support and financial assistance to poor and missing middle students, and the regulatory

framework for determining university fees.

improvements to the national Student financial aid Scheme

nSFaS administers 25 funds which include: the department of higher education and Training’s general loan fund; the

department of Basic education’s Funza lushaka Bursary Scheme (to fund new teachers); the nSF scarce skills bursaries

and post graduate scholarships funds; certain SeTas bursaries and a number of national and provincial government

departments’ bursary funds.

over the years nSFaS relied on universities and TVeT Colleges to manage the applications processes for loans and bursaries

via their respective financial aid offices. Taking cognisance of the 26 universities and 50 TVeT Colleges with multiple



campuses, the application process has proven inefficient and prone to fraud, with disparate rules being applied in terms of

the allocation of loans and bursaries at different institutions across the system. nSFaS therefore has since developed a new

student centered centralised applications model to combat these inefficiencies and improve its services. nSFaS tested

the implementation of its new model during 2014 through to the 2016 academic year applications periods at 6 piloted

universities and 14 TVeT College sites.

For the 2017 academic year applications, nSFaS intends to roll out its new student-centered model at all universities and

TVeT Colleges. This will enable the organisation to build a direct relationship with students from the initial application

process to the completion of their studies and it is focused on increasing efficiency in the administration of loans and

bursaries.

nSFaS is government’s key institution for supporting students from poor and working class families in accessing higher

education. during the 2015 academic year, nSFaS supported 178 961 students at the 26 public universities through loans

and bursaries. in the 2016 academic year, due to significant additional funding made available through the fiscus following

on the recommendations of the Presidential Task Team report on short-term student funding challenges experienced at

universities, it is anticipated that audit reports, due in July 2017, will confirm that at least 205 000 university students were

in fact supported throughout the scheme.

Development of the central application Service

The process towards the development of the Central application Service (CaS) is continuing. once in place, the CaS will

have a major impact on the service delivery platform, enabling streamlined access into the PSeT system. The first phase

of the service, the Central applications Clearing house, was implemented for the fourth consecutive year from January to

march 2016, with approximately 18 330 users registered at a placement rate of 40% by the end of april 2016. This represents

a marked improvement on the 2014 cohort, which registered 14 000 users and had a placement rate of 29% by the end

of march 2015. The enterprise architectural and business systems designs, including the governance structure and related

management and human resource requirements, have also been developed. a policy on the CaS was published for public

comment in 2016. extensive consultation on the policy and model was facilitated during 2016. a Social and economic

impact analysis on the proposed policy and service was also completed. The final policy is expected to be published in the

government gazette by September 2017. all these developments have culminated in the drafting of a Central Application

Service Bill which will be submitted to Parliament during the 2017 legislative period.

Student protests

The department has closely monitored the higher education sector registration process at the advent of the 2017 academic

year and the minister actively engaged with the sector and stakeholders to mitigate risks associated with various protest

actions. The minister met with a wide range of stakeholders, including university Vice Chancellors and SrC leaders from

all universities, as well as various student groups and political formations, with the aim of garnering support for a smooth

registration period and minimising violence and the destruction of university property.

Since the inception of the #FeesmustFall movement, protests have become the order of the day during examination and

registration periods at universities. From mid-august through to november 2016 the sector was subjected to differentiated

protest action across university campuses. Some protests became violent, property was destroyed and security personnel

(private and public policing agencies) had to be deployed in an effort to ensure the safety of staff, students and the safe-

guarding of property.

While all universities completed their 2016 academic year, some had to utilise innovative technologies and multi-modal

teaching methodologies to complete their curricula and services by the end of 2016. Some institutions extended their 2016

academic calendar and consequently had to adjust their academic time-tables for the 2017 academic year. universities



that did not manage to complete all their examinations during 2016 or who had to defer examinations at the end of 2016

had to complete the academic year in January 2017.

The magnitude of violence and destruction of property during the protests that flared up over the 2016 academic year,

has been devastating to the sector. There is an emerging culture of violent protests where certain groups of protesters

commit arson as part of their strategy in making institutions “ungovernable”. The violence has not only led to major

financial losses (costs of buildings and general infrastructure), but also the loss and destruction of numerous irreplaceable

artifacts (paintings and library holdings). The protest action also infringed on the rights of the majority of students and

staff who were denied the right to work and study in conducive environments. it is therefore imperative that the public

university sector is normalised as soon as possible and that agreement is reached on the way forward during 2017 to

ensure that the sector provides quality higher education in a stable and sustainable manner. Students, like all members of

society, have a right to protest and voice their opinions and grievances. however, in doing so they have a duty to conduct

themselves peacefully and in a manner that respects both the rights and property of others. The minister has appealed to

all stakeholders to work together and through open dialogue, to find solutions.

priVaTe higher eDucaTion SecTor

Since 2000, the private higher education sector has consolidated itself in the higher education and vocational space

offering a range of programmes in diverse fields, from the higher Certificate to doctoral Studies through both distance

and contact modes of delivery. in 2016 there were approximately 120 registered Pheis operating within the sector. it is

noted that the number of Pheis operating legally in the country changes from time to time, depending on the economy,

the accreditation status of programmes, and their compliance with requisite regulations. The department monitors

the sector ensuring compliance on an ongoing basis and publishes an updated register of registered Private higher

education institutions, which includes details of the accredited programmes they may legally offer, on a monthly basis on

the department’s website.

The private higher education sector has an important role to play within the broader system, particularly in providing

niche programmes aligned to industry needs. unaudited enrolment figures suggest that approximately 147 210 students

were enrolled in Pheis in 2015. Private higher education therefore accounts for approximately 14.7% of the headcount

enrolments in the higher education sector. a major weakness in the sector currently is that enrolments and graduations

are not audited and therefore the figures provided may be unreliable. The department will be requiring Pheis to audit their

enrolments and outputs in future, so as to ensure accurate data on the role of Pheis within the system.

The effective integration of private higher education into the system as a whole, is linked to the quality assurance system

of the higher education Quality Committee (heQC) of the Che, together with the work of the department in registering

institutions enabling them to legally offer accredited programmes. The Che and the department work closely together in

ensuring the integrity of the sector. a major challenge in this regard is the number of ‘bogus/illegal’ colleges that continue

to appear and operate, providing unaccredited programmes to unsuspecting students. moreover, some registered Pheis

offer unaccredited and unregistered programmes which is a situation that warrants close monitoring by the department.

The department continues to raise public awareness regarding the importance of checking the status of an institution prior

to enrolment. For the first time during 2016, the statement of national Senior Certificate results has included a warning

statement on ‘bogus’ colleges and provides information on how to verify the credentials of a private institution. Public

awareness campaigns include publishing of a list of ‘bogus’ colleges identified through its monitoring processes, alongside

the register of registered Private higher education institutions published and updated monthly on the department’s

website; engaging closely with schools, district offices and foreign embassies; visible monitoring in partnership with the

South african Police Services (SaPS); and ongoing oversight of the sector, including site visits to institutions reported to

be operating illegally. The department has also created links with authorities in the united Kingdom (uK) and the united



States of america and is working closely with them to combat ‘bogus’ colleges and degree fraud linked to institutions

operating from those countries.

Twenty seven illegally operating Pheis on the list of ‘bogus’ colleges have been shut down either directly or indirectly by

the department in collaboration with the SaPS as at 9 January 2017. most of the illegal private institutions still in operation

are theology colleges. Some colleges, when confronted, have since refunded student fees paid over, and requested that

their names are not published.

in order to improve the oversight processes aimed at ensuring that only legitimate, registered and quality assured

private education providers operate within the country, it has been necessary to improve the legislative and regulatory

environment, so that it better supports legitimate providers, while at the same time providing effective regulation of the

sector with a view to protecting unsuspecting members of the public from unscrupulous providers. To this effect, the

department has finalised and published revised regulations for the registration of Pheis in terms of the Higher Education

Act of 1997 (as amended), on 31 march 2016 in Government Gazette Vol. 609 No. 39880, Notice No. 383. These regulations are

being implemented. in addition, the Higher Education Amendment Act (Act no. 9 of 2016) will lead to improvements in the

service delivery environment of Pheis. The act will enable greater integration of private higher education services with the

PSeT system as a whole, as envisaged by the White Paper, and for the first time, will enable the possibility of Pheis that meet

the requirements to be called universities.

university education priorities for the 2017 mTef period

during the 2017 mTeF period, programme 3 will focus on the following strategic initiatives in addition to the specific

annual targets, as reflected in the section below.

§§ Finalise the national Plan for PSeT, and implement aspects of the plan dealing with the higher education sector, as

well as ensuring its integration into the PSeT system more broadly.

§§ develop and publish regulations to enable the implementation of the Higher Education Amendment Act, (Act no. 9

of 2016) (Government Gazette Vol. 619 No. 40548, Notice No. 21, January 2017); specifically regulations for the scope

and range of the three institutional types within higher education namely, the universities, university colleges, and

higher education Colleges.

§§ monitor the performance of public higher education institutions annually by providing reliable planning and

monitoring data through a quality higher education management information system, updating student data bi-

annually and analysing annual reports.

§§ improve access to university education opportunities by overseeing the development of the university of

mpumalanga, Sol Plaatje university and Sefako makgatho health Sciences university.

§§ Support the development of historically disadvantaged universities through monitoring the implementation of a

specific earmarked grant for this purpose.

§§ implement an expanded financial assistance and support model for funding academically deserving students from

poor, working and lower middle class families.

§§ develop processes to ensure the integration of agricultural, nursing and other public colleges under the governance

of other national and Provincial departments into the PSeT system as national competencies governed under

higher education and Training legislation.

§§ expand international postgraduate scholarship opportunities available to South african students, and ensure that

scholarship allocations are aligned to development imperatives, including developing human resource capacity at

national public and government institutions.



§§ implement a comprehensive university Capacity development Programme through an earmarked grant focusing

on:

- Supporting universities to improve undergraduate and postgraduate student success and at the same

time to substantially reduce performance differences between students from historically advantaged and

historically disadvantaged backgrounds;

- Transforming the profile of academics at universities through supporting the recruitment, employment and

retention of black and female academics;

- Supporting existing academics who do not hold a doctoral degree and have the ambition to obtain one;

- developing teaching and research capacity at universities;

- developing management and leadership capacity at universities;

- Supporting universities to develop and implement new academic programmes in national priority areas;

- Supporting curriculum transformation processes at universities; and

- Continued implementation of the TldCiP to strengthen aspects of teacher education at universities.

1.6.2 TechnicaL anD VocaTionaL eDucaTion anD Training

The minister has split the VCeT Branch into the TVeT and the CeT Branches, respectively headed by a deputy director-

general. The TVeT Colleges allocation in terms of the Continuing Education and Training Act, 2006 and TVeT funding norms

was based on estimates as a result of the function shift resulting in the under-expenditure on Compensation of employees,

that could not be transferred to colleges in terms of the TVeT funding norms. The under-expenditure has been the result of

incorrect interfaces into the department’s PerSal system that had an impact on expenditure projections for each college.

TVeT Colleges have been under tremendous strain and faced numerous instances of student unrest, including damage to

college property. The unrest was sparked by inadequate operational funds, text books, protective gear, accommodation

and travel allowances. The department will in the 2017/18 financial year introduce revised budgeting, enrolment and

strategic planning processes in colleges. The interface between college Councils and college management has not been

satisfactory and will accordingly be remedied.

funding for growth and expansion

The growth, expansion and performance of institutions within the TVeT sector has been one of the strategic priorities of

the department. in 2015/16 financial year, it became apparent that the department cannot afford the envisioned growth

and expansion in the absence of securing additional funding for subsidies, bursaries and infrastructure requirements.

expansion without funding will therefore have a negative impact on the sector’s anticipated outcome. Consequently, the

original growth projections in enrolment had to be curtailed to fit within available resources.

governance

Twenty nine standardised financial policy guidelines were developed for TVeT College Councils to consider and adopt. This

will contribute to enhanced and strengthened internal controls at these institutions, once approved and implemented by

the respective College Councils. These policies will also contribute to enhanced governance processes and standardised

financial practices being implemented by the TVeT Colleges.

Systemic capacity-Building

in view of the systemic weaknesses that the department has identified, it will sustain its efforts in focusing on the

implementation of the approved Turn-around Strategy for TVeT Colleges, in order to speed up delivery on skills provision



in an integrated manner. The strategies will continue to focus on improving:

§§ Teaching and learning;

§§ management, governance and leadership;

§§ Financial management;

§§ human resource management and development; and

§§ Partnerships between colleges, employers, SeTas and universities.

institutional governance, management and Leadership

Proper governance, management and leadership at institutional and campus levels are pre-conditions for optimal

institutional functionality of TVeT Colleges. To steer and guide TVeT Colleges in ensuring that the core mandate of the

sector is realised, legislation, uniform guiding principles and frameworks to regulate the sector are required. The transition

of TVeT Colleges also require a review of current legislation, as well as the development of new guiding frameworks to

ensure that compliance issues are addressed and accordingly providing the requisite support across the TVeT sector.

The development of common standards for governance, management and leadership will provide the department with

a framework for monitoring and evaluating the quality of governance in TVeT Colleges.

Quality improvement

The analytical review of the TVeT College sector by the organisation for economic Cooperation and development and

the recommendations contained therein, proposes that the department should focus, amongst other issues, on quality

improvements within the TVeT sector. To increase access and success within the TVeT College sector, targets have

been adopted focusing on the certification and throughput rates in TVeT institutions, the introduction of Foundation

Programmes and the extent of support to be provided to students by means of the provision of suitable accommodation

and financial assistance for those individuals who fulfill the requirements for this assistance. These targets will ensure

that the TVeT sector is appropriately positioned in realising the department’s mandate of achieving a skilled and capable

workforce in South africa.

To this end, it is necessary that there are annual standard plans in place to support and improve teaching and to ensure

learning within the TVeT sector, as well as responding to industry needs managed at national level. in the development

of these plans, intensive consultation with key stakeholders should be undertaken to ensure agreement on the objectives

and steps necessary for successful implementation. These plans will take into account the strengthening of both the

content and pedagogical knowledge of teaching staff to ensure that they keep pace with curriculum developments in the

sector and in addressing and improving quality issues within the TVeT College sector.

Student support services in TVeT Colleges have focused mainly on the management and awarding of financial aid to

students since 2007. This approach compromised the provision of other kinds of support required by students. Support

to students must focus on holistically addressing different socio-economic backgrounds of students. The implementation

of a holistic national student support plan across the TVeT sector, which should take into account differentiation across

localities within the sector and also respond to geographical, sectoral and academic challenges, is necessary to deal with

all the economic and sociological profiles of students. efficient and effective student support services must address the

sector inefficiencies particularly regarding student success and study completion rates.



partnerships

TVeT Colleges will continue to be strengthened as implementing agents for occupational programmes offered in

partnership with the SeTas. Through these initiatives, institution and industry collaboration will be realised. The key

mechanisms for achieving this collaboration will be realised through providing clarity on the role of SeTa offices in TVeT

Colleges, as well as the development of appropriate programmes with industry partners.

TVeT Colleges will also continue to collaborate with universities for the provision of level 5 and 6 qualifications. more effort

must be put into this initiative to encourage and facilitate greater levels of TVeT College participation.

TVeT college infrastructure Development programme

There is a need for the TVeT sector to become differentiated and responsive to the geographical and sectoral needs and

challenges of the industry and communities surrounding a particular TVeT College. The offering of appropriate and quality

programmes needs to be supported by appropriate infrastructure. in this regard, 16 new and/or refurbished TVeT College

campus sites have been planned for the mTSF period 2014/15 to 2019/20. of the 16 new sites, one has been completed

and has been operational from 16 January 2017. Two sites are nearing completion and will be operational by the second

semester of 2017. The remaining thirteen new campus sites are currently being evaluated for the awarding of tenders.

challenges

rapid expansion of the sector, insufficient funding and limited resources, including infrastructure, have had a negative

impact on the quality of provision. The perpetual student strikes have also disrupted teaching and learning at TVeT College

sites.

Some of the planned targets have been dependent on systems data. The availability of examination performance data has

posed various challenges which have led to the appointment of a new information Technology (iT) service provider. This

represents a significant development in enabling the department to deliver on and address the challenges facing broader

system performance. TVeT Colleges will have to accordingly upgrade their own iT systems aimed at improving the quality

and responsiveness of assessment services at site level.

2017 mTef priorities for the TVeT college sector

§§ increased focus on the implementation of the approved turn-around strategy for TVeT Colleges;

§§ introducing revised budgeting, enrolment and strategic planning processes in colleges;

§§ developing common standards for governance, management and leadership to provide the department with a

framework for monitoring and evaluation of the quality of governance in TVeT Colleges;

§§ ensuring that the provision of support for students is premised on a holistic approach that seeks to address different

student socio-economic backgrounds; and

§§ Providing clarity on the role of SeTa offices in TVeT Colleges, as well as the development of appropriate programmes

with industry.



1.6.3 SKiLLS DeVeLopmenT

SeTa landscape

The period 2015/16 represented the final year

of the SeTas five-year service period and the

third national Skills development Strategy

(nSdS iii) as published by the minister when

SeTas were re-established in 2011. The expiry

of SeTa licenses meant that the office terms

of SeTa Boards, Chief executive officers and

other SeTa staff came to an end on 31 march

2016. This required the department to ensure

that the sector continued post march 2016

and timeously review the SeTa landscape

in conjunction with its ongoing mandate of

delivering the much needed skills into the labour

market of South africa. To this end, SeTas were

re-instated for a further two-year period until

31 march 2018. The nSdS iii and the tenure of all

SeTa accounting authorities were also extended

for the same period.

a SeTa Panel was appointed to evaluate the Sector Skills Plans, Strategic Plans, annual Performance Plans and annual

reports of the 21 SeTas and provide an overall assessment on the status of these plans and reports. The Panel has since

developed a framework for evaluation and reporting which has since been approved by the departmental reference

group. The framework for evaluation includes the departmental evaluation of the 21 SeTas and the SeTa panel presentation

of its first set of reports to the department on 15 February 2016.

