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1
Presentation by DHET
TVET College Programme Planning
“Start with the end in mind”
Agenda
Departmental Objectives: • Access• Throughput• Employability
1. Programme Qualification Mix Overview2. New QCTO Occupational Qualifications3. Centres of specialisation4. Artisan Development 5. Foundational Learning
AGENDA
Access
• By 2030 sector should move from 300 000 to 1250 000 • Produce 20 000 artisans per annum• Strengthen and expand the number of FET Colleges so that the participation rate can grow to 25%• Increase enrolments from just over 345 000 in 2010 to 2,5 million in 2030• Produce 30 000 artisans by 2030• Establish a new institutional type – Community Education and Training Colleges to 1 million learners• Distance Education• Framework for learners with disability
Throughp
ut
• Continues quality improvement is required as the system expands• Develop a strong set of national qualifications and support the development of non formal programmes• we need to strengthen our institutions as the building blocks of that system• Improving teaching and learning – need well educated, capable and professional teaching staff• Establish the South African Institute for Vocational and Continuing education and training which will be responsible
for research and an inspectorate
Employabi
lity
• Seta's must play a more effective role in producing skills which will support employers• A stronger and more cooperative relationship between education and training institutions and the workplace• A post-school education and training system that is responsive to the needs of individual citizens and of employers in
both public and private sectors, as well as broader societal and developmental objectives• Quality and relevance of courses need to be addressed.
OVERALL OBJECTIVESDEPARTMENTAL OBJECTIVES
4
Programme Qualification Mix“Start with the end in mind”
Programme Review
NC(V) policy reviewProcess launched in May 2015 and working group being put together to review the qualification and programmes.
Revision of the Nated ProgrammesSeven Subjects completed and most of these introduced this year. DHET is not planning lecturer development against these upgrades at present
New QCTO Occupational Qualifications42 occupational programmes registered with SAQA. Mostly engineering qualifications. Bookkeeping qualification will be registered soon.Piloting of implementation taking place next year. If pilot successful Nated programmes to be phased out over time.
RPOGRAMME REVIEW
6
Programme Qualification Mix
1. Eng.: Engineering Programme
• Civil Engineering and Construction
• Drawing office practice
• Electrical Infrastructure and construction
• Mechatronics
• Process instrumentation
• Plant operation
2 Non-Eng.: Non Engineering Programmes
• Finance Economic and Accounting
• Management
• Marketing
• Office Admin
7
All Programmes Offered
8
NATED N1 – N3
0
5000
10000
15000
20000
25000
EC FS GP KZN LP MP NC NW WC
N1
N2
N3
N1 - N3 Engineering Studies
9
NATED Engineering
0
2000
4000
6000
8000
10000
12000
EC FS GP KZN LP MP NC NW WC
N4
N5
N6
10
NATED Business Studies N4 – N6
0
5000
10000
15000
20000
25000
EC FS GP KZN LP MP NC NW WC
N4
N5
N6
11
MANAGEMENT
In comparison of the NC(V) Level 2 enrolment in 2014 Management Programmes, Office Admin had high students enrolments compared to other programmes
12
SERVICES
Transport and Logistics is not offered in EC, MPU and NC. While Tourism in KZN has more student.
13
EDUCATION AND SERVICES
14
ENGINEERING
Process Instrumentation is not offered by colleges in the country. Only FS and GP offers Drawing Office. ERD receives a lot of offering across
15
Offering Per Province : NC(V) Level 2
20
Gauteng NC(V) PQM OF 19
In Gauteng almost