Click to edit Master subtitle style 3/9/12DHET FOSAD 000610 SECRET Presentation on Green Paper on Post School Education & Training in South Africa 11

Click to edit Master subtitle style

3/9/12 DHET FOSAD 000610 SECRET

Presentation on Green Paper on Post School Education & Training in South Africa

11


Reasons for the Green Paper

22

Establishment of DHET and the bringing together of:

• Higher Education (Universities and other higher education institutions)

• Colleges (Public and private FETs and other public colleges/institutions – e.g. nursing colleges, agricultural colleges, and others academies and colleges attached to various government departments)

• Levy grant institutions (SETAs and NSF)• Regulatory frameworks and institutions (NQF, SAQA, CHE,

Umalusi, QCTO)

There is a need to conceptualise all these components as a single, integrated, coherent and well articulated post-school system.


Objectives of the Green Paper

33

The Green Paper represents emerging thinking in the Ministry and Department of Higher Education and Training. It is intended for publication for the purpose of consulting stakeholders and the public. Once the responses to the Green Paper are received and considered, the Minister will formulate a White Paper for Cabinet approval.


Imperatives for Transformation

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The Green Paper aims to set an agenda for the DHET that has the following 7 key imperatives for transformation:

• Combating discrimination and providing equal opportunities for education and training and for all irrespective of:

- Socio-Economic Status- Race- Gender- HIV/AIDS status- Disability• Expanding opportunities for people in disadvantaged areas,

particularly rural areas and informal settlements• A particular focus on expanding opportunities for youth


Challenges Facing the Post School System

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The Green Paper seeks to set out the challenges facing the post school system and sets out broad policy for:

• Expanding post school provision to improve access

• Strengthening the institutions to improve quality

• Setting out a vision and pathways for achieving a coherent post school system with articulation, collaboration, and coordination between the different components, as well as alignment between the various institutional types and between education and training institutions and the labour market.


2007 CS: Not Employed, Not in Education Not severely disabled18 – 24 age cohort

18 19 20 21 22 23 24 TotalUnspecified 2,595 2,457 3,786 4,762 4,998 4,054 4,699 27,351

Primary or less 61,056 64,285 70,496 78,564 73,575 75,261 77,425 500,662Secondary education less than Grade 10 51,192 59,643 73,194 79,050 83,367 81,502 80,649 508,597

Grade 10/Std 8 or higher but less than Grade 12

65,228 94,608 132,158 164,596 176,733 174,325 183,146 990,794

Grade 12/ NTCIII (no exemption) 47,447 65,190 89,292 99,797 100,711 96,139 100,080 598,657

Grade 12/Std 10 (with E) 10,226 13,526 14,778 14,259 16,910 13,869 14,766 98,335

Certificate with Gr 12 2,732 4,025 6,299 8,157 9,672 8,340 7,811 47,035

Diploma with Gr 12 388 1,151 2,464 3,461 6,103 5,733 5,995 25,294

Bachelors degree 188 322 430 1,774 1,460 2,831 2,347 9,352

BTech 6 126 192 312 78 654 414 1,780

Post grad diploma 244 405 400 581 867 2,498

Honours degree 60 220 383 694 337 1,695

Masters/PHD 48 77 110 135 50 420

Total 241,056 305,333 393,441 455,434 474,501 464,119 478,587 2,812,471 6


Categorization of Challenges

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Five Categories of challenges:

• Historical burdens

• Inadequate quality, quantity and diversity of provision

• Inadequate and insufficient levels of research and innovation

• Lack of coherence and articulation within the system

• Challenges with regard to the regulatory system


Challenges: Historical Burdens

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The imprint of apartheid is still clearly seen in our post school institutions:

• Disadvantaged institutions, especially those in rural areas of the former bantustans, still disadvantaged in terms of infrastructure, teaching facilities and staffing

• Even in the advantaged institutions with a significant number of black and women students, these students face multiple disadvantages such as racism, discrimination sexual harassment and an alien university culture

• The unequal schooling system disadvantages mainly black students as reflected in the post school system

• Disabled students have few opportunities and face discrimination


Challenges: Quality, Quantity and Diversity Issues

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• Colleges are weak institutions, enrolments are too low (359 000 headcount enrolments in 2011) and campuses are unevenly distributed

• In most colleges and a number of universities, education quality is too low

• Adult education has been neglected. Enrolment in Public Adult Education Centres is only 312 000 students. Most centres do not have their own premises or full-time staff

• Workplace-based training is inadequate and the apprenticeship system has deteriorated since mid-80s

• Funding models are biased towards institutions that are already strong. Student funding is still insufficient


Challenges: Research and Innovation

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• Research output has increased markedly since 1994 but numbers of researchers have not increased proportionately