The proposal for a new national Skills development Strategy and SeTa landscape for an integrated and differentiated PSeT

system has been published for public comment on 10 november 2015.

artisan recognition of prior Learning

The artisan recognition of Prior learning (arPl) Policy, Criteria and guidelines were published to promote and implement

arPl as an active pathway to a full artisan trade occupational qualification in all sectors of the economy and sets national

criteria and guidelines on the practice of arPl, in order to provide access in relation to non-contracted learners to a

national trade test, both within the formal and informal sectors of the economy.

national regulations for Trade Testing

The first national regulations for Trade Testing was approved and published by the department on 8 may 2015 in

Government Gazette 38758. These regulations are being progressively implemented and will establish standardised

processes and practices in trades across all sectors. The regulations will further assist the national artisan moderation

Body with the implementation of its statutory functions.

An aspiring artisan student honing her skills



centralised management information System

The main challenge currently being experienced is the absence of a centralised management information System for

SeTas, as well as the SeTa/Sector approach to artisan development due to a lack of capacity in some SeTas and an inability

to implement the approved national funding policy. This has resulted in serious under reporting, as the department has

to rely on manual and disparate systems at present.

2017 mTef priorities for skills development


annual targets as reflected in the section below:

§§ review of the SeTa landscape and the nSdS;

§§ Conduct a Skills development act needs analysis for amendment in line with the outcomes of the SeTa landscape

and the nSdS review process; and

§§ develop a plan for improving the lead time (number of days) from trade test applications received until trade tests

are conducted.

1.6.4 communiTY eDucaTion anD Training

growth and expansion

The ndP has committed government to increase youth and adult participation in the CeT sector to one million by 2030.

The growth and expansion of institutions within the CeT sector is a strategic priority for the department. in an attempt to

realise and prioritise this function, the minister has created a Branch focusing mainly on CeT, as well as the establishment

of CeT Colleges.

The position of government is aimed at expanding access to and success for post-school youth and adults, who wish to

raise the bar for further learning, improve skills to bolster employability and/or facilitate progression to opportunities in

the TVeT College and university education sectors. in addition, the focus of the CeT Branch is to ensure the offering of

programmes that contribute to improving community cohesion and social capital.

There is a need for the sector to become differentiated and more responsive to geographic and sectoral needs and

challenges. The offering of appropriate and quality programmes need to be supported by appropriate infrastructure in

order to achieve the ndP targets.

governance

new legislation has been introduced to regulate the CeT sector on a standardised basis. This has resulted in the establishment

of new nomenclature for the sector. Further, it is essential to take cognisance of the fact that programme 6 (Community

education and Training) has inherited different practices from Peds as part of its new mandate, after the shifting of the

function of the erstwhile aeT. Therefore, this programme, while forging ahead with the new mandate of CeT, still also has

to manage the aftermath of the function shift.

funding practice

When the function shifted to the department, the Peds used different resource and funding practices. Therefore, the

department needs to prioritise the development of a new funding framework for efficient and equitable distribution of

the fiscal allocation to the CeT College sector. To this end, the minister established a Task Team to advise him on how best

to fund the CeT College sector.



partnerships

a policy is in place for the provision of a diversified programme unit of formal literacy and numeracy training, which

includes general, occupational qualifications and part-qualifications and skills development through the establishment of

networks and partnerships with Community-Based, non-government, as well as Faith-Based organisations. Partnerships

with other government departments, skills levy institutions and universities are critical for the successful roll-out of this

policy. To achieve the mandate of the Branch, a phased approach will be adopted, taking into account available resources

and establishing innovative options of accessing additional resources.

Quality improvement

The ndP and the White Paper mandate the department to expand the provision of education and training within the

college sector by identifying multiple funding streams for the college sector, dealing with efficiency and effectiveness of

institutions, putting in place functioning governance and management structures and providing appropriate support for

learning and teaching interventions.

acknowledging the weaknesses of the erstwhile aeT sector, the focus of the CeT sector will be on the establishment of

appropriate support systems for lecturers and students. With a view to consolidate capacity for the new Branch, there is a

need for the realignment of existing resources in improving and achieving better learning and teaching outcomes.

2017 mTef priorities for the ceT college sector


annual targets as reflected in the section below.

§§ Securing additional sites (physical infrastructure) and resources for the establishment of the pilot CeT Colleges;

§§ ensuring the functionality of the nine CeT Colleges established in each departmental region;

§§ Strengthening the management and governance of CeT Colleges;

§§ Providing strategic leadership in forging partnerships with local, provincial and national government departments

for the successful implementation of the notion of a community college;

§§ rationalising the existing CeT Colleges/satellites;

§§ developing robust financial management systems for CeT Colleges so that they comply with the standards set in

the Public Finance management act, 1999 and its regulations;

§§ ensuring equitable distribution of funding among the departmental regions; and

§§ developing a robust monitoring and evaluation policy.

1.6.5 human reSource DeVeLopmenT counciL of SouTh africa

The human resource development Council of South africa (hrdCSa) was established in 2010. it is chaired by the deputy

President of South africa. The hrdC Secretariat provides strategic, technical, administrative, logistical and management

support to the Council. The department is entrusted with managing the hrdC Secretariat under the leadership of the

minister of higher education and Training.

members of Council are drawn from Cabinet ministers, leaders of organised business and labour, academics, as well as

civil society organisations. it was primarily established to facilitate conditions that promote optimal participation of all

stakeholders in the planning, stewardship, monitoring and evaluation of human resource development (hrd) activities



in the country. The main purpose of the hrdCSa is to monitor the implementation of the human resource development

Strategy 2010 to 2030.

during august 2015, the hrdC identified five strategic goals for the period spanning 2016 to 2020 as follows:

§§ Foundation education with Science, Technology, engineering, mathematics, languages and life orientation/Skills;

§§ TVeT and the rest of the college sector;

§§ higher education, Training, research and innovation;

§§ Skills for a transformed society and the economy using the workplace as a platform; and

§§ developmental/Capable State.

For the 2017/18 financial year, the Secretariat, through its aPP approved by the minister of higher education and Training

and the Council, will oversee, monitor and report on the implementation of hrdC priorities as well as the hrd Strategy. as

it continues to perform these responsibilities and assist the Council to perform its duties, the department will support the

Secretariat in ensuring that the objectives of the Council are realised.

1.7 organiSaTionaL enVironmenT

The 2017/18 financial year marks the third year since the migration of TVeT Colleges and CeT Colleges took place. The

department will continue to strengthen administrative capacity in the regional offices.

The organisational structure is still being reviewed in line with the approved funds. Posts at head office are currently being

filled on the basis of available funds due to the non-finalisation of the structure.

The regional structure as yet, has also not been approved and the regional offices have been operating by utilising the

posts that were accordingly transferred from the Peds. during 2017/18, efforts will be made to ensure that both the

national office and regional Structures are approved and implemented with a view to ensuring improved accountability

and coordination between the department and its regional structures.

efforts have been made to finalise 23 policies which will be implemented with effect from april 2017. a number of

strategies and plans such as the human resource, employment equity and Skills development Plans have been approved

for implementation.

The department has established a task team to work on the development of a post provisioning model for both TVeT and

CeT Colleges. This will ensure that an adequate number of staff is provided to the department and that all institutions are

allocated with the required number of staff to efficiently manage the enrolment of learners.

Since conclusion of the migration process, an appropriate bargaining structure located within the department has not been

finalised for consultation with the department of Public Service and administration. The finalisation and establishment of a

bargaining chamber for higher education is on-going and it is envisaged that this process will be finalised for subsequent

implementation during the 2017/18 financial year.

The effective management of human resource administration functions in general, continue to remain a challenge post

migration. This is primarily due to a lack of adequate human resource capacity provided in the regional offices and as a

result, requiring that the management of most human resource functionalities remain centralised.

The hrd directorate continues to offer bursaries to employees within the department but due to limited resources, the

focus has been mainly on assisting incumbents with studies aimed at achieving under-graduate degrees or diplomas.



priorities for the 2017 mTef

§§ developing in-house training capacity by 31 march 2018; and

§§ developing an individual Performance management development System in line with the department’s Business

Performance management System by 31 march 2018.

2. reViSionS To LegiSLaTiVe anD oTher manDaTeS

Within the context of higher education and Training, appropriate legislation and policies were developed. The National

Qualifications Framework (NQF) Act, 2008, to be tabled during the 2017 session of Parliament, is currently under review.

The national Qualifications framework amendment Bill, 2017

The department will introduce the National Qualifications Amendment Bill during the course of the 2017 Parliamentary

legislative Programme.

The review of the nQF act inter alia seeks to amend provisions relating to:

§§ Finalising a separate nQF professional designation register;

§§ reformulating criteria to evaluate foreign qualifications;

§§ establishing a register for fraudulent qualifications by SaQa and the legal obligations to report fraudulent

qualifications, employers and education institutions; and

§§ establishing a register pertaining to misrepresented qualifications by SaQa and an obligation by employers to refer

qualifications of employees to SaQa for validation and verification.

reLeVanT courT ruLingS

There are two court rulings dealt with by the department that are of significant importance to the PSeT system, namely:

§§ Afriforum & Another v the Chairman of the Council of the University of the Free State & Others, Free State High Court

Bloemfontein Case No. A70/2016 (reportable); and

§§ Business South Africa v Minister of Higher Education and Training & Others, Labour Court, Johannesburg Case No. JR

110/13.

Departmental staff raising awareness during the ‘Bogus Colleges Campaign’



3.

oV

erV

ieW

of

The

2017

/18

Bu

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201

7 m

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3.1

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Tabl

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TEF

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2013

/14

2014

/15

2015

/16

2016

/17

2016

/17

2017

/18

2018

/19

2019

/20

r ‘0

00r

‘000

r ‘0

00r

‘000

r ‘0

00r

‘000

r ‘0

00r

‘000

adm

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trat

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267

364

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097

346

819

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738

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562

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71 5

4571

584

73 2

9879

679

85 7

29

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28 3

03 2

7930

484

155

32 8

98 5

9339

531

603

39 5

32 4

9341

943

533

49 4

98 5

9152

344

416

Tech

nica

l and

Voc

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nal

educ

atio

n an

d Tr

aini

ng5

879

250

6 30

4 51

46

604

810

6 91

7 19

16

960

244

7 40

8 24

98

029

306

8 60

4 51

2

Skill

s d

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123

031

131

994

216

741

224

534

181

443

244

293

266

770

284

341

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1 77

6 75

21

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1 82

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92

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739

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910

2 35

6 43

02

530

294

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397

326

39 0

53 5

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41 9

43 3

61

49 1

88 2

7949

188

279

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3960

671

750

64 3

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13 8

38 7

9815

156

433

17 6

39 5

9515

462

170

16 6

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5617

968

204

19 4

54 1

23

Sect

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894

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767

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527

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3 09

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328

291

3 59

3 64

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824

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487

512

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892

303

57 0

99 7

9466

827

874

64 6

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949

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78 6

39 9

5483

774

977

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Curr

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6 89

9 75

37

408

108

7 53

1 29

88

215

156

7 94

8 28

68

845

780

9 40

1 47

410

106

550

Com

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6 60

5 44

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763

7 16

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57

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7 57

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28

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8 95

6 96

49

637

693

goo

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294

313

268

345

364

903

375

270

374

574

420

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444

510

468

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1145

478

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56 6

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176

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9173

658

529

Paym

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7 53

95

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10 1

877

705

7 70

59

139

9 38

99

898

Paym

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for fi

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917

51 9

02-

--

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512

52 8

92 3

0357

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66 8

27 8

7464

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68 9

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9578

639

954

83 7

74 9

77



3.2 reLaTing eXpenDiTure TrenDS To STraTegic ouTcome orienTeD goaLS

government’s ndP and its 2014 to 2019 mTSF envisage that by 2030, South africans should have access to education

and training of the highest quality, leading to significant improvements in what learners know and can do on completion

of their education or training. over the medium term, the department will focus on providing a sound PSeT steering

framework, expanding access to universities as well as TVeT Colleges and improving their performance, boosting the

development of artisans, and re-establishing and improving the governance of CeT Colleges.

Table 3 reflects the 2017 mTeF budgetary allocation for the department, focusing on the implementation of its

predetermined strategic objectives during the short and medium term. The spending focus over the medium term will

continue addressing access, redress, equity and the provision of quality education, while enhancing support to universities,

Colleges, SeTas and public entities aligned to the department. The total budget allocation for the 2017/18 financial year

is r68.9 billion. This budget includes “a direct charge” which comprise amounts that constitute a direct commitment from

the national revenue Fund in terms of specific legislative requirements and are not defined as Voted Funds. The “direct

charge” for the department is the skills levy revenue collected by the South african revenue Service for the SeTas and nSF.

expanding access to universities

in dealing with pressure within the sector, government has set out additional allocations over the medium term amounting

to r2.6 billion for 2018/19 and r2.8 billion for 2019/20 to compensate universities for the shortfall of the zero per cent

fee increase for the poor and the missing middle students during the 2017 academic year. This accordingly increases

transfers to universities, the department’s largest spending item within the University Education programme to a projected

r38.2 billion in 2019/20 from r28 billion in 2016/17. Planning for the expansion of the higher education sector in producing

mid to high-level skills in line with government priorities is ongoing. The number of student enrolments in higher education

institutions, and postgraduate graduates per year is projected to increase from 1 million to 1.1 million, and 51 100 to 57 000

in 2019/20 respectively.

in an effort to better support student access to universities, the department’s contribution to the nSFaS over the medium

term will grow at an average annual rate of 6.9 per cent, from r11.4 billion in 2016/17 to r13.9 billion in 2019/20. The

scheme receives additional allocations of r7.7 billion over the mTSF period in support of unfunded university students

from the 2016 academic year. The department’s transfer payments to the scheme account for 21.9% of its total transfers

and subsidies budget in 2017/18.

allocated funding of r4.2 billion over the medium term is specifically set aside for operational costs and for capital

expenditure at the newly established mpumalanga and Sol Plaatje universities. new facilities, including lecture rooms,

laboratories, and student accommodation, at both institutions will make it possible for a joint increased intake of 3 875

students during the 2017 academic year (1 975 at the university of mpumalanga and 1 900 at Sol Plaatje university).

Technical and Vocational education and Training colleges

expanding access to skills programmes that address the labour market’s need for intermediate skills and include a practical

component remains a government priority for inclusive growth. The department will continue to provide public provision

of TVeT by expanding skills training, work opportunities and work placements for artisans over the medium term. To

accommodate the announced zero per cent fee increase for poor and missing middle students in TVeT Colleges for the

2017 academic year, government has allocated an additional amount of r168.0 million for 2018/19 and r178.5 million

during 2019/20.

Funding pressures will have a negative impact on the envisaged growth in the enrolment numbers at TVeT Colleges over

the medium term. however, enrolments increased from 358 393 in 2010 to 702 383 in 2014 (Source: Post-School Education

and Training Statistics 2010-2014). The total number of 710 535 reported for 2015 includes 664 748 enrolment of ministerially



approved programmes and the remaining 45 787 are occupational programmes. These programmes will continue to focus

on increasing the provision of public TVeT College education by expanding skills training, work opportunities and work

placements for artisans. enrolments in TVeT Colleges are anticipated to remain at an estimated 710 535 over the medium

term.

Transfer payments to these colleges for operations are projected to grow at an average annual rate of 3% over the medium

term expenditure framework period, in the TVeT programme, from r1.5 billion in 2016/17 to r1.7 billion during 2019/20.

Compensation of employees’ expenditure constitutes the largest portion (80%) of the programme’s budget, and is expected

to grow at an average annual rate of 8.7% over the medium term from r5.3 billion during 2016/17 to r6.8 billion during

2019/20. The majority of the 17 343 employees in this programme, comprising about half of the department’s personnel

are situated at TVeT Colleges across all the provinces.

The improved performance of TVeT Colleges will also be supported by partnerships with the SeTas and funding received

from the nSF. This support will contribute to the estimated 33 750 new artisans registering for training by 2019/20. in

supporting the performance of TVeT Colleges, the department aims to improve learner throughput rates by developing

and approving a annual teaching and learning support plans over the medium term. These plans aim to improve the skills

of lecturers and the performance of students.

Boosting the Development of artisans

over the medium term, the department aims to improve the public skills development sector by managing the

performance of service level agreements more effectively and by funding trade tests at institutions such as the institute

for the national development of learnerships, employment Skills and labour assessments and the Quality Council for

Trades and occupations. These institutions are key to increasing the number of competent artisans and creating more

work-based learning opportunities for higher education students. The number of qualified artisan learners, and work-

based learning opportunities created is projected to increase from 21 110 and 120 000 in 2016/17 to 24 000 and 140 000 in

2019/20. The department has budgeted for strengthening the monitoring and evaluation of service level agreements with

SeTas as well as other relevant institutions by reprioritising funds to the Skills Development programme.

income from skills development levies contributes significantly to key performance areas of the public skills development

sector, including artisan development. The levy income is transferred directly to SeTas and the nSF, and is projected to

increase at an average annual rate of 8%, from r15.5 billion in 2016/17 to r19.5 billion in 2019/20. SeTas roll out skills

programmes, learnerships, internships and apprenticeships. They also establish partnerships with TVeT Colleges,

universities, and the labour market in an effort to provide opportunities for workplace experience.

re-establishing and improving the governance of community education and Training colleges

The White Paper provides for the establishment of CeT Colleges that will primarily target the youth and adults who did not

complete school or never attended school. CeT Colleges are an additional higher education institutional form alongside

universities and TVeT Colleges. it is projected that enrolments at CeT Colleges will increase gradually from 310 000 learners

in 2016/17 to 340 000 learners during 2019/20.

expenditure in the CeT programme is expected to increase at an average annual rate of 7 per cent over the medium term,

reaching r2.5 billion during 2019/20 from r2.1 billion in 2016/17. Compensation of employees’ expenditure constitutes

the largest portion (92.5%) of the programme’s budget, and is expected to grow at an average annual rate of 7.2% over the

medium term, reaching r2.3 billion during 2019/20. half of the department’s personnel are in this programme; these are

18 881 personnel, mainly CeT educators in the 3 276 former community learning centres across all provinces (under the

auspices of 9 established CeT Colleges). over the medium term, the department will introduce new legislation to regulate

and improve the governance of the CeT sector.

PROGRAMME AND SUB-PROGRAMME PLANS

PART B

nWu heaLTh anD ScienceS cenTre



4. DeparTmenTaL programmeS: STraTegic oBJecTiVeS, programme performance inDicaTorS anD annuaL TargeTS for 2017/183

a strategic planning session attended by senior managers and the director-general was hosted on 10 and

11 november 2016. The department used the opportunity to review and amend the Strategic Plan adopted during

2014 taking into consideration recent developments in the service delivery environment since the document’s initial

endorsement.

The outputs of the workshop includes a target setting framework informing the architecture of the Strategic Plan and

annual Performance Plans over the next three years. in order to effectively manage service delivery performance, the

department has differentiated between two sets of delivery outputs; namely direct outputs (means) and indirect outputs

(ends, or outcomes/impacts) in relation to the core budget programmes of the department in particular the delivery

programmes namely, university education, TVeT, Skills development and CeT. Targets for the ‘means’ represent those

outputs that are within the control of the budget programmes of the department and which in the main, constitute the

interventions envisaged for the system during the period covered by this plan. on the contrary, the targets on the ‘ends’

(outcomes/impacts), represent the anticipated performance of the entire PSeT system comprising of universities, colleges

(TVeT and CeT) and the SeTas.

The principle underlying this model is that the impact of the department’s interventions and leadership should be

reflected by the performance of the entire system. For that reason, the actual performance of the system will be monitored

against set targets and reported by the department as management information/statistics on a quarterly, bi-annually or

annual basis. Such information will form the basis for evaluating system performance and decision making on the required

interventions to correct any under-performance and/or any deficiencies accordingly identified.

The 2019 mTSF is structured around 14 priority outcomes that cover the focus areas identified in the ndP. The department

is responsible for outcome 5 of the 14 government outcomes, namely “a skilled and capable workforce to support an inclusive growth path”. The following mTSF sub-outcomes have been identified for this outcome:

1) a credible institutional mechanism for labour market and skills planning;

2) increased access and success in programmes leading to intermediate and high level learning;

3) increased access to and efficiency of high-level occupationally directed programmes in needed areas; and

4) increased access to occupationally directed programmes in needed areas and thereby expanding the availability of

intermediate level skills with a special focus on artisan skills.

For the realisation of the aforementioned sub-outcomes, five (5) strategic outcome oriented goals have been identified as

follows:

Part B: Programme and Sub-Programme Plans

3 Technical indicator description grid for performance indicators detailing definition, method of calculation, source etc. for each is posted on the departmental website along with the aPP for easy reading and understanding



STraTegic ouTcome orienTeD goaLS conTriBuTing programmeS

goal 1 Sound post-School education and Training steering framework

2, 3, 4, 5 and 6goal Statement

To steer the Post-School education and Training system through the development and review of steering mechanisms, integrated planning and implementation oversight by 31 march 2020

goal 2 improved post-School education and Training services


To improve the Post-School education and Training system through the provision of appropriate learning assessment services, teaching and learning, and student support services by 31 march 2020

goal 3 improved post-School education and Training capacity


To improve the capacity of the Post-School education and Training system through funding interventions and infrastructure development by 31 march 2020

goal 4 Strong stakeholder network2, 3, 4, 5 and 6goal

StatementTo develop partnerships and maintain good stakeholder relations in support of an effective Post-School education and Training system

goal 5 excellent business operations within the Department of higher education and Training

1goal Statement

To ensure sound business management/leadership and effective resource management within the department



4.1 programme 1: aDminiSTraTion

The purpose of the programme is to provide strategic leadership, management and support services to the department.

There are six budget sub-programmes:

§§ Ministry: renders management and administrative support services for the office of the minister.

§§ Department Management: Provides overall management and administration of the department.

§§ Corporate Services: Provides corporate services management support to the department and colleges in support

of the attainment of its strategic objectives.

§§ Office of the Chief Financial Officer: ensures sound financial management of the department, management and

control of the department’s assets, liabilities and supply chain management. it develops policy and coordinates

education and training development support projects, including projects supported from the national Skills Fund.

it renders financial compliance as well as a budgetary monitoring, support and advice service to public entities. in

addition, it renders successful management of all administrative matters, performs financial and related legislative

compliance matters and monitors the compliance of the department.

§§ Internal Audit: Provides independent, objective assurance designed to add value and improve the department’s

operations. it helps the department to accomplish its objectives by bringing a systematic and disciplined approach

to evaluate and improve the effectiveness of risk management, control and governance processes.

§§ Office Accommodation: ensures that the officials of the department are provided with sufficient office

accommodation in a safe and clean environment that complies with all relevant legislation to support service

delivery.

The Deputy Director-General: Corporate Services, Ms LC Mbobo addressing staff



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an r

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pla

n to

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hr

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uitm

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ctio

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prov

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)1

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pla

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mbe

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days

to re

solv

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scip

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ses

appr

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(n)

1

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invo

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cre

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100%

100%

100%

100%

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2 a

sys

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for t

rack

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ived

in

voic

es, a

ppro

ved

(n)

1

4.1.

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edia

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it

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11

0

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3 Q

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n de

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ped

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ctor

-gen

eral

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201

7

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pla

n to

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hr

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ctio

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oces

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2)(C

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ativ

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n to

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hr

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nd

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oces

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irect

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by 3

0 Se

ptem

ber

2017

(50%

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raft

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n to

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prov

e h

r re

crui

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t an

d se

lect

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esse

s de

velo

ped

(100

%)

a p

lan

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hr

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uitm

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ctio

n pr

oces

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d ap

prov

ed b

y th

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irect

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ener

al

by 3

0 Se

ptem

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2017

4 Th

e Br

anch

will

pro

vide

upd

ates

on

annu

al ta

rget

s du

ring

quar

terly

repo

rtin

g, w

hile

act

ual a

nnua

l per

form

ance

will

be

repo

rted

in th

e a

nnua

l rep

ort.

5 Te

chni

cal i

ndic

ator

des

crip

tion

grid

for p

erfo

rman

ce in

dica

tors

det

ailin

g de

finiti

on, m

etho

d of

cal

cula

tion,

sou

rce

etc.

for e

ach

will

be

publ

ishe

d on

the

dep

artm

ent’s

web

site

for e

asy

refe

renc

ing

to

enha

nce

unde

rsta

ndin

g



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31

dec

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%)

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th

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mbe

r of

days

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scip

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1 d

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invo

ices

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ived

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ors

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days

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ual

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tem

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rack

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ived

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ices

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stem

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velo

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ctor

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201

7

1Sy

stem

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king

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ices

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ceiv

ed

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lope

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ved

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it fi

ndin

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the

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ious

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ncia

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ial p

lan

on a

udit

findi

ngs

in th

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evio

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cial

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irect

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by 3

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ptem

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finan

cial

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r de

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n iC

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vern

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2017

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2018

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2019

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r’m

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1.6



reconciLing performance TargeTS WiTh The BuDgeT anD mTef: programme 1

The table above reflects the 2017 mTeF budget allocations for programme 1: administration. The spending for the

2017 mTeF budget will mainly be directed towards administrative functions. The large increase in the provision of office

accommodation aimed at catering for regional office accommodation in respect of the TVeT and CeT functions. The

largest spending item in this programme is Compensation of employees and this is directly linked to the administration

regarding the staff establishment of the Technical and Vocational education and Training and the Community education

and Training functions that were shifted to the department in 2015/16. other items catered for under this programme are

the centralised provision of computer services, settlement of audit fees and resettlement costs.

during the 2017 mTeF, programme 1 has planned effective human resource management within the department through

the application of sound human resource management practices, including staffing, human resource development,

performance management, labour relations and human resource administration systems; effective financial management

practices through the application of good financial management systems, including the management of accounting,

financial accounting and supply chain management processes in line with the requirements of the PFma; and implement

improved iCT services in relation to procurement, management and maintenance of hardware, software and networks.

The Chief Financial Officer, Mr TW Tredoux



4.2 programme 2: pLanning, poLicY anD STraTegY

The purpose of the programme is to provide strategic direction in the development, implementation and monitoring of

departmental policies and in the human resource development strategy for South africa.


§§ Programme Management: Planning, Policy and Strategy manages delegated administrative and financial responsibilities, and coordinates all monitoring and evaluation functions in the programme.

§§ Human Resource Development, Strategic Planning and Coordination: Provides strategic direction in the development, implementation and monitoring of departmental policies; and coordinates activities in relation to the national human resource development Strategy.

§§ Planning, Information, Monitoring and Evaluation Coordination: monitors and evaluates the policy outputs of the department; coordinates research in the fields of higher education and training; and ensures that education policies, plans and legislation are developed into systems through monitoring their implementation on an ongoing basis.

§§ International Relations: develops and promotes international relations; supports the united nations educational, Scientific and Cultural organisation (uneSCo) in the higher education sub-system; and manages, monitors and reports on international donor grant funding.

§§ Legal and Legislative Services: manages the legal and legislative services of the department, universities, colleges, sector education and training authorities and the national Skills Fund.

§§ Social Inclusion in Education: Promotes access to higher education and participation by all learners in training programmes; manages the development, evaluation and maintenance of policy, programmes and systems for

learners with special needs; and monitors the implementation of those policies.



4.2.

1 ST

raT

egic

oB

Jec

TiV

eS: a

nn

ua

L Ta

rgeT

S - p

rog

ra

mm

e 2:

pLa

nn

ing

, po

Lic

Y a

nD

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aTeg

Y

STr

aTeg

ic o

BJe

cTi

Ve

5-Ye

ar

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aTeg

ic p

Lan

Ta

rgeT

2015

-202

0

au

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eD /a

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aL

perf

orm

an

ceeS

Tim

aTeD

pe

rfo

rma

nce

meD

ium

Ter

m T

arg

eTS

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

4.2.

1.1

To e

nsur

e a

soun

d PS

eT s

yste

m

thro

ugh

the

deve

lopm

ent

of a

ppro

pria

te s

teer

ing

mec

hani

sms

by th

e en

d m

arch

20

20

dev

elop

and

app

rove

eig

ht

stee

ring

mec

hani

sms

for P

SeT

14

21

impl

emen

tatio

n of

ste

erin

g m

echa

nism

s fo

r PS

eT

dev

elop

and

app

rove

two

revi

ewed

ste

erin

g m

echa

nism

s (le

gisl

atio

n) fo

r sub

mis

sion

to

Parli

amen

t for

pro

mul

gatio

n

11

4.2.

1.2

To e

nsur

e eff

ectiv

e ov

ersi

ght

of th

e PS

eT s

yste

m b

y im

plem

entin

g ov

ersi

ght

inst

rum

ents

by

the

end

mar

ch

2020

dev

elop

and

app

rove

a

Fram

ewor

k fo

r mon

itorin

g an

d ev

alua

tion

app

rove

d m

onito

ring

and

eval

uatio

n Fr

amew

ork

impl

emen

tatio

n of

app

rove

d m

onito

ring

an

d ev

alua

tion

Fram

ewor

k

dev

elop

and

app

rove

15

mon

itorin

g an

d ev

alua

tion

repo

rts

35

43

4.2.

1.3

To d

evel

op a

nd im

plem

ent

teac

hing

and

lear

ning

sup

port

pl

ans

aim

ed a

t im

prov

ing

acce

ss

to q

ualit

y te

achi

ng a

nd le

arni

ng

in th

e PS

eT s

yste

m b

y th

e en

d m

arch

202

0

dev

elop

and

app

rove

thre

e te

achi

ng a

nd le

arni

ng p

lans

for

the

PSeT

sys

tem

21

impl

emen

tatio

n of

teac

hing

and

lear

ning

su

ppor

t pla

ns a

ppro

ved

in th

e pr

evio

us

finan

cial

yea

rs

4.2.

1.4

To p

rovi

de s

tude

nt s

uppo

rt

serv

ices

in o

rder

to p

rom

ote

the

succ

ess

of s

tude

nts

with

in th

e PS

eT s

yste

m b

y th

e en

d m

arch

20

20

dev

elop

and

app

rove

thre

e st

uden

t sup

port

ser

vice

s pl

ans

for t

he P

SeT

syst

em

21

4.2.

1.5

To a

nnua

lly p

rovi

de

man

agem

ent w

ith in

form

atio

n an

d st

atis

tics

on P

SeT

perf

orm

ance

dev

elop

and

app

rove

two

man

agem

ent i

nfor

mat

ion

syst

ems

1im

plem

enta

tion

of th

e re

gist

ratio

n sy

stem

(‘i

Wil

)

1im

plem

enta

tion

of P

ublic

Co

mm

unity

Col

lege

s m

anag

emen

t inf

orm

atio

n sy

stem

s

app

rove

and

pub

lish

two

repo

rts

on s

kills

sup

ply

and

dem

and

bi-e

nnia

lly

11

app

rove

and

pub

lish

stat

istic

al

repo

rts

on P

SeT

annu

ally

11

11

1



4.2.

2 pr

og

ra

mm

e pe

rfo

rma

nce

inD

icaT

orS

an

D a

nn

ua

L Ta

rgeT

S fo

r 20

17 m

Tef

- pro

gr

am

me

2: p

Lan

nin

g, p

oLi

cY

an

D

STr

aTeg

Y

STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.2

.1pe

rfo

rma

nce

inD

icaT

orS

au

DiT

eD/a

cTu

aL

perf

orm

an

ceeS

Tim

aTeD

pe

rfo

rma

nce

20

16/1

7

Targ

eT20

17/1

8Ta

rgeT

2018

/19

Targ

eT20

19/2

020

13/1

420

14/1

520

15/1

6

So: 4

.2.1

.14.

2.1.

1.1

new

ste

erin

g m

echa

nism

s

appr

oved

(n)

14

21

Stee

ring

mec

hani

sms

impl

emen

tatio

n

4.2.

1.1.

2 re

view

ed st

eeri

ng m

echa

nism

s ap

prov

ed (n

)1

1

So: 4

.2.1

.24.

2.1.

2.1

mon

itor

ing

and

eval

uati

on

repo

rts

appr

oved

(n)

35

43

So: 4

.2.1

.34.

2.1.

3.1

Teac

hing

and

lear

ning

sup

port

pl

ans

appr

oved

(n)

21

impl

emen

tatio

n of

teac

hing

and

lear

ning

sup

port

pl

ans

appr

oved

in th

e pr

evio

us fi

nanc

ial y

ears

So: 4

.2.1

.44.

2.1.

4.1

Stud

ent s

uppo

rt s

ervi

ces

plan

s ap

prov

ed (n

)2

1

So: 4

.2.1

.54.

2.1.

5.1

man

agem

ent i

nfor

mat

ion

syst

ems

deve

lope

d (n

)1

1Sy

stem

s im

plem

enta

tion

4.2.

1.5.

2 re

port

s on

ski

lls s

uppl

y an

d de

man

d pu

blis

hed

(n)

11

4.2.

1.5.

3 St

atis

tica

l rep

orts

on

pSeT

pu

blis

hed

(n)

11

11

1



4.2.

3 Q

ua

rTer

LY T

arg

eTS

for

2017

/18 - p

rog

ra

mm

e 2:

pLa

nn

ing

, po

Lic

Y a

nD

STr

aTeg

Y

STr

aTeg

ic

oB

Jec

TiV

eS

in T

aB

Le 4

.2.1

perf

orm

an

ce in

Dic

aTo

r6re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.2.1

.14.

2.1.

1.1

n

ew s

teer

ing

mec

hani

sms

appr

oved

(n)

ann

ual

2

4.2.

1.1.

1.1

Perc

enta

ge

com

plet

ion

of a

list

of

occu

patio

ns in

hi

gh d

eman

d

Qua

rter

ly(1

00%

)a

list

of o

ccup

atio

ns

in h

igh

dem

and

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al b

y 31

m

arch

201

8

(20%

)1st

dra

ft C

once

pt

not

e fo

r oc

cupa

tions

in

high

dem

and

deve

lope

d

(50%

)Co

ncep

t not

e fo

r th

e oc

cupa

tions

in

hig

h de

man

d fin

alis

ed a

fter

pe

er re

view

(75%

)1st

dra

ft li

st o

f oc

cupa

tions

in h

igh

dem

and

deve

lope

d

(100

%)

a li

st o

f oc

cupa

tions

in

high

dem

and

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al

by

31 m

arch

201

8

4.2.

1.1.

1.2

Perc

enta

ge

com

plet

ion

of

Polic

y Fr

amew

ork

on d

isab

ility

Qua

rter

ly(1

00%

)Po

licy

Fram

ewor

k on

d

isab

ility

dev

elop

ed

and

appr

oved

by

the

min

iste

r by

31 m

arch

20

18

(50%

)d

raft

pol

icy

docu

men

t on

dis

abili

ty

deve

lope

d

(70%

)m

inis

teria

l rep

ort:

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ewor

k on

dis

abili

ty

gaz

ette

d fo

r pu

blic

com

men

t

(90%

)Fi

nal p

olic

y do

cum

ent o

n di

sabi

lity

com

plet

ed

(100

%)

Polic

y Fr

amew

ork

on d

isab

ility

de

velo

ped

and

appr

oved

by

the

min

iste

r by

31

mar

ch 2

018

4.2.

1.1.

2 r

evie

wed

ste

erin

g m

echa

nism

s ap

prov

ed (n

)a

nnua

l1

4.2.

1.1.

2.2

Pe

rcen

tage

co

mpl

etio

n of

the

revi

ew

proc

ess

for t

he

amen

dmen

t of

nQ

F a

ct

Q4

(100

%)

dra

ft n

QF

Bill

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y 31

mar

ch

2018

for s

ubm

issi

on

to C

abin

et fo

r pr

omul

gatio

n

(100

%)

dra

ft n

QF

Bill

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y 31

mar

ch 2

018

for s

ubm

issi

on

to C

abin

et fo

r pr

omul

gatio

n



STr

aTeg

ic

oB

Jec

TiV

eS

in T

aB

Le 4

.2.1

perf

orm

an

ce in

Dic

aTo

r6re

porT

ing

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rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.2.1

.24.

2.1.

2.1

m

onit

orin

g an

d ev

alua

tion

repo

rts

appr

oved

(n)

ann

ual

5

4.2.

1.2.

1.1

Perc

enta

ge

com

plet

ion

of th

e an

nual

re

port

on

the

impl

emen

tatio

n of

Soc

ial

incl

usio

n in

PSe

T

Qua

rter

ly(c

umul

ativ

e)(1

00%

)a

nnua

l rep

ort o

n th

e im

plem

enta

tion

of S

ocia

l inc

lusi

on

in P

SeT

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al b

y

31 m

arch

201

8

(25%

)Q

uart

erly

re

port

on

the

impl

emen

tatio

n of

Soc

ial i

nclu

sion

in

PSe

T co

mpi

led

(50%

)Q

uart

erly

re

port

on

the

impl

emen

tatio

n of

Soc

ial i

nclu

sion

in

PSe

T co

mpi

led

(75%

)Q

uart

erly

repo

rt o

n th

e im

plem

enta

tion

of S

ocia

l inc

lusi

on in

PS

eT c

ompi

led

(100

%)

ann

ual

repo

rt o

n th

e im

plem

enta

tion

of S

ocia

l in

clus

ion

in P

SeT

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al

by

31 m

arch

201

8

4.2.