• This may be because the funding has encouraged greater research productivity per researcher, but there are insufficient post-graduates being produced to replenish the researcher population. The DST’s Ten-Year Innovation Plan states that PhDs in Science, Engineering and Technology must increase five-fold

• Increased production of masters and doctoral graduates is also essential in producing the next generation of academics and researchers


Challenges: The Regulatory System

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• The NQF is complex and not well understood

• There is not a clear demarcation between the functions of the three quality councils

• Decentralisation of quality assurance to the SETAs has led to a lack of uniformity of standards

• Contractualisation of provision (especially by SETAs) has led to unintended consequences such as short-term thinking and a tendency towards a “contract compliance” culture which reinforces the focus on quantity and throughput rather than on learning and impact.



FET Colleges Main Campuses



FET Colleges Satellite Campuses



FET Colleges Main and Satellite Campuses



Universities and FET Colleges


Expansion

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• By 2030, we aim for university enrolments of 1.5m, a projected participation rate of 23%, and 4 000 000 enrolments (approximately 60%) in colleges or other post-school institutions

• These other institutions would include a new institutional type, provisionally called Community Education and Training Centres

• There will be at least one institution offering FET programmes in every district in the country. Some of these will be in multi-purpose education centres

• Expansion will pay particular attention to rural areas• Distance education must be expanded across the system


Colleges

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• Focussed attention will be given to improving quality of FET Colleges through appropriate programmes, upgrading of lecturers, capacity building for management and governance, improved learners support, IT systems, partnerships with employers

• Other public colleges (e.g. nursing, agricultural colleges, PALAMA, various departmental colleges and academies) need to be brought into a single, coherent system with quality assurance and systems of articulation with the rest of the education and training system. The DHET will need to improve coordination with other departments which have colleges/academies OR possibly take over some or all of the functions of these institutions.


Higher Education, Research and Innovation

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• Expansion will include two new universities

• We must develop a differentiated university system. The Green Paper outlines principles for differentiation

• Major policy thrusts for universities aim to achieve:- Improved success and throughput rates- More and better research and innovation- Improved access for students (expansion & NSFAS)- Expanded African language teaching and developing them

into languages of science and the academy- Expanding post graduate outputs and developing the next

generation of academics- An improved funding formula and reversal of backlogs in

HDIs


The Levy Grant Institutions

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• The SETAs and the NSF must be strengthened as institutions in governance, management and effectiveness

• SETAs must become experts on the labour market in their sectors and share their information with all stakeholders, including government departments

• The SETAs must allocate more of their resources on full occupational training programmes and not only on short courses

• They must build bridges between employers and colleges or universities, promote partnerships and assist with workplace placements for students

• The NSF must provide funding for national priority training not covered by the SETAs


The NQF, Quality Councils & Professional Bodies

2020

• The NQF must be streamlined, simplified and made easier for users to understand

• The NQF must tackle unintended consequences, with regard to qualifications which do not articulate easily with the rest of the system (e.g. NC(V), B. Tech.)

• There is a need to rationalise the Quality Councils to ensure that their functions do not overlap and sometimes work at cross purposes. A number of options are offered for public discussion

• Regulatory role of professional bodies. They should safeguard professional standards without being gate-keepers who seek to restrict the supply of professionals


Articulation, Collaboration and Co-ordination

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• The creation of a system in which all institutions reinforce one another in mutually supportive ways is one of the key principles underlying the Green Paper

• For example, universities should step up their research on the labour market and the skills development institutions (including the SETAs, FET colleges and community education and training centres)

• Universities should train college staff

• SETAs must fund and support public institutions, helping to build relationships between education and employers.


Every Workplace a Training Space

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• The essence of successful vocational and professional training system is the combination of theory with practice and therefore the combination of classroom based training with workplace training

• The Green Paper emphasises the need to build on the National Skills Accord to ensure that all employers provide workplace experience in the form of apprenticeships, learnerships and internships

• It is our aim that the private sector, state-owned enterprises, the public service, municipalities and other organs of state (police, defence force, etc) all ensure that their workplaces are also training spaces


Improving Skills Planning

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• The foundation of any planning process is the existence of comprehensive, accurate, integrated and effectively analysed data

• Data systems are weak throughout the higher education and training system including the DHET

• Strengthening these systems and the data available on labour market skills needs must be a priority


Way forward

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• Publication of Green Paper for public comment

• Development of a White Paper on the basis of public comment

• Submission of the draft White Paper to Cabinet for final approval as government policy

• Alignment of legislation, regulations and departmental practice with the White Paper

• Efficient, effective and vigorous implementation


Thank You

Documents

Click to edit Master subtitle style 3/9/12DHET FOSAD 000610 SECRET Presentation on Green Paper on Post School Education & Training in South Africa 11