1.2.

1.2

Perc

enta

ge

com

plet

ion

of th

e an

nual

re

port

on

the

impl

emen

tatio

n of

ope

n le

arni

ng

in P

SeT

Qua

rter

ly(c

umul

ativ

e)(1

00%

)a

nnua

l rep

ort o

n th

e im

plem

enta

tion

of o

pen

lear

ning

in

PSe

T de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(25%

)Q

uart

erly

re

port

on

the

impl

emen

tatio

n of

ope

n le

arni

ng

in P

SeT

com

pile

d

(50%

)Q

uart

erly

re

port

on

the

impl

emen

tatio

n of

ope

n le

arni

ng

in P

SeT

com

pile

d

(75%

)Q

uart

erly

repo

rt o

n th

e im

plem

enta

tion

of o

pen

lear

ning

in

PSeT

com

pile

d

(100

%)

ann

ual

repo

rt o

n th

e im

plem

enta

tion

of o

pen

lear

ning

in P

SeT

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al

by

31 m

arch

201

8



STr

aTeg

ic

oB

Jec

TiV

eS

in T

aB

Le 4

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perf

orm

an

ce in

Dic

aTo

r6re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

4.2.

1.2.

1.3

Perc

enta

ge

com

plet

ion

of th

e an

nual

re

port

on

the

impl

emen

tatio

n of

Car

eer

dev

elop

men

t Se

rvic

es

Qua

rter

ly(c

umul

ativ

e)(1

00%

)a

nnua

l rep

ort o

n th

e im

plem

enta

tion

of

Care

er d

evel

opm

ent

Serv

ices

dev

elop

ed

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(25%

)Q

uart

erly

re

port

on

the

impl

emen

tatio

n of

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eer

dev

elop

men

t Se

rvic

es c

ompi

led

(50%

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uart

erly

re

port

on

the

impl

emen

tatio

n of

Car

eer

dev

elop

men

t Se

rvic

es c

ompi

led

(75%

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uart

erly

repo

rt o

n th

e im

plem

enta

tion

of C

aree

r d

evel

opm

ent

Serv

ices

com

pile

d

(100

%)

ann

ual

repo

rt o

n th

e im

plem

enta

tion

of C

aree

r d

evel

opm

ent

Serv

ices

de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

4.2.

1.2.

1.4

Perc

enta

ge

com

plet

ion

of

the

stat

us re

port

on

inte

rnat

iona

l re

latio

ns

impl

emen

tatio

n pl

an

Bi-a

nnua

ly(Q

2 an

d 4)

(c

umul

ativ

e)

(100

%)

Stat

us re

port

on

inte

rnat

iona

l rel

atio

ns

impl

emen

tatio

n pl

an d

evel

oped

and

ap

prov

ed b

y th

e d

irect

or-g

ener

al b

y

31 m

arch

201

8

(50%

)d

raft

sta

tus

repo

rt

on in

tern

atio

nal

rela

tions

im

plem

enta

tion

plan

com

pile

d

(100

%)

Stat

us re

port

on

inte

rnat

iona

l re

latio

ns

impl

emen

tatio

n pl

an d

evel

oped

an

d ap

prov

ed

by th

e d

irect

or-

gen

eral

by

31

mar

ch 2

018

4.2.

1.2.

1.5

Perc

enta

ge

com

plet

ion

of th

e re

port

on

inve

stm

ent

tren

ds in

PSe

T

Qua

rter

ly(Q

2, 3

and

4)

(cum

ulat

ive)

(100

%)

repo

rt o

n in

vest

men

t tr

ends

in P

ost-

Scho

ol

educ

atio

n an

d Tr

aini

ng d

evel

oped

an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al b

y

31 m

arch

201

8

(50%

)d

ata

on

inve

stm

ent t

rend

s in

PSe

T co

llect

ed

and

tabl

es

com

pile

d

(75%

)d

raft

repo

rt o

n in

vest

men

t tre

nds

in

PSeT

com

pile

d

(100

%)

repo

rt o

n in

vest

men

t tr

ends

in P

SeT

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al

by

31 m

arch

201

8



STr

aTeg

ic

oB

Jec

TiV

eS

in T

aB

Le 4

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perf

orm

an

ce in

Dic

aTo

r6re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.2.1

.34.

2.1.

3.1

Teac

hing

and

lear

ning

su

ppor

t pla

ns a

ppro

ved

(n)

impl

emen

tatio

n of

teac

hing

and

lear

ning

sup

port

pla

ns a

ppro

ved

in p

revi

ous

finan

cial

yea

rs

So: 4

.2.1

.44.

2.1.

4.1

Stud

ent s

uppo

rt s

ervi

ces

plan

s ap

prov

ed (n

)a

nnua

lly

2

4.2.

1.4.

1.1

Perc

enta

ge

com

plet

ion

of

the

repo

rt o

n th

e im

plem

enta

tion

of c

aree

r de

velo

pmen

t

Bi-a

nnua

lly(Q

2 an

d 4)

(cum

ulat

ive)

(100

%)

Care

er d

evel

opm

ent

inst

itutio

nalis

ed a

nd

impl

emen

tatio

n re

port

dev

elop

ed

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(50%

)Ca

reer

de

velo

pmen

t in

stitu

tiona

lised

an

d dr

aft

impl

emen

tatio

n re

port

com

pile

d

(100

%)

Care

er

deve

lopm

ent

inst

itutio

nalis

ed

and

impl

emen

tatio

n re

port

dev

elop

ed

and

appr

oved

by

the

dire

ctor

-g

ener

al b

y

31 m

arch

201

8

4.2.

1.4.

1.2

Perc

enta

ge

com

plet

ion

of th

e co

mm

unic

atio

n st

rate

gy fo

r st

uden

t sup

port

se

rvic

es

Bi-a

nnua

lly(Q

2 an

d 4)

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ulat

ive)

(100

%)

a c

omm

unic

atio

n st

rate

gy fo

r stu

dent

su

ppor

t ser

vice

s de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(50%

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raft

Co

mm

unic

atio

n st

rate

gy fo

r st

uden

t sup

port

se

rvic

es c

ompi

led

(100

%)

Com

mun

icat

ion

stra

tegy

for

stud

ent s

uppo

rt

serv

ices

de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

So: 4

.2.1

.54.

2.1.

5.1

man

agem

ent i

nfor

mat

ion

syst

ems

deve

lope

d (n

)a

nnua

l 1



STr

aTeg

ic

oB

Jec

TiV

eS

in T

aB

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perf

orm

an

ce in

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aTo

r6re

porT

ing

pe

rio

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nn

ua

L Ta

rgeT

20

17/1

8Q

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2Q

3Q

4

4.2.

1.5.

1.1

Perc

enta

ge

com

plet

ion

of

the

man

agem

ent

info

rmat

ion

Syst

em fo

r Pub

lic

Com

mun

ity

Colle

ges

Qua

rter

ly(c

umul

ativ

e)(1

00%

)m

anag

emen

t in

form

atio

n Sy

stem

fo

r Pub

lic C

omm

unity

Co

llege

s de

sign

ed

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(25%

)d

raft

dat

aloa

d sp

ecifi

catio

n do

cum

ent

deve

lope

d

(50%

)d

raft

des

ign

of

the

data

base

(dra

ft d

atab

ase

desi

gn

docu

men

t)

(75%

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raft

dat

aloa

d sp

ecifi

c do

cum

ent

cons

ulte

d w

ith

stak

ehol

ders

(100

%)

man

agem

ent

info

rmat

ion

Syst

em fo

r Pub

lic

Com

mun

ity

Colle

ges

desi

gned

and

ap

prov

ed b

y th

e d

irect

or-g

ener

al

by 3

1 m

arch

201

8

4.2.

1.5.

2

repo

rts

on s

kills

sup

ply

and

dem

and

publ

ishe

d (n

)Th

is is

a b

i-enn

ial d

eliv

erab

le th

eref

ore

the

next

repo

rt is

due

in 2

018/

19

4.2.

1.5.

3

Stat

isti

cal r

epor

ts o

n pS

eT

publ

ishe

d (n

)a

nnua

l1

4.2.

1.5.

3.1

Perc

enta

ge

com

plet

ion

of

ann

ual S

tatis

tics

on P

SeT

repo

rt

Qua

rter

ly(c

umul

ativ

e)(1

00%

)a

nnua

l Sta

tistic

s on

Po

st-S

choo

l edu

catio

n an

d Tr

aini

ng re

port

ap

prov

ed b

y th

e d

irect

or-g

ener

al a

nd

publ

ishe

d by

31

mar

ch

2018

25%

Proj

ect p

lan

on

data

col

lect

ion

deve

lope

d

(50%

)St

atis

tical

dat

a ga

ther

ing

initi

ated

as

per

proj

ect p

lan

(75%

)d

raft

repo

rt

com

pile

d an

d co

nsul

ted

with

dat

a m

anag

ers

(100

%)

ann

ual S

tatis

tics

on P

SeT

repo

rt

appr

oved

by

the

dire

ctor

-gen

eral

an

d pu

blis

hed

by

31 m

arch

201

8



reco

nci

Lin

g p

erfo

rma

nce

Ta

rgeT

S W

iTh

Th

e B

uD

geT

an

D m

Tef:

pro

gr

am

me

2

SuB

-pro

gr

am

me

au

DiT

eD o

uTc

om

eSeS

Tim

aTeS

o

f n

aTio

na

L eX

pen

DiT

ure

meD

ium

Ter

m e

Xpe

nD

iTu

re

eSTi

maT

e

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

r’m

illio

nr’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

n

1.

Prog

ram

me

man

agem

ent

3.7

2.9

3.2

3.3

3.7

4.0

4.3

2.

Plan

ning

, Pol

icy

and

Stra

tegy

11

.211

.614

.816

.916

.818

.119

.5

3.

Plan

ning

, inf

orm

atio

n, m

onito

ring

and

eval

uatio

n Co

ordi

natio

n7.

46.

910

.717

.915

.917

.418

.7

4.

inte

rnat

iona

l rel

atio

ns10

.310

.811

.213

.712

.813

.914

.9

5.

lega

l and

leg

isla

tive

Serv

ices

11.3

9.4

7.5

14.5

16.9

18.4

19.7

6.

Soci

al in

clus

ion

in e

duca

tion

3.8

4.1

4.6

5.2

7.2

8.0

8.6

ToTa

L47

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52.0

71.5

73.3

79.7

85.7

eco

no

mic

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SSif

icaT

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Curr

ent p

aym

ents

44.2

42.5

49.1

68.0

69.6

75.8

81.6

Com

pens

atio

n of

em

ploy

ees

38.0

34.6

42.4

58.2

59.8

65.4

70.6

goo

ds a

nd s

ervi

ces

of w

hich

:6.

27.

96.

79.

89.

810

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Com

pute

r ser

vice

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lega

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83.

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83.

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Tran

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3.3

3.5

3.7

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Fore

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gov

ernm

ents

and

inte

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l org

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93.

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hou

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0.3

0.2

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0.2

mac

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quip

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30.

20.

30.

20.

20.

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ToTa

L47

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.7



performance eXpenDiTure anD TrenDS

programme 2: policy, planning and Strategy

The total budget allocation of programme 2 for the 2017/18 financial year amounts to r73.3 million. during the medium

term, Programme 2 will focus its spending on ensuring a sound PSeT system through the development of appropriate

steering mechanisms, effective oversight, implementing teaching and learning support plans, providing student support

services and providing management information and statistics on PSeT performance.

Spending over the medium term is projected to grow by 5.4% with the following spending patterns, projections and

possible reductions:

The budget growth rate during the mTeF period on Compensation of employees will grow by 5.7%, while goods and

Services will increase by 4% with a spending projection of 5.5%.

HMR&A Wheelchair Handover Ceremony



4.3 programme 3: uniVerSiTY eDucaTion

The purpose of the programme is to develop and coordinate policy and regulatory frameworks for an effective and efficient

university education system. Provide financial support to universities, the national Student Financial aid Scheme and to

national institutes for higher education.


§§ Programme Management: university education manages delegated administrative and financial responsibilities,

and coordinates all monitoring and evaluation functions for the programme.

§§ University-Academic Planning and Management: Plans and monitors the university system. This entails

analysing institutional and national plans, maintaining programmes and qualification combinations.

§§ University-Financial Planning and Information Systems: Coordinates and manages the development and

maintenance of the higher education management information System (hemiS) and the appropriate funding

framework for a diverse university system.

§§ University-Policy and Development: regulates private university institutions and provides support for the

development of universities.

§§ Teacher Education: develops a responsive and comprehensive national teacher education and development

system as a sub-system of the higher education and training system, develops and maintains academic policy for

teacher education qualifications in line with the higher education qualifications framework, mentors institutions

for adherence to policy, and supports policy implementation to ensure relevant curricula and the sufficient supply

of well qualified teachers for all education sub-systems.

§§ University Subsidies: Transfers payments to universities annually.



4.3.

1 ST

raT

egic

oB

Jec

TiV

eS a

nn

ua

L Ta

rgeT

S - p

rog

ra

mm

e 3:

un

iVer

SiTY

eD

uc

aTio

n

STr

aTeg

ic o

BJe

cTi

Ve

5-Ye

ar

STr

aTeg

ic

pLa

n T

arg

eT20

15-2

020

au

DiT

eD /a

cTu

aL

perf

orm

an

ceeS

Tim

aTeD

pe

rfo

rma

nce

meD

ium

Ter

m T

arg

eTS

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

4.3.

1.1

To e

nsur

e a

soun

d PS

eT s

yste

m th

roug

h th

e de

velo

pmen

t of a

ppro

pria

te s

teer

ing

mec

hani

sms

for u

nive

rsity

edu

catio

n by

31

mar

ch 2

020

dev

elop

and

app

rove

10

stee

ring

mec

hani

sms

for

univ

ersi

ty e

duca

tion

17

2St

eerin

g m

echa

nism

s im

plem

enta

tion

revi

ew a

nd a

ppro

ve fi

ve

stee

ring

mec

hani

sms

for

univ

ersi

ty e

duca

tion

13

1St

eerin

g m

echa

nism

s im

plem

enta

tion

4.3.

1.2

To e

nsur

e in

tegr

ated

pla

nnin

g in

sup

port

of

an

impr

oved

col

labo

ratio

n w

ithin

the

PSeT

sub

-sys

tem

s by

31

mar

ch 2

020

dev

elop

and

app

rove

two

inte

grat

ed p

lans

for P

SeT

11

inte

grat

ed p

lans

im

plem

enta

tion

4.3.

1.3

To

impl

emen

t ove

rsig

ht in

stru

men

ts o

n hi

gher

edu

catio

n in

stitu

tions

to e

nsur

e an

effe

ctiv

e m

onito

ring

and

eval

uatio

n of

the

univ

ersi

ty e

duca

tion

sect

or b

y

31 m

arch

202

0

dev

elop

and

app

rove

15

mon

itorin

g an

d ev

alua

tion

repo

rts

per a

nnum

by

31

mar

ch 2

020

1114

1515

15

4.3.

1.4

To

pro

vide

teac

hing

and

lear

ning

su

ppor

t ser

vice

s ai

med

at i

mpr

ovin

g ac

cess

to q

ualit

y te

achi

ng a

nd le

arni

ng

in h

ighe

r edu

catio

n in

stitu

tions

by

31

mar

ch 2

020

dev

elop

and

app

rove

five

te

achi

ng a

nd le

arni

ng

supp

ort p

lans

for u

nive

rsity

ed

ucat

ion

14

impl

emen

tatio

n of

teac

hing

and

le

arni

ng s

uppo

rt p

lans

4.3.

1.5

To

pro

vide

stu

dent

sup

port

ser

vice

s fo

r hi

gher

edu

catio

n in

stitu

tions

in o

rder

to

prom

ote

the

succ

ess

of s

tude

nts

with

in

the

PSeT

sys

tem

by

31 m

arch

202

0.

dev

elop

and

app

rove

th

ree

stud

ent s

uppo

rt

serv

ices

pla

ns fo

r uni

vers

ity

educ

atio

n

21

4.3.

1.6

To

ann

ually

pro

vide

man

agem

ent

info

rmat

ion

and

stat

istic

s on

the

perf

orm

ance

of h

ighe

r edu

catio

n in

stitu

tions

app

rove

and

pub

lish

annu

al fi

rst-

time

ente

ring

unde

rgra

duat

e co

hort

re

port

s

11

11

1

4.3.

1.7

To

ens

ure

a st

rong

uni

vers

ity e

duca

tion

stak

ehol

der n

etw

ork

in s

uppo

rt o

f eff

ectiv

e co

llabo

ratio

n of

sta

keho

lder

s w

ithin

the

PSeT

sys

tem

by

31 m

arch

20

20

esta

blis

h a

BriC

S Th

ink-

Tank

an

d Pa

rtic

ipat

ive

aca

dem

ic

Foru

m to

pro

mot

e pa

rtne

rshi

ps w

ithin

the

high

er e

duca

tion

syst

em

by th

e en

d of

mar

ch 2

016

1Br

iCS

Thin

k-Ta

nk a

nd P

artic

ipat

ive

aca

dem

ic F

orum

ope

ratio

nal



4.3.

2 pr

og

ra

mm

e pe

rfo

rma

nce

inD

icaT

orS

an

D a

nn

ua

L Ta

rgeT

S fo

r 20

17 m

Tef

- un

iVer

SiTY

eD

uc

aTio

n

STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.3

.1pe

rfo

rma

nce

inD

icaT

orS

au

DiT

eD/a

cTu

aL

perf

orm

an

ceeS

Tim

aTeD

pe

rfo

rma

nce

20

16/1

7

Targ

eT20

17/1

8Ta

rgeT

2018

/19

Targ

eT20

19/2

020

13/1

420

14/1

520

15/1

6

So: 4

.3.1

.14.

3.1.

1.1

new

ste

erin

g m

echa

nism

s appr

oved

(n)

17

2im

plem

enta

tion

of s

teer

ing

mec

hani

sms

4.3.

1.1.

2 re

view

ed s

teer

ing

mec

hani

sms

appr

oved

(n)

13

1im

plem

enta

tion

of

revi

ewed

ste

erin

g m

echa

nism

s

So: 4

.3.1

.24.

3.1.

2.1

inte

grat

ed p

lans

app

rove

d (n

)1

1im

plem

enta

tion

of

inte

grat

ed p

lans

So: 4

.3.1

.34.

3.1.

3.1

mon

itor

ing

and

eval

uati

on re

port

s ap

prov

ed (n

)11

1415

1515

So: 4

.3.1

.44.

3.1.

4.1

Teac

hing

and

lear

ning

sup

port

pla

ns

appr

oved

(n)

14

impl

emen

tatio

n of

app

rove

d te

achi

ng

and

lear

ning

sup

port

pla

ns

So: 4

.3.1

.54.

3.1.

5.1

Stud

ent s

uppo

rt s

ervi

ces

plan

s ap

prov

ed (n

)2

1

So: 4

.3.1

.64.

3.1.

6.1

coho

rt s

tudy

repo

rts

on h

ighe

r ed

ucat

ion

appr

oved

(n)

11

11

1



4.3.

3 Q

ua

rTer

LY T

arg

eTS

for

2017

/18 - p

rog

ra

mm

e 3:

un

iVer

SiTY

eD

uc

aTio

n

STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.3

.1

perf

orm

an

cein

Dic

aTo

r7re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.3.1

.14.

3.1.

1.1

new

ste

erin

g m

echa

nism

s appr

oved

(n

)

ann

ual

2

4.3.

1.1.

1.1

Perc

enta

ge

com

plet

ion

of C

entr

al

app

licat

ions

Se

rvic

es P

olic

y

(Q1

and

2)(c

umul

ativ

e)

(100

%)

Cent

ral a

pplic

atio

ns

Serv

ices

Pol

icy

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y

30 S

epte

mbe

r 201

7

(75%

)Fi

nal d

raft

Cen

tral

a

pplic

atio

ns

Serv

ices

Pol

icy

deve

lope

d fo

r su

bmis

sion

to

min

iste

r for

ap

prov

al

(100

%)

Cent

ral

app

licat

ions

Se

rvic

e Po

licy

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y

30 S

epte

mbe

r 201

7 4.

3.1.

1.1.

2 Pe

rcen

tage

co

mpl

etio

n of

pol

icy

fram

ewor

k on

co

llabo

ratio

n be

twee

n pr

ofes

sion

al

bodi

es,

gov

ernm

ent

depa

rtm

ents

an

d qu

ality

co

unci

ls

Qua

rter

ly

(cum

ulat

ive)

(100

%)

Polic

y fra

mew

ork

on c

olla

bora

tion

betw

een

prof

essi

onal

bo

dies

, gov

ernm

ent

depa

rtm

ents

and

qu

ality

cou

ncils

de

velo

ped

and

appr

oved

by

the

min

iste

r on

31 m

arch

20

18

(25%

)Pr

oces

s fo

r dr

aftin

g of

the

polic

y fra

mew

ork

on c

olla

bora

tion

betw

een

prof

essi

onal

bod

ies,

gov

ernm

ent

depa

rtm

ents

and

qu

ality

cou

ncils

in

itiat

ed (p

roje

ct

plan

dev

elop

ed)

(50%

)Co

llabo

ratio

n be

twee

n pr

ofes

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over

nmen

t de

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ts a

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ity c

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lope

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ario

us

aspe

cts

of th

e po

licy

unde

rway

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proc

ess

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ne w

ith

proj

ect p

lan)

(75%

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icy

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ewor

k on

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llabo

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n be

twee

n pr

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ts a

nd

qual

ity c

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ils

cons

ulte

d

(100

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Polic

y fra

mew

ork

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betw

een

prof

essi

onal

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gov

ernm

ent

depa

rtm

ents

and

qu

ality

cou

ncils

de

velo

ped

and

appr

oved

by

the

min

iste

r by

31

mar

ch 2

018

4.3.

1.1.

2 re

view

ed s

teer

ing

mec

hani

sms

appr

oved

(n

)

ann

ual

1

4.3.

1.1.

2.1

Perc

enta

ge

com

plet

ion

of

the

amen

ded

nSF

aS

act

Qua

rter

ly(c

umul

ativ

e)(1

00%

)a

men

ded

nSF

aS

act

dev

elop

ed a

nd

appr

oved

by

the

min

iste

r by

31 m

arch

20

18 fo

r sub

mis

sion

to

Cab

inet

(25%

)re

view

of t

he

nSF

aS

act

initi

ated

(t

ask

team

ap

poin

ted)

(50%

)d

raft

am

endm

ents

to

the

nSF

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act

ava

ilabl

e fo

r co

nsul

tatio

n

(75%

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nsul

tatio

n fin

alis

ed a

nd fi

nal

draf

t am

ende

d n

SFa

S a

ct

deve

lope

d

(100

%)

am

ende

d n

SFa

S a

ct d

evel

oped

and

ap

prov

ed b

y th

e m

inis

ter b

y

31 m

arch

201

8 fo

r sub

mis

sion

to

Cabi

net

7 Te

chni

cal i

ndic

ator

des

crip

tion

grid

for p

erfo

rman

ce in

dica

tors

det

ailin

g de

finiti

on, m

etho

d of

cal

cula

tion,

sour

ce e

tc. f

or e

ach

is p

oste

d on

the

dep

artm

enta

l web

site

alo

ng w

ith th

e a

PP fo

r eas

y re

adin

g an

d un

ders

tand

ing



STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.3

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perf

orm

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cein

Dic

aTo

r7re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.3.1

.24.

3.1.

2.1

inte

grat

ed p

lans

ap

prov

ed (n

)a

nnua

l 1

4.3.

1.2.

1.1

Perc

enta

ge

com

plet

ion

of

the

amen

ded

nat

iona

l Pla

n fo

r PSe

T

Qua

rter

ly(c

umul

ativ

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00%

)n

atio

nal P

lan

for

PSeT

dev

elop

ed a

nd

appr

oved

by

the

min

iste

r by

31

mar

ch 2

018

(25%

)d

raft

nat

iona

l Pla

n fo

r PSe

T de

velo

ped

for c

onsu

ltatio

n

(50%

)d

raft

nat

iona

l Pla

n fo

r PSe

T co

nsul

ted

(75%

)Fi

nal d

raft

nat

iona

l Pl

an fo

r PSe

T de

velo

ped

(100

%)

nat

iona

l Pla

n fo

r PS

eT d

evel

oped

an

d ap

prov

ed b

y th

e m

inis

ter b

y 31

m

arch

201

8So

: 4.3

.1.3

4.3.

1.3.

1 m

onit

orin

g an

d ev

alua

tion

repo

rts

appr

oved

(n)

ann

ual

15

4.3.

1.3.

1.1

Perc

enta

ge c

ompl

etio

n of

m

onito

ring

and

eval

uatio

n re

port

s

(Q2,

3 a

nd 4

)(c

umul

ativ

e)(1

00 %

)15

mon

itorin

g an

d ev

alua

tion

repo

rts

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al b

y 31

mar

ch 2

018

(7%

)(1

in th

is q

uart

er)

a re

port

on

the

hea

idS

Pr

ogra

mm

e fo

r the

20

16/1

7 fin

anci

al

year

dev

elop

ed

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y

30 S

epte

mbe

r 201

7

(27%

)(3

in th

is q

uart

er)

1.

a re

port

on

the

finan

cial

hea

lth

of u

nive

rsiti

es

in th

e 20

15

acad

emic

yea

r, de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

dec

embe

r 20

172.

a

repo

rt o

n th

e eff

ectiv

e us

e of

the

2016

/17

Foun

datio

n Pr

ovis

ion

gra

nt

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-

gen

eral

by

31 d

ecem

ber

2017

(100

%)

( 11

in th

is

quar

ter)

1.

a C

lose

-out

re

port

on

the

effec

tive

use

of th

e

rese

arch

dev

el-

opm

ent g

rant

fo

r the

per

iod

2014

/15-

2016

/17,

de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

m

arch

201

82.

a

Clo

se-o

ut

repo

rt o

n th

e eff

ectiv

e us

e of

th

e Te

achi

ng

dev

elop

men

t g

rant

for t

he

perio

d 20

14/1

5-20

16/1

7,

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-

gen

eral

by

31

mar

ch 2

018



STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.3

.1

perf

orm

an

cein

Dic

aTo

r7re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

3.

an

impl

emen

-ta

tion

repo

rt o

n th

e Te

achi

ng

and

lear

ning

d

evel

opm

ent

Capa

city

im

prov

emen

t Pr

ogra

mm

e de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

dec

embe

r 20

17

3.

a re

port

on

the

2016

rese

arch

ou

tput

s of

un

iver

sitie

s de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

m

arch

201

84.

a

n an

nual

re

port

on

the

effec

tive

use

of th

e in

frast

ruct

ure

and

effici

ency

gr

ants

for 2

4 un

iver

sitie

s de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

m

arch

201

85.

a

n an

nual

re

port

on

the

effec

tive

use

of n

ew

univ

ersi

ties

earm

arke

d gr

ant

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-

gen

eral

by

31

mar

ch 2

018



STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.3

.1

perf

orm

an

cein

Dic

aTo

r7re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

6.

an

annu

al

repo

rt o

n th

e ac

hiev

emen

t of

min

iste

rial e

n-ro

lmen

t tar

gets

de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

m

arch

201

87.

re

port

on

inst

itutio

nal

gove

rnan

ce

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-

gen

eral

by

31

mar

ch 2

018

8.

an

annu

al

repo

rt o

n th

e

impl

emen

-ta

tion

of

the

SSau

F Pr

ogra

mm

e de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

m

arch

201

8



STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.3

.1

perf

orm

an

cein

Dic

aTo

r7re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

9.

an

annu

al

repo

rt o

n Ph

ei

com

plia

nce

with

the

regu

latio

ns

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-

gen

eral

by

31

mar

ch 2

018

10.

a re

port

on

stud

ent

lead

ersh

ip

capa

city

de

velo

pmen

t pr

ogra

mm

e de

velo

ped

and

appr

oved

by

the

dire

ctor

- g

ener

al b

y 31

m

arch

201

811

. a

repo

rt o

n th

e 20

17 B

riC

S pa

rtne

rshi

ps

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-

gen

eral

by

31

mar

ch 2

018

So: 4

.3.1

.44.

3.1.

4.1

Tea

chin

g an

d le

arni

ng

supp

ort p

lan

appr

oved

(n

)

impl

emen

tatio

n of

teac

hing

and

lear

ning

sup

port

pla

ns a

ppro

ved

in th

e pr

evio

us fi

nanc

ial y

ears

(see

repo

rts

in 4

.3.1

.3.1

.1)



STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.3

.1

perf

orm

an

cein

Dic

aTo

r7re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.3.1

.64.

3.1.

6.1

coh

ort s

tudy

repo

rts

on h

ighe

r edu

cati

on

appr

oved

(n)

ann

ual

1

4.3.

1.6.

1.1

Per

cent

age

com

plet

ion

of a

coh

ort

stud

y re

port

on

hig

her

educ

atio

n ap

prov

ed

(Q2,

3 a

nd 4

)(c

umul

ativ

e)(1

00%

)a

n up

date

d co

hort

st

udy

repo

rt o

n hi

gher

edu

catio

n in

clud

ing

the

2016

aud

ited

data

de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31 m

arch

201

8

(25%

)a

udite

d da

ta

rece

ived

from

un

iver

sitie

s

(50%

)d

ata

verifi

catio

n an

d ge

nera

tion

of c

ohor

t tab

le

com

men

ced

(100

%)

an

upda

ted

coho

rt s

tudy

repo

rt

incl

udin

g th

e 20

16 a

udite

d da

ta

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al b

y 31

mar

ch 2

018



4.3.4 pSeT SYSTem reSuLT inDicaTorS (ouTcome/impacT) anD TargeTS

The following systemic targets relating to sub-outcome 3 of outcome 5 of the 2014-2019 mTSF will be monitored and

reported annually by programme 3. The information reported will form the basis for evaluating system performance and

decision making on the required interventions to correct any under-performance and/or any deficiencies identified.

Sub-outcome 3: increase access to high-level occupationally directed programmes in needed areas

no reSuLT inDicaTor (ouTcome/impacT)

BaSeLine 2016/17

(2015 aCademiC year, rePorTed and VeriFied By

31 oCToBer 2016)

2017/18 TargeT

(2016 aCademiC year, rePorTed

and VeriFied By 31 oCToBer

2016)

2019/20 TargeT

Time frame for reporTing progreSS

1 Students enrolled in public higher education studies (n)

985 212 995 000* 1 070 000 3rd quarter

2 graduates in engineering Sciences from universities (n)

12 470 13 000** 57 000 3rd quarter

3 graduates in human health and animal health from universities (n)

9 851 10 400** 45 000 3rd quarter

4 graduates in natural and Physical Sciences from universities (n)

7 917 8 300** 36 000 3rd quarter

5 graduates in initial Teacher education from universities (n)

20 698 20 800** 99 000 4th quarter

6 doctoral graduates from universities (n) 2 530 2 700** 12 000 3rd quarter

7 Proportion of universities meeting standards of good governance (%)

good governance indicators approved

Baseline %**** established

70% 4th quarter2018/19

8 research masters graduates (n) 7 317 7 600** 34 000 3rd quarter

9 Success rates at universities (%) 78% 78%* 78% 3rd quarter

10 higher education undergraduate success rates (contact) (%)

83% 83%* 81% 3rd quarter

11 higher education undergraduate success rates (distance) (%)

68% 68%* 71% 3rd quarter

12 universities offering accredited TVeT College lecturer qualifications (n)

0 1 10 4th quarter

13 university academic staff with Phds (%) 44% 45% 46% 3rd quarter

14 additional first-time entrants (black and women) to the academic workforce in addition to normal replacement and plans (n)

102 100 100 4th quarter

15 Students in foundation programmes (n) 17 977 18 500* 36 000 3rd quarter

16 eligible university students obtaining financial aid (n) (nSFaS)

178 961 205 000*** 205 000 3rd quarter

*2016 academic year, verified through hemiS audits by october 2017 except for teacher education where an additional

verification process will take place in the 4th quarter.

**Cumulative from the 2014 to 2018 academic year, reported and verified by 31 october 2019

***2016/17 nSFaS annual report

**** Percentage baseline established will be reported during 2018/19 financial year



reco

nci

Lin

g p

erfo

rma

nce

Ta

rgeT

S W

iTh

Th

e B

uD

geT

an

D m

Tef:

pro

gr

am

me

3

SuB

-pro

gr

am

me

au

DiT

eD o

uTc

om

eSeS

Tim

aTeS

o

f n

aTio

na

L eX

pen

DiT

ure

meD

ium

Ter

m e

Xpe

nD

iTu

re e

STim

aTe

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

r’m

illio

nr’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

n

1.

Prog

ram

me

man

agem

ent

1.8

2.0

3.9

4.7

4.3

4.7

5.1

2.

uni

vers

ity –

aca

dem

ic P

lann

ing

and

man

agem

ent

5 87

0.9

6 24

9.1

6 55

8.0

11 5

07.5

10 2

73.8

13 2

77.1

14 0

82.5

3.

uni

vers

ity –

Fin

anci

al P

lann

ing

and

info

rmat

ion

Syst

ems

8.7

7.6

8.4

12.7

11.4

12.5

13.5

4.u

nive

rsity

– P

olic

y an

d d

evel

opm

ent

20.2

19.7

21.0

27.6

27.7

30.1

32.3

5.Te

ache

r edu

catio

n8.

910

.510

.214

.319

.521

.323

.1

6.u

nive

rsity

Sub

sidi

es22

392

.824

195

.326

297

.127

964

.831

606

.836

152

.938

187

.9

ToTa

L28

303

.330

484

.232

898

.639

531

.641

943

.549

498

.652

344

.4

eco

no

mic

cLa

SSif

icaT

ion

Curr

ent p

aym

ents

41

.944

.649

.467

.871

.778

.785

.1

Com

pens

atio

n of

em

ploy

ees

33.1

39.1

43.5

61.1

65.4

72.0

78.0

goo

ds a

nd s

ervi

ces

of w

hich

:8.

85.

65.

96.

76.

46.

77.

1

Com

pute

r ser

vice

s0.

20.

20.

3-

0.7

0.8

0.8

Cons

umab

les:

Stat

ione

ry, p

rintin

g an

d offi

ce

supp

lies

0.4

0.2

0.5

0.6

0.5

0.6

0.7

Trav

el a

nd s

ubsi

sten

ce4.

43.

73.

74.

03.

63.

84.

1

Tran

sfer

s an

d su

bsid

ies

28 2

61.1

30 4

39.2

32 8

49.0

39

463

.541

871

.449

419

.452

258

.9

dep

artm

enta

l age

ncie

s an

d ac

coun

ts5

860.

86

236.

56

544.

111

490

.510

256

.013

257

.514

061

.4

hig

her e

duca

tion

inst

itutio

ns22

392

.824

195

.326

297

.127

964

.831

606

.836

152

.938

187

.9

non

-pro

fit in

stitu

tions

7.0

7.4

7.8

8.2

8.6

9.1

9.6

Paym

ents

for c

apita

l ass

ets

0.3

0.3

0.2

0.3

0.4

0.4

0.5

mac

hine

ry a

nd e

quip

men

t0.

30.

30.

20.

30.

40.

40.

5

ToTa

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303

.330

484

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943

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344

.4




programme 3: university education

The total budget allocated for programme 3 for the 2017/18 financial year will amount to r41.9 billion. during the

medium term, the programme will focus its spending on the provision of a sound PSeT system through the development

of appropriate steering mechanisms, ensure integrated planning in support, implement oversight instruments on

higher education institutions, provide teaching and learning support services, provide student support services for

higher education, provide management information and cohort study reports on the performance of higher education

institutions, ensure a strong university education stakeholder network.


possible reduction:

The budget growth rate during the mTeF period on compensation of employees will grow by 6.1%, while goods and

services will have an increase of 3.4% with a spending projection of 6%.

(From L to R) Prof A Habib with the Minister, Dr BE Nzimande, MP and Prof I Rensburg during a meeting with Vice Chancellors



4.4 programme 4: TechnicaL anD VocaTionaL eDucaTion anD Training

The purpose of the programme is to plan, develop, implement, monitor, maintain and evaluate national policy, programme

assessment practices and systems for Technical and Vocational education and Training.

There are five budget sub-programmes:

§§ Programme Management: Technical and Vocational education and Training manages the delegated administrative

and financial responsibilities, and coordinates all monitoring and evaluation functions.

§§ Technical and Vocational Education and Training System Planning and Institutional Support: Provides

support to management and councils; monitors and evaluates the Technical and Vocational education and Training

system performance against set indicators, develops regulatory frameworks for the system, manages and monitors

the procurement and distribution of learning and teaching support materials, provides leadership for Technical

and Vocational education and Training Colleges to enter into partnerships for the use of infrastructure and funding

resources, and maps the institutional landscape for the roll-out of the Technical and Vocational education and

Training College system.

§§ Programmes and Qualifications: manages and coordinates curriculum development processes, ensures the

development of quality learning and teaching materials, monitors and supports the implementation of curriculum

statements and assessment regulations, monitors and supports the development of lecturers, and provides

leadership for the Technical and Vocational education and Training Colleges to diversify their programmes,

qualifications and curriculum.

§§ National Examination and Assessment: administers, manages the conduct of national assessment in the

Technical and Vocational education and Training and Community education and Training Colleges.

§§ Financial Planning: Sets up financial management systems; develops the financial management capacity of

Technical and Vocational education and Training Colleges; manages and determines the fair distribution of funding

to Technical and Vocational education and Training Colleges in accordance with funding norms and standards for

funding these colleges; monitors compliance with the supply chain management policy; and ensures the timely

submission of audited performance information, annual financial statements and quarterly and annual reports.



4.4.

1 ST

raT

egic

oB

Jec

TiV

eS a

nn

ua

L Ta

rgeT

S - p

rog

ra

mm

e 4:

Tec

hn

ica

L a

nD

Vo

caT

ion

aL

eDu

caT

ion

an

D T

ra

inin

g

STr

aTeg

ic o

BJe

cTi

Ve

5-Ye

ar

STr

aTeg

ic p

Lan

Ta

rgeT

20

15-2

020

au

DiT

eD /a

cTu

aL

perf

orm

an

ceeS

Tim

aTeD

pe

rfo

rma

nce

meD

ium

Ter

m T

arg

eTS

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

4.4.

1.1

To d

evel

op a

nd re

view

TVe

T st

eerin

g m

echa

nism

s in

sup

port

of

a so

und

PSeT

sys

tem

by

31 m

arch

20

20

dev

elop

and

app

rove

eig

htst

eerin

g m

echa

nism

s fo

r TVe

T Co

llege

sec

tor

31

4St

eerin

g m

echa

nism

s im

plem

enta

tion

revi

ew a

nd a

ppro

ve fi

ve

stee

ring

mec

hani

sms

for T

VeT

Colle

ge s

ecto

r

12

2St

eerin

g m

echa

nism

s im

plem

enta

tion

4.4.

1.2

To

impl

emen

t ove

rsig

ht

inst

rum

ents

on

TVeT

Col

lege

s to

en

sure

effe

ctiv

e m

onito

ring

and

eval

uatio

n of

the

TVeT

sec

tor b

y

31 m

arch

202

0

dev

elop

and

app

rove

46

mon

itorin

g an

d ev

alua

tion

repo

rts

by m

arch

202

0

25

1612

11

4.4.

1.3

To

pro

vide

TVe

T te

achi

ng a

nd

lear

ning

sup

port

pla

ns a

imed

at

impr

ovin

g ac

cess

to q

ualit

y te

achi

ng a

nd le

arni

ng in

TVe

T Co

llege

s by

31

mar

ch 2

020

dev

elop

and

app

rove

five

te

achi

ng a

nd le

arni

ng

supp

ort p

lans

for T

VeT

Colle

ges

21

2im

plem

enta

tion

of

teac

hing

and

lear

ning

su

ppor

t pla

ns

4.4.

1.4

To

pro

vide

stu

dent

sup

port

ser

vice

s fo

r TVe

T Co

llege

s in

sup

port

of a

n im

prov

ed P

SeT

syst

em b

y 31

mar

ch

2020

dev

elop

and

app

rove

a

stud

ent s

uppo

rt s

ervi

ces

plan

fo

r TVe

T Co

llege

s by

31

mar

ch 2

016

1im

plem

enta

tion

of s

tude

nt s

uppo

rt s

ervi

ces

plan

4.4.

1.5

To

dev

elop

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Build

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To

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m

onit

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1211

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3.1

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5.1

TV

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plet

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plem

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stru

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anag

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tem

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VeT

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agem

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tatio

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So: 4

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4.1.

6.1

Sa

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plet

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%)

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31

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Sept

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ndin

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lege

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ped

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k fo

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Sept

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174.

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m

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2018

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Dic

aTo

r8re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

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Q1

Q2

Q3

Q4

5.

a re

port

on

the

impl

e-m

enta

tion

on

teac

hing

and

le

arni

ng

supp

ort

plan

s in

TVe

T Co

llege

s fo

r th

e pr

evio

us

acad

emic

yea

r de

velo

ped

and

appr

oved

by

the

d

irect

or-

gen

eral

by

31

mar

ch 2

018

6.

a re

port

on

the

impl

e-m

enta

tion

of

stud

ent

supp

ort

serv

ices

pla

ns

in T

VeT

Co

llege

s

deve

lope

d an

d ap

prov

ed

by th

e

dire

ctor

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ener

al b

y 31

m

arch

201

8



STr

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Jec

TiV

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perf

orm

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cein

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rio

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nn

ua

L Ta

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Q1

Q2

Q3

Q4

7.

a re

port

on

the

impl

e-m

enta

tion

of

stra

tegy

on

stra

tegi

c

part

ners

hips

w

ith k

ey

stak

ehol

ders

de

velo

ped

and

appr

oved

by

the

d

irect

or-

gen

eral

by

31

mar

ch 2

018

8.

a m

onito

ring

and

ev

alua

tion

repo

rt o

n th

e TV

eT C

olle

ges

deve

lope

d an

d ap

prov

ed

by th

e

dep

uty

dire

ctor

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ener

al b

y 31

m

arch

201

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ua

L Ta

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Q1

Q2

Q3

Q4

So: 4

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4.1.

3.1

Te

achi

ng a

nd le

arni

ng s

up-

port

pla

ns a

ppro

ved

(n)

ann

ual

2

4.4.

1.3.

1.1

Perc

enta

ge

com

plet

ion

of a

re

vise

d pl

an fo

r the

re

view

of c

urric

ula

with

in th

e TV

eT

syst

em fo

r the

201

8 ac

adem

ic y

ear

Q1

(100

%)

a re

vise

d pl

an fo

r re

view

of c

urric

ula

with

in th

e TV

eT

syst

em fo

r the

20

18 a

cade

mic

ye

ar d

evel

oped

an

d ap

prov

ed

by th

e d

eput

y d

irect

or-g

ener

al

by 3

0 Ju

ne 2

017

(100

%)

a re

vise

d pl

an fo

r re

view

of c

urric

ula

with

in th

e TV

eT

syst

em fo

r the

20

18 a

cade

mic

ye

ar d

evel

oped

an

d ap

prov

ed

by th

e d

eput

y d

irect

or-g

ener

al

by 3

0 Ju

ne 2

017

--

-

4.4.

1.3.

1.2

Perc

enta

ge

com

plet

ion

of

plan

for T

VeT

Colle

ge le

ctur

er

deve

lopm

ent

Qua

rter

ly(c

umul

ativ

e)(1

00%

)Pl

an fo

r TVe

T Co

llege

lect

urer

de

velo

pmen

t, de

velo

ped

and

appr

oved

by

the

dep

uty

dire

ctor

-g

ener

al b

y

31 m

arch

201

8

(25%

)Co

nsul

tatio

n an

d en

gage

men

t with

TV

eT C

olle

ges

initi

ated

(50%

)1st

dra

ft p

lan

for T

VeT

Colle

ge le

ctur

er

deve

lopm

ent,

deve

lope

d

(75%

)d

raft

pla

n fo

r TVe

T Co

llege

lect

urer

de

velo

pmen

t co

nsul

ted

with

in

divi

dual

col

lege

s an

d fin

alis

ed

(100

%)

Plan

for T

VeT

Colle

ge le

ctur

er

deve

lopm

ent,

deve

lope

d an

d ap

prov

ed b

y th

e d

eput

y d

irect

or-

gen

eral

by

31

mar

ch 2

018

So:4

.4.1

.54.

4.1.

5.2

roll-

out p

lan

for t

he

cons

truc

tion

of n

ine

TVeT

co

llege

cam

puse

s ap

prov

ed

(n)

ann

ual

1

4.4.

1.5.

2.1

Perc

enta

ge

com

plet

ion

of

roll-

out p

lan

for

the

cons

truc

tion

of

nine

TVe

T Co

llege

ca

mpu

ses

Qua

rter

ly(Q

3 an

d 4)

(c

umul

ativ

e)

(100

%)

roll-

out p

lan

for

the

cons

truc

tion

of n

ine

TVeT

Co

llege

cam

puse

s de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(50%

)d

raft

roll-

out

plan

for t

he

cons

truc

tion

of n

ine

TVeT

Co

llege

cam

puse

s de

velo

ped

(100

%)

roll-

out p

lan

for

the

cons

truc

tion

of n

ine

TVeT

Co

llege

cam

puse

s de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018



STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.4

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orm

an

cein

Dic

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ing

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rio

Da

nn

ua

L Ta

rgeT

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Q1

Q2

Q3

Q4

4.4.

1.5.

3 in

fras

truc

ture

fund

ing

mod

el

for T

VeT

col

lege

sec

tor

appr

oved

(n)

ann

ual

1

4.4.

1.5.

3.1

Perc

enta

ge

com

plet

ion

of

infra

stru

ctur

e fu

ndin

g m

odel

for

TVeT

Col

lege

sec

tor

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rter

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3 an

d 4)

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umul

ativ

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%)

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ctur

e fu

ndin

g m

odel

fo

r TVe

T Co

llege

se

ctor

dev

elop

ed

and

appr

oved

by

the

dire

ctor

-g

ener

al b

y

31 m

arch

201

8

(50%

)d

raft

fram

ewor

k of

infra

stru

ctur

e fu

ndin

g m

odel

fo

r TVe

T Co

llege

se

ctor

dev

elop

ed

(100

%)

infra

stru

ctur

e fu

ndin

g m

odel

fo

r TVe

T Co

llege

se

ctor

dev

elop

ed

and

appr

oved

by

the

dire

ctor

-g

ener

al b

y

31 m

arch

201

84.

4.1.

5.4

infr

astr

uctu

re m

aint

enan

ce

plan

for T

VeT

col

lege

sec

tor

appr

oved

(n)

ann

ual

1

4.4.

1.5.

4.1

Perc

enta

ge

com

plet

ion

of

infra

stru

ctur

e m

aint

enan

ce p

lan

for T

VeT

Colle

ge

sect

or

Qua

rter

ly(Q

2, 3

and

4)

(cum

ulat

ive)

100%

infra

stru

ctur

e m

aint

enan

ce p

lan

for T

VeT

Colle

ge

sect

or d

evel

oped

an

d ap

prov

ed

by th

e d

irect

or-

gen

eral

by

31

mar

ch 2

018

(50%

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raft

infra

stru

ctur

e m

aint

enan

ce p

lan

for T

VeT

Colle

ge

sect

or d

evel

oped

(100

%)

infra

stru

ctur

e m

aint

enan

ce p

lan

for T

VeT

Colle

ge

sect

or d

evel

oped

an

d ap

prov

ed

by th

e d

irect

or-

gen

eral

by

31 m

arch

201

84.

4.1.

5.5

Dev

elop

a n

atio

nal

infr

astr

uctu

re a

sset

m

anag

emen

t sys

tem

for

TVeT

col

lege

s (n

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ann

ual

1

4.4.

1.5.

5.1

Perc

enta

ge

com

plet

ion

of a

nat

iona

l in

frast

ruct

ure

asse

t m

anag

emen

t sy

stem

for T

VeT

Colle

ges

Qua

rter

ly(c

umul

ativ

e)10

0%a

nat

iona

l in

frast

ruct

ure

asse

t m

anag

emen

t sy

stem

for

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Col

lege

s de

velo

ped

and

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oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(25%

)a

dra

ft n

atio

nal

infra

stru

ctur

e as

set

man

agem

ent

syst

em fo

r TVe

T Co

llege

s av

aila

ble

for c

onsu

ltatio

n

(50%

)a

dra

ft n

atio

nal

infra

stru

ctur

e as

set

man

agem

ent

syst

em fo

r TVe

T Co

llege

s con

sulte

d

(75%

)a

dra

ft n

atio

nal

infra

stru

ctur

e as

set

man

agem

ent

syst

em fo

r TV

eT C

olle

ges

deve

lope

d

(100

%)

a n

atio

nal

infra

stru

ctur

e as

set

man

agem

ent

syst

em fo

r TV

eT C

olle

ges

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al

by 3

1 m

arch

201

8



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e 2

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me

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the

201

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19 m

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mon

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d re

port

ed a

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lly b

y pr

ogra

mm

e 4.

The

info

rmat

ion

repo

rted

will

form

the

bas

is fo

r ev

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ting

syst

em p

erfo

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ce a

nd d

ecis

ion

mak

ing

on t

he re

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terv

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ns t

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y un

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ually

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acad

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port

ed a

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ed b

y 31

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ober

201

7)

2h

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ount

enr

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ents

in T

VeT

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nded

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023

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0 Th

is ta

rget

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ba

sed

on th

e 20

15 re

port

ed

num

bers

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ual

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orm

ance

will

be

dep

ende

nt

on th

e Co

llege

s ac

cess

ing

othe

r so

urce

s of

fund

ing

ann

ually

(3rd

Qua

rter

)(2

018

acad

emic

yea

r, re

port

ed a

nd

verifi

ed b

y 31

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ober

201

7)

3h

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ount

enr

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ents

in T

VeT

Colle

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Fund

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Th

is ta

rget

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ba

sed

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e 20

15 re

port

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bers

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ual

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orm

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will

be

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ende

nt

on th

e co

llege

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cess

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urce

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fund

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ann

ually

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201

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acad

emic

yea

r, re

port

ed a

nd

verifi

ed b

y 31

oct

ober

201

7)

7Ce

rtifi

cate

s is

sued

to q

ualif

ying

ca

ndid

ates

with

in th

ree

mon

ths

of

publ

icat

ion

of re

sults

(num

ber o

f m

onth

s)

mor

e th

an n

ine

mon

ths

33

Per c

olle

ge e

xam

inat

ion

cycl

e w

ithin

th

ree

mon

ths

of p

ublic

atio

n of

the

resu

lts

8Pu

blic

TVe

T Co

llege

exa

min

atio

n ce

ntre

s ev

alua

ted

in c

ondu

ctin

g na

tiona

l exa

min

atio

ns a

nd

asse

ssm

ents

in c

ompl

ianc

e w

ith

natio

nal p

olic

y (%

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87%

100%

100%

ann

ually

(1st

Qua

rter

)(2

016

acad

emic

yea

r, re

port

ed a

nd

verifi

ed b

y 30

June

201

7)

9re

port

on

TVeT

thro

ughp

ut ra

te

(n)

0re

fer t

o no

te b

elow

repo

rt o

n 20

16 -

2018

coh

ort

31 d

ecem

ber 2

019

(Thr

ough

put r

epor

t on

stud

ent c

ohor

t fo

r the

aca

dem

ic p

erio

d 20

16 –

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8)

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T st

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ts o

btai

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n

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S fin

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ssis

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e pe

r an

num

(n)

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000

ann

ually

(cum

ulat

ive

from

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4 to

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r 201

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ic y

ear,

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rted

and

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ctob

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tim

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base

line

for

2012

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t 40

%a

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lly(F

unde

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n st

uden

t co

hort

for a

cade

mic

per

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2014

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by

31 d

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ber 2

019)

13TV

eT in

stitu

tions

eva

luat

ed o

n im

plem

enta

tion

of p

ropo

sed

best

pr

actic

e, p

olic

ies

and

guid

elin

es

issu

ed b

y th

e d

epar

tmen

t of

hig

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duca

tion

and

Trai

ning

33%

100%

100%

end

mar

ch a

nnua

lly fo

r the

pre

viou

s ac

adem

ic y

ear

15TV

eT s

tude

nts

enro

lled

in

foun

datio

n pr

ogra

mm

es (n

)-

0-

Ther

e is

no

fund

ing

for t

he ta

rget

on

this

indi

cato

r. T

here

fore

, it w

ill n

ot b

e re

port

ed o

n

16Su

cces

s ra

te in

foun

datio

n pr

ogra

mm

e (%

) bas

elin

e to

be

esta

blis

hed

-0

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ere

is n

o fu

ndin

g fo

r the

targ

et o

n th

is in

dica

tor.

The

refo

re, i

t will

not

be

repo

rted

on

17n

umbe

r of a

dditi

onal

bed

s fo

r st

uden

ts a

ccom

mod

atio

n in

pub

lic

TVeT

Col

lege

s (n

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--

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ere

is n

o fu

ndin

g fo

r the

targ

et o

n th

is in

dica

tor.

The

refo

re, i

t will

not

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repo

rted

on

not

e: F

or th

e 20

17/1

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anci

al y

ear b

asel

ine

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nce

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5




programme 4: Technical and Vocational education and Training

The total budget allocated for programme 4 for the 2017/18 financial year will amount to r7.4 billion. during the medium

term, Programme 4 will focus its spending on the development and review of the TVeT steering mechanisms, implement

oversight instruments on TVeT Colleges, improve learning assessment services for TVeT Colleges, provide TVeT teaching

and learning support plans, provide TVeT teaching and learning support plans to improve access to quality teaching and

learning in TVeT Colleges, provide student support services for TVeT Colleges and develop infrastructure for TVeT Colleges.


possible reduction:

The budget growth rate during the mTeF period on compensation of employees will grow by 4.4% while goods and

services will have an increase of 3.1% with a spending projection of 4.6%.

The Minister, Dr BE Nzimande, MP officiating the ribbon cutting ceremony at the new campus site of the Waterberg TVET College in Thabazimbi

The newly constructed campus site of Waterberg TVET College in Thabazimbi



4.5 programme 5: SKiLLS DeVeLopmenT

The purpose of this programme is to promote and monitor the national Skills development Strategy. develop a skills

development policy and regulatory framework for an effective skills development system.

There are four budget sub-programmes:

§§ Programme Management - Skills Development: manages delegated administrative and financial responsibilities,

and coordinates all monitoring and evaluation functions.

§§ SETA Coordination: Supports, monitors, and reports on the implementation of the national skills development

strategy at the sectoral level by establishing and managing the performance of service level agreements with Sector

education and Training authorities, and by conducting trade tests at the institute for the national development of

learnerships, employment Skills and labour assessments (indlela).

§§ National Skills Development Services: manages projects identified in the national Skills development Strategy

and advises the minister on the national Skills development Policy and Strategy.

§§ Quality Development and Promotion: Transfers funds to the Quality Council for Trades and occupations as a

contribution to its operations.



4.5.

1 ST

raT

egic

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Jec

TiV

eS a

nn

ua

L Ta

rgeT

S –

pro

gr

am

me

5: S

KiL

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perf

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rfo

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nce

meD

ium

Ter

m T

arg

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2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

4.5.

1.1

To d

evel

op a

nd re

view

ste

erin

g m

echa

nism

s fo

r art

isan

de

velo

pmen

t in

supp

ort o

f a

soun

d PS

eT s

yste

m b

y 31

mar

ch

2020

dev

elop

and

app

rove

four

st

eerin

g m

echa

nism

s fo

r ar

tisan

dev

elop

men

t

22

Stee

ring

mec

hani

sms

impl

emen

tatio

n

revi

ew a

nd a

ppro

ve e

ight

st

eerin

g m

echa

nism

s fo

r ar

tisan

dev

elop

men

t

22

13

Stee

ring

mec

hani

sms

impl

emen

tatio

n

4.5.

1.2

To im

plem

ent o

vers

ight

in

stru

men

ts o

n sk

ills

deve

lopm

ent

to e

nsur

e eff

ectiv

e m

onito

ring

and

eval

uatio

n of

art

isan

dev

elop

men

t by

31

mar

ch 2

020

dev

elop

and

app

rove

five

m

onito

ring

and

eval

uatio

n re

port

s pe

r ann

um

44

55

5

4.5.

1.3

To e

nsur

e eff

ectiv

e ar

tisan

de

velo

pmen

t ass

essm

ent s

ervi

ces

in s

uppo

rt o

f an

impr

oved

PSe

T sy

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by

31 m

arch

202

0

Cond

uct t

rade

test

ing

for

all q

ualif

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trad

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st

appl

icat

ions

rece

ived

with

in

an a

vera

ge o

f 60

days

by

mar

ch 2

020

169

120

100

8060

4.5.

1.4

To d

evel

op in

frast

ruct

ure/

faci

litie

s in

ord

er to

impr

ove

artis

an

deve

lopm

ent b

y 31

mar

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020

dev

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and

app

rove

se

curit

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frast

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at

ind

lela

by

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20

18

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nd

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4.5.

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So: 4

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mon

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ave

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rtis

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4.5.

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revi

ewed

ste

erin

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echa

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s ap

prov

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)a

nnua

l1

4.5.

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Perc

enta

ge

com

plet

ion

of th

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view

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atio

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Skill

s d

evel

opm

ent

Plan

Qua

rter

ly

(cum

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(100

%)

revi

ewed

nat

iona

l Sk

ills

dev

elop

men

t Pl

an d

evel

oped

and

ap

prov

ed b

y th

e d

irect

or-g

ener

al b

y

31 m

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8

(25%

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dra

ft re

vise

d n

atio

nal S

kills

d

evel

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ent

Plan

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d at

n

edla

C

(50%

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dra

ft re

vise

d n

atio

nal S

kills

d

evel

opm

ent

Plan

con

sulte

d

with

the

nat

iona

l Sk

ills

aut

horit

y

(75%

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dra

ft

nat

iona

l Ski

lls

dev

elop

men

t Pl

an d

evel

oped

(100

%)

revi

ewed

n

atio

nal S

kills

d

evel

opm

ent

Plan

dev

elop

ed

and

appr

oved

by

the

dire

ctor

-g

ener

al b

y

31 m

arch

201

8

So: 4

.5.1

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5.1.

2.1

m

onit

orin

g an

d ev

alua

tion

re

port

s ap

prov

ed p

er a

nnum

(n

)

ann

ual

5

4.5.

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1.1

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enta

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plet

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of

mon

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g an

d ev

alua

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repo

rts

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and

eval

uatio

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port

s de

velo

ped

and

appr

oved

(20%

)(o

ne in

this

qu

arte

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port

on

the

impl

emen

tatio

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nat

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dev

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t St

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Tas

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ium

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2013

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2014

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2015

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2016

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2017

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2018

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2019

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r’m

illio

nr’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

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2.1

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9.0

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4.3

eco

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76

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102.

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7.3

Com

pens

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em

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65.1

71.6

86.6

90.3

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512

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4.3




programme 5: Skills Development

The total budget allocated for programme 5 for the 2017/18 financial year will amount to r244.3 million. during the medium

term, the Skills development Branch will focus its spending to increase access to occupational directed programmes in

needed areas and thereby expand the availability of intermediate level skills, with a special focus on artisan skills.


possible reduction:


services will have an increase of 4% with a spending projection of 7%.

Aspiring artisan students hard at work during evaluation of their assignments



4.6 programme 6: communiTY eDucaTion anD Training

The purpose of the programme is to plan, develop, implement, monitor, maintain and evaluate national policy, programme

assessment practices and systems for Community education and Training.

There are four budget sub-programmes:

§§ Programme Management-Community Education and Training: manages the delegated administrative and

financial responsibilities, and coordinates the monitoring and evaluation function of the programme.

§§ Community Education and Training Colleges Systems Planning, Institutional Development and Support: Supports management and councils, monitors and evaluates the Community education and Training system

performance against set indicators, develops regulatory frameworks for the system, manages and monitors the

procurement and distribution of learning and teaching support materials, provides leadership for Community

education and Training Colleges to enter into partnerships for the use of infrastructure for college site hosting

centres and funding these partnerships, maps out an institutional landscape for the rollout of the Community

education and Training system, and is responsible for Community education and Training infrastructure planning

and development.

§§ Financial Planning: Sets up financial management systems; develops the financial management capacity of

Community education and Training Colleges; manages and determines fair distribution of funding to Community

education and Training Colleges in accordance with funding norms and standards for funding these colleges;

monitors compliance with supply chain management policy; and ensures the timely submission of audited

performance information, annual financial statements, and quarterly and annual reports.

§§ Education and Training and Development Support: manages and coordinates curriculum development

processes; ensures the development of quality learning and teaching materials; monitors and supports the

implementation of curriculum statements and assessment regulations; monitors and supports the development

of lecturers; provides leadership for Community education and Training Colleges to diversify their programmes,

qualifications and curriculum; and provides leadership for colleges to form partnerships and linkages for programme

diversification.

The Minister, Dr BE Nzimande, MP addresses the media during an Imbizo at Pietermaritzburg on 7 April 2016



4.6.

1 ST

raT

egic

oB

Jec

TiV

eS a

nn

ua

L Ta

rgeT

S –

pro

gr

am

me

6: c

om

mu

niT

Y eD

uc

aTio

n a

nD

Tr

ain

ing

STr

aTeg

ic o

BJe

cTi

Ve

5-Ye

ar

STr

aTeg

ic

pLa

n T

arg

eT 2

015-

2020

au

DiT

eD /a

cTu

aL

perf

orm

an

ceeS

Tim

aTeD

pe

rfo

rma

nce

meD

ium

Ter

m T

arg

eTS

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

4.6.

1.1

To d

evel

op a

nd re

view

CeT

ste

erin

g m

echa

nism

s in

sup

port

of a

sou

nd P

SeT

syst

em b

y 31

mar

ch 2

020

dev

elop

and

app

rove

ni

ne s

teer

ing

mec

hani

sms

for t

he

Com

mun

ity e

duca

tion

and

Trai

ning

sec

tor

34

2St

eerin

g m

echa

nism

s im

plem

enta

tion

revi

ew a

nd im

prov

e st

eerin

g m

echa

nism

fo

r the

Com

mun

ity

educ

atio

n an

d Tr

aini

ng

sect

or

1St

eerin

g m

echa

nism

im

plem

enta

tion

4.6.

1.2

To

impl

emen

t ove

rsig

ht in

stru

men

ts

on C

eT C

olle

ges

to e

nsur

e eff

ectiv

e m

onito

ring

and

eval

uatio

n of

the

CeT

se

ctor

by

31 m

arch

202

0

dev

elop

and

app

rove

12

mon

itorin

g an

d ev

alua

tion

repo

rts

13

53

4.6.

1.3

To p

rovi

de C

eT te

achi

ng a

nd le

arni

ng

supp

ort p

lans

aim

ed a

t im

prov

ing

acce

ss to

qua

lity

teac

hing

and

lear

ning

in

CeT

Col

lege

s (b

egin

ning

201

7) b

y

31 m

arch

202

0

dev

elop

and

app

rove

a

teac

hing

and

lear

ning

pl

anni

ng fr

amew

ork

for

CeT

Col

lege

s

1im

plem

enta

tion

of te

achi

ng a

nd le

arni

ng

plan

ning

fram

ewor

k fo

r CeT

Col

lege

s

4.6.

1.4

To d

evel

op in

frast

ruct

ure

for C

eT

Colle

ges

to e

nsur

e op

timal

geo

grap

hic

spre

ad b

y 31

mar

ch 2

020

esta

blis

h ni

ne C

eT

Colle

ges

nin

e C

eT

Colle

ges

esta

blis

hed

CeT

Col

lege

s op

erat

iona

l



4.6.

2 pr

og

ra

mm

e pe

rfo

rma

nce

inD

icaT

orS

an

D a

nn

ua

L Ta

rgeT

S fo

r 20

17 m

Tef

– pr

og

ra

mm

e 6

STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.6

.1pe

rfo

rma

nce

inD

icaT

orS

au

DiT

eD/a

cTu

aL

perf

orm

an

ceeS

Tim

aTeD

pe

rfo

rma

nce

20

16/1

7

Targ

eT20

17/1

8Ta

rgeT

2018

/19

Targ

eT20

19/2

020

13/1

420

14/1

520

15/1

6

So: 4

.6.1

.14.

6.1.

1.1

n

ew s

teer

ing

mec

hani

sms ap

prov

ed

(n)

34

2im

plem

enta

tion

of s

teer

ing

mec

hani

sms

4.6.

1.1.

2

revi

ewed

ste

erin

g m

echa

nism

ap

prov

ed (n

)1

impl

emen

tatio

n of

ste

erin

g m

echa

nism

So:4

.6.1

.24.

6.1.

2.1

m

onit

orin

g an

d ev

alua

tion

repo

rts

appr

oved

per

ann

um (n

)1

35

3

So: 4

.6.1

.34.

6.1.

3.1

ce

T te

achi

ng a

nd le

arni

ng s

uppo

rt

fram

ewor

ks a

ppro

ved

(n)

1im

plem

enta

tion

of te

achi

ng a

nd le

arni

ng

supp

ort f

ram

ewor

k

So: 4

.6.1

.44.

6.1.

4.1

ce

T co

llege

s es

tabl

ishe

d (n

)9

CeT

Col

lege

s op

erat

iona

l



4.6.

3 Q

ua

rTer

LY T

arg

eTS

for

2017

/18

STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.6

.1

perf

orm

an

cein

Dic

aTo

r10re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.6.1

.14.

6.1.

1.1

n

ew s

teer

ing

mec

hani

sms

appr

oved

(n)

ann

ual

2

4.6.

1.1.

1.1

Perc

enta

ge

com

plet

ion

of C

eT

serv

ice

deliv

ery

mod

el

(Q1

& 2)

(cum

ulat

ive)

(100

%)

CeT

ser

vice

de

liver

y m

odel

de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

30

Sept

embe

r 20

17

(75%

)d

raft

CeT

ser

vice

de

liver

y m

odel

de

velo

ped

(100

%)

CeT

ser

vice

de

liver

y m

odel

de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

30

Sept

embe

r 20

17

4.6.

1.1.

1.2

Perc

enta

ge

com

plet

ion

of

repo

rtin

g po

licy

for

CeT

Col

lege

s

Qua

rter

ly

(cum

ulat

ive)

(100

%)

repo

rtin

g po

licy

for C

eT C

olle

ges

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y

31 m

arch

201

8

(25%

)1st

dra

ft re

port

ing

polic

y fo

r C

eT C

olle

ges

deve

lope

d

(50%

)1st

dra

ft re

port

ing

polic

y fo

r CeT

ga

zett

ed fo

r pu

blic

com

men

t (c

onsu

ltatio

n)

(75%

)in

corp

orat

ion

of p

ublic

co

mm

ents

and

dr

aft r

epor

ting

polic

y fo

r C

eT C

olle

ges

deve

lope

d

(100

%)

repo

rtin

g po

licy

for C

eT C

olle

ges

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y

31 m

arch

201

8

4.6.

1.1.

2 re

view

ed s

teer

ing

mec

hani

sms

appr

oved

(n)

ann

ual

1

4.6.

1.1.

2.1

Perc

enta

ge

com

plet

ion

of th

e re

view

ed fu

ndin

g fra

mew

ork

for C

eT

Colle

ges

Q1

& 2

(cum

ulat

ive)

(100

%)

revi

ewed

fund

ing

fram

ewor

k fo

r C

eT C

olle

ges

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y

30 S

epte

mbe

r 20

17

(75%

)d

raft

fund

ing

fram

ewor

k fo

r C

eT C

olle

ges

with

am

endm

ents

de

velo

ped

(100

%)

revi

ewed

fund

ing

fram

ewor

k fo

r C

eT C

olle

ges

deve

lope

d an

d ap

prov

ed b

y th

e m

inis

ter b

y

30 S

epte

mbe

r 20

17

10

Tec

hnic

al in

dica

tor d

escr

iptio

n gr

id fo

r per

form

ance

indi

cato

rs d

etai

ling

defin

ition

, met

hod

of c

alcu

latio

n, s

ourc

e et

c. e

ach

post

ed o

n th

e d

epar

tmen

tal w

ebsi

te a

long

with

the

aPP

for e

asy

read

ing

and

unde

rsta

ndin

g



STr

aTeg

ic

oB

Jec

TiV

eS in

Ta

BLe

4.6

.1

perf

orm

an

cein

Dic

aTo

r10re

porT

ing

pe

rio

Da

nn

ua

L Ta

rgeT

20

17/1

8Q

1Q

2Q

3Q

4

So: 4

.6.1

.24.

6.1.

2.1

mon

itor

ing

and

eval

uati

on

repo

rts

appr

oved

per

ann

um

(n)

(Q4)

3

4.6.

1.2.

1.1

Perc

enta

ge

com

plet

ion

of

mon

itorin

g on

CeT

Co

llege

s

(Q2

and

4)(c

umul

ativ

e)(1

00%

)Th

ree

mon

itorin

g an

d ev

alua

tion

repo

rts

on

CeT

Col

lege

s de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

31

mar

ch 2

018

(33%

)(o

ne in

this

qu

arte

r)re

port

on

the

impl

emen

tatio

n of

teac

hing

and

le

arni

ng s

uppo

rt

fram

ewor

k de

velo

ped

and

appr

oved

by

the

dire

ctor

-gen

eral

by

30

Sept

embe

r 20

17

(100

%)

(Tw

o in

the

quar

ter)

1.

repo

rt o

n th

e im

plem

enta

tion

of te

achi

ng a

nd

lear

ning

sup

port

fra

mew

ork

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al

by

31 m

arch

201

82.

m

onito

ring

and

eval

uatio

n re

port

on

the

CeT

Co

llege

sys

tem

pe

rfor

man

ce

deve

lope

d an

d ap

prov

ed b

y th

e d

irect

or-g

ener

al

by 3

1 m

arch

20

18

So: 4

.6.1

.34.

6.1.

3.1

ceT

teac

hing

and

lear

ning

su

ppor

t fra

mew

orks

ap

prov

ed (n

)

impl

emen

tatio

n of

teac

hing

and

lear

ning

sup

port

fram

ewor

ks fo

r CeT

app

rove

d in

pre

viou

s fin

anci

al y

ear

So: 4

.6.1

.44.

6.1.

4.1

ceT

colle

ges

esta

blis

hed

(n)

CeT

Col

lege

s op

erat

iona

l



4.6.

4 eX

pec

TeD

ou

Tco

meS

The

follo

win

g sy

stem

ic t

arge

ts r

elat

ing

to s

ub-o

utco

me

2 of

out

com

e 5

of t

he 2

014-

2019

mTS

F w

ill b

e m

onito

red

and

repo

rted

ann

ually

by

prog

ram

me

6. T

he in

form

atio

n

repo

rted

will

form

the

bas

is fo

r ev

alua

ting

syst

em p

erfo

rman

ce a

nd d

ecis

ion

mak

ing

on t

he re

quire

d in

terv

entio

ns t

o co

rrec

t an

y un

der-

perf

orm

ance

and

/or

any

defic

ienc

ies

iden

tified

.

SuB

-ou

Tco

me

2: in

crea

Se a

cceS

S a

nD

Su

cceS

S in

pro

gr

am

meS

Lea

Din

g T

o in

Term

eDia

Te a

nD

hig

h L

eVeL

Lea

rnin

g

no

reSu

LT in

Dic

aTo

r (o

uTc

om

e/im

pacT

)Ba

SeLi

ne

2015

/16

2017

/18

Targ

eT20

19/2

0Ti

me

fra

me

for

repo

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g p

rog

reSS

1h

ead

coun

t enr

olm

ents

in C

eT C

olle

ges

(n)

310

000

340

000

ann

ually

(3rd

Qua

rter

)(2

016

acad

emic

yea

r, re

port

ed a

nd v

erifi

ed b

y 31

oct

ober

201

7)

2Ce

rtifi

catio

n ra

tes

in C

eT fo

rmal

qua

lifica

tions

(%)

38%

45 %

ann

ually

(3rd

Qua

rter

)(2

016

acad

emic

yea

r, re

port

ed a

nd v

erifi

ed b

y 31

oct

ober

201

7)



reco

nci

Lin

g p

erfo

rma

nce

Ta

rgeT

S W

iTh

Th

e B

uD

geT

an

D m

Tef:

pro

gr

am

me

6

SuB

-pro

gr

am

me

au

DiT

eD o

uTc

om

eSeS

Tim

aTeS

o

f n

aTio

na

L eX

pen

DiT

ure

meD

ium

Ter

m e

Xpe

nD

iTu

re

eSTi

maT

e

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

r’m

illio

n r’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

nr’

mill

ion

r’m

illio

n

1.

Prog

ram

me

man

agem

ent

--

-2.

91.

72.

02.

1

2.

CeT

Col

lege

s Sy

stem

s Pl

anni

ng, i

nstit

utio

nal d

evel

opm

ent a

nd

Supp

ort

1 77

1.1

1 84

7.2

1 65

3.2

1 88

3.5

2 05

5.2

2 16

4.9

2 32

8.7

3.

Fina

ncia

l Pla

nnin

g-

-15

7.2

166.

316

6.4

177.

018

6.8

4.ed

ucat

ion

and

Trai

ning

and

dev

elop

men

t Sup

port

5.7

5.9

14.0

17.0

11.6

12.5

12.7

ToTa

L1

776.

81

853.

11

824.

42

069.

72

234.

92

356.

42

530.

3

eco

no

mic

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icaT

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Curr

ent p

aym

ents

1

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3



The Deputy Minister, Mr MC Manana, MP having a lighter moment with learners during the ‘Take a Girl Child to Work’ Campaign

performance eXpenDWiTure anD TrenDS

programme 6: community education and Training

The total budget allocated for programme 6 for the 2017/18 financial year will amount to r2.2 billion. during the medium

term, CeT will focus it’s spending to develop and review CeT steering mechanisms, implement oversight instruments on

CeT Colleges, provide learning assessment services for CeT Colleges, provide CeT teaching and learning support plans and

develop infrastructure for CeT Colleges to ensure optimal geographic spread.

Spending over the medium term is projected to grow 4.3% with the following spending patterns, projections and possible

reduction:


services will have an increase of 4.3% with a spending projection of 4.3%.

LINKS TO OTHER PLANS

PART C

uniVerSiTY of The free STaTe



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4.Co

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748

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5.Co

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52 7

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VeT

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ge

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ress

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outh

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lt la

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ge

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ills

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ppor

t coo

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nter

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es, w

orke

r-in

itiat

ed, n

go

and

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mun

ity tr

aini

ng

467

600

31/0

3/20

20

14.

loca

l gov

ernm

ent S

ecto

r ed

ucat

ion

and

Trai

ning

a

utho

rity

(lg

SeTa

)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

trai

ning

an

d de

velo

pmen

t in

the

loca

l go

vern

men

t sec

tor

§§es

tabl

ish

a cr

edib

le in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

§§in

crea

se a

cces

s to

occ

upat

iona

lly-d

irect

ed

prog

ram

mes

§§Pr

omot

e th

e gr

owth

of a

pub

lic T

VeT

Colle

ge

syst

em§§

add

ress

the

low

leve

l of y

outh

and

adu

lt la

ngua

ge

and

num

erac

y sk

ills

§§Su

ppor

t coo

pera

tives

, sm

all e

nter

pris

es, w

orke

r-in

itiat

ed, n

go

and

com

mun

ity tr

aini

ng

600

055

31/0

3/20

20

15.

man

ufac

turin

g,

engi

neer

ing

and

rela

ted

Serv

ices

Sec

tor e

duca

tion

and

Trai

ning

aut

horit

y (m

erSe

Ta)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

tr

aini

ng a

nd d

evel

opm

ent i

n th

e m

anuf

actu

ring,

eng

inee

ring

and

rela

ted

serv

ices

sec

tor

§§es

tabl

ish

a cr

edib

le in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

§§in

crea

se a

cces

s to

occ

upat

iona

lly-d

irect

ed

prog

ram

mes

§§Pr

omot

e th

e gr

owth

of a

pub

lic T

VeT

Colle

ge

syst

em§§

add

ress

the

low

leve

l of y

outh

and

adu

lt la

ngua

ge

and

num

erac

y sk

ills

§§Su

ppor

t coo

pera

tives

, sm

all e

nter

pris

es, w

orke

r-in

itiat

ed, n

go

and

com

mun

ity tr

aini

ng

1 19

2 07

931

/03/

2020

16.

med

ia, i

nfor

mat

ion

and

Com

mun

icat

ion

Tech

nolo

gies

Sec

tor

educ

atio

n an

d Tr

aini

ng

aut

horit

y (m

iCT-

SeTa

)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

tr

aini

ng a

nd d

evel

opm

ent i

n th

e in

form

atio

n sy

stem

, ele

ctro

nics

an

d te

leco

mm

unic

atio

ns

tech

nolo

gies

sec

tor

§§es

tabl

ish

a cr

edib

le in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

§§in

crea

se a

cces

s to

occ

upat

iona

lly-d

irect

ed

prog

ram

mes

§§Pr

omot

e th

e gr

owth

of a

pub

lic T

VeT

Colle

ge

syst

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ress

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low

leve

l of y

outh

and

adu

lt la

ngua

ge

and

num

erac

y sk

ills

§§Su

ppor

t coo

pera

tives

, sm

all e

nter

pris

es, w

orke

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ed, n

go

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mun

ity tr

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min

ing

Qua

lifica

tions

a

utho

rity

(mQ

a)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

trai

ning

an

d de

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pmen

t in

the

min

ing

and

min

eral

s se

ctor

§§es

tabl

ish

a cr

edib

le in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

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se a

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s to

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upat

iona

lly-d

irect

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prog

ram

mes

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omot

e th

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of a

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lic T

VeT

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ress

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leve

l of y

outh

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lt la

ngua

ge

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num

erac

y sk

ills

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ppor

t coo

pera

tives

, sm

all e

nter

pris

es, w

orke

r-in

itiat

ed, n

go

and

com

mun

ity tr

aini

ng

1 58

2 20

831

/03/

2020

18.

nat

iona

l Ski

lls F

und

(nSF

)To

fund

nat

iona

l ski

lls

deve

lopm

ent p

riorit

y pr

ojec

ts

as id

entifi

ed in

the

nat

iona

l Sk

ills

dev

elop

men

t Str

ateg

y an

d pr

ojec

ts re

late

d to

ach

ievi

ng

the

purp

ose

of th

e a

ct a

s de

term

ined

by

the

acc

ount

ing

aut

horit

y

§§Co

mm

it 10

0% o

f res

erve

fund

s§§

Com

mit

r2.1

20 b

illio

n in

adv

ance

aga

inst

futu

re

reve

nue

§§Fu

nd 7

0 00

0 le

arne

rs§§

dis

burs

e 90

% o

f gra

nts

reve

nue

rece

ived

§§Fu

nd 8

0% o

f ear

mar

ked

infra

stru

ctur

e pr

ojec

ts

3 11

5 52

431

/03/

2020

19.

nat

iona

l Stu

dent

Fin

anci

al

aid

Sch

eme

(nSF

aS)

resp

onsi

ble

for a

dmin

iste

ring

loan

s an

d bu

rsar

ies

and

allo

catin

g th

ese

to e

ligib

le

stud

ents

, dev

elop

ing

crite

ria a

nd

cond

ition

s fo

r the

gra

ntin

g of

lo

ans

and

burs

arie

s to

elig

ible

st

uden

ts in

con

sulta

tion

with

th

e m

inis

ter o

f hig

her e

duca

tion

and

Trai

ning

, rai

sing

fund

s, re

cove

ring

loan

s, m

aint

aini

ng

and

anal

ysin

g a

data

base

for

loan

s an

d bu

rsar

y ad

min

istr

atio

n un

dert

akin

g re

sear

ch fo

r the

be

tter

util

isat

ion

of fi

nanc

ial

reso

urce

s an

d ad

visi

ng th

e m

inis

ter o

n m

atte

rs re

latin

g to

st

uden

t fina

ncia

l aid

§§in

crea

se in

the

perc

enta

ge o

f rec

over

ed fu

nds

from

th

e in

form

al s

ecto

r§§

effec

tivel

y m

anag

e th

e in

stitu

tiona

l util

isat

ion

of

fund

s ad

min

iste

red

§§St

reng

then

effi

cien

cies

in th

e pr

oces

sing

of s

tude

nt

awar

ds/c

laim

s to

ens

ure

that

fund

ing

reac

hes

the

targ

et p

opul

atio

n§§

Stre

ngth

en th

e qu

ality

of i

nter

nal m

anag

emen

t in

line

with

cha

ngin

g fu

ndin

g pa

tter

ns§§

effec

tivel

y co

mm

unic

ate

and

man

age

the

rela

tions

hip

with

all

nSF

aS

stak

ehol

der g

roup

s an

d ta

rget

ed a

udie

nces

16 1

63 0

0031

/03/

2020



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Publ

ic S

ervi

ces

Sect

or

educ

atio

n an

d Tr

aini

ng

aut

horit

y (P

SeTa

)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

trai

ning

an

d de

velo

pmen

t in

the

publ

ic

serv

ices

sec

tor

§§es

tabl

ish

a cr

edib

le in

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tiona

l mec

hani

sm fo

r sk

ills

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ning

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se a

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s to

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upat

iona

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irect

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ram

mes

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omot

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lic T

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ge

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l of y

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ills

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ppor

t coo

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es, w

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ed, n

go

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com

mun

ity tr

aini

ng

106

634

31/0

3/20

20

21.

Qua

lity

Coun

cil f

or T

rade

s an

d o

ccup

atio

ns (Q

CTo

)To

dev

elop

and

qua

lity

assu

re

occu

patio

nal q

ualifi

catio

ns

that

are

resp

onsi

ve to

labo

ur

mar

ket a

nd d

evel

opm

enta

l sta

te

initi

ativ

es

§§es

tabl

ish

and

mai

ntai

n oc

cupa

tiona

l sta

ndar

ds a

nd

qual

ifica

tions

§§Q

ualit

y as

sure

occ

upat

iona

l sta

ndar

ds a

nd

qual

ifica

tions

and

lear

ning

in a

nd fo

r the

wor

kpla

ce§§

des

ign

and

deve

lop

occu

patio

nal s

tand

ards

an

d qu

alifi

catio

ns a

nd s

ubm

it th

em to

Sa

Qa

fo

r reg

istr

atio

n on

the

nat

iona

l Qua

lifica

tions

Fr

amew

ork

§§en

sure

the

qual

ity o

f occ

upat

iona

l sta

ndar

ds a

nd

qual

ifica

tions

and

lear

ning

in a

nd fo

r the

wor

kpla

ce§§

dev

elop

and

man

age

the

occ

upat

iona

l Q

ualifi

catio

ns S

ub-F

ram

ewor

k, m

ake

reco

mm

enda

tions

and

adv

ise

the

min

iste

r of

hig

her e

duca

tion

and

Trai

ning

on

othe

r mat

ters

re

latin

g to

its

Sub-

Fram

ewor

k §§

liai

se w

ith th

e n

atio

nal S

kills

aut

horit

y on

the

suita

bilit

y an

d ad

equa

cy o

f occ

upat

iona

l sta

ndar

ds

and

qual

ifica

tions

and

the

qual

ity o

f lea

rnin

g in

and

fo

r the

wor

kpla

ce§§

liai

se w

ith S

aQ

a, o

ther

Qua

lity

Coun

cils

and

pr

ofes

sion

al b

odie

s re

spon

sibl

e fo

r est

ablis

hing

st

anda

rds

and

qual

ifica

tions

95 3

2031

/03/

2020

22.

Safe

ty a

nd S

ecur

ity S

ecto

r ed

ucat

ion

and

Trai

ning

a

utho

rity

(Sa

SSeT

a)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

trai

ning

an

d de

velo

pmen

t in

the

safe

ty

and

secu

rity

sect

or

§§es

tabl

ish

a cr

edib

le in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

§§in

crea

se a

cces

s to

occ

upat

iona

lly-d

irect

ed

prog

ram

mes

§§Pr

omot

e th

e gr

owth

of a

pub

lic T

VeT

Colle

ge

syst

em§§

add

ress

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low

leve

l of y

outh

and

adu

lt la

ngua

ge

and

num

erac

y sk

ills

§§Su

ppor

t coo

pera

tives

, sm

all e

nter

pris

es, w

orke

r-in

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ed, n

go

and

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mun

ity tr

aini

ng

428

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Serv

ices

Sec

tor e

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and

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aut

horit

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erVi

CeS

SeT

a)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

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ning

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t in

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serv

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se

ctor

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l mec

hani

sm fo

r sk

ills

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se a

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s to

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upat

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lly-d

irect

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ram

mes

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omot

e th

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lic T

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l of y

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ge

and

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ills

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ppor

t coo

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es, w

orke

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ed, n

go

and

com

mun

ity tr

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1 68

5 09

031

/03/

2020

24.

Sout

h a

frica

n Q

ualifi

catio

ns a

utho

rity

(Sa

Qa

)

SaQ

a fo

cuse

s on

the

furt

her d

evel

opm

ent a

nd

impl

emen

tatio

n of

the

nQ

F, w

hich

incl

udes

uph

oldi

ng

the

prin

cipl

es a

nd o

bjec

tives

of

the

nat

iona

l Qua

lifica

tions

Fr

amew

ork,

ens

urin

g ac

cess

, qu

ality

, red

ress

and

dev

elop

men

t fo

r all

lear

ners

, thr

ough

an

inte

grat

ed n

atio

nal f

ram

ewor

k of

le

arni

ng a

chie

vem

ents

§§a

dvis

e th

e m

inis

ter,

info

rm p

olic

y m

aker

s, de

velo

p po

licie

s an

d m

ake

reco

mm

enda

tions

on

all n

QF

mat

ters

§§Fa

cilit

ate

effec

tive

and

good

cor

pora

te g

over

nanc

e th

roug

hout

the

orga

nisa

tion

and

prov

ide

supp

ort

to th

e Bo

ard

and

man

agem

ent o

f Sa

Qa

§§Co

llabo

rate

with

cou

ntrie

s an

d re

gion

s re

ques

ting

assi

stan

ce in

dev

elop

ing

qual

ifica

tions

fram

ewor

ks

118

740

31/0

3/20

20

25.

Tran

spor

t edu

catio

n an

d Tr

aini

ng a

utho

rity

(TeT

a)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

tr

aini

ng a

nd d

evel

opm

ent i

n th

e tr

ansp

ort s

ecto

r

§§es

tabl

ish

a cr

edib

le in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

§§in

crea

se a

cces

s to

occ

upat

iona

lly-d

irect

ed

prog

ram

mes

§§Pr

omot

e th

e gr

owth

of a

pub

lic T

VeT

Colle

ge

syst

em§§

add

ress

the

low

leve

l of y

outh

and

adu

lt la

ngua

ge

and

num

erac

y sk

ills

§§Su

ppor

t coo

pera

tives

, sm

all e

nter

pris

es, w

orke

r-in

itiat

ed, n

go

and

com

mun

ity tr

aini

ng

834

444

31/0

3/20

20

26.

Who

lesa

le a

nd r

etai

l Se

ctor

edu

catio

n an

d Tr

aini

ng a

utho

rity

(W&r

SeTa

)

Prov

isio

n of

rele

vant

, qua

lity

and

acce

ssib

le e

duca

tion,

tr

aini

ng a

nd d

evel

opm

ent i

n th

e w

hole

sale

and

reta

il se

ctor

§§es

tabl

ish

a cr

edib

le in

stitu

tiona

l mec

hani

sm fo

r sk

ills

plan

ning

§§in

crea

se a

cces

s to

occ

upat

iona

lly-d

irect

ed

prog

ram

mes

§§Pr

omot

e th

e gr

owth

of a

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lic T

VeT

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ge

syst

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ress

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leve

l of y

outh

and

adu

lt la

ngua

ge

and

num

erac

y sk

ills

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ppor

t sm

all e

nter

pris

es, w

orke

r-in

itiat

ed, n

go

an

d co

mm

unity

trai

ning

1 02

4 93

731

/03/

2020



8. puBLic priVaTe parTnerShipS

none



aeT adult education and Training

aPP annual Performance Plan

arPl artisan recognition of Prior learning

BriCS Brazil, russia, india, China, South africa

CaS Central application Service

CeT Community education and Training

Che Council on higher education

heaidS higher education hiV/aids Programme

hei higher education institution

hemiS higher education management information System

heQC higher education Quality Committee

hiV/aids human immuno-deficiency Virus/acquired immunodeficiency Syndrome

hrd human resource development

hrdCSa human resource development Council of South africa

hrdSSa human resource development Strategy for South africa

iCT information and Communication Technology

ieg infrastructure and efficiency grant

indlela institute for the national development of learnerships, employment Skills and labour assessments

iSFaP ikusasa Student Financial aid Programme

mTeF medium Term expenditure Framework

mTT ministerial Task Team

nC(V) national Certificate (Vocational)

ndP national development Plan

ngaP new generation of academics Programme

nQF national Qualifications Framework

nSdS national Skills development Strategy

nSF national Skills Fund

nSFaS national Student Financial aid Scheme

Ped Provincial education department

PerSal Personnel Salary System

PFma Public Finance management act

Pheis Private higher education institutions

PSeT Post-School education and Training

QCTo Quality Council for Trades and occupations

acronyms



rdg research development grant

SaiVCeT South african inistitute for Vocational and Continuing education and Training

SaPS South african Police Service

SaQa South african Qualifications authority

SeT Science, engineering and Technology

SeTa Sector education and Training authority

ShiP Student housing infrastructure Plan

SPu Sol Plaatje university

SrC Student representative Council

STi Sexually Transmitted infection

Tdg Teaching development grant

TldCiP Teaching and learning development Capacity improvement Programme

ToC Transformation oversight Committee

TVeT Technical and Vocational education and Training

uCdP university Capacity development Programme

umP university of mpumalanga

VCeT Vocational and Continuing education and Training

ADDENDUM

uniVerSiTY of SouTh africa



aDDenDum 1: ViSion, miSSion anD VaLueS

ViSion Where we want to be

miSSion Why we exist

VaLueS How we behave

• Integrity• Accountable• Committed • Responsive• Proactive• Continuous• Learning• Rational• Team work• Emotional

intelligence

To provide national strategic leadership in support of the Post-School Education and Training system for improved quality of life of South Africans

Leading Post-School Education and Training for growth

ORGANISATIONAL PERFORMANCEHow we manage our collective performance

INDIVIDUAL PERFORMANCEHow we manage our individual performance

STraTegic goaLS anD oBJecTiVeSWhat we must achieve

Addendum

RP05/2017ISBN: 978-0-621-45113-9

Documents

20 - Department of Higher Education and Training Plans/Annual Perfomance Plans... · 2017-03-31 · DeparTmenT of higher eDucaTion anD Training annuaL performance pLan 2017 2018 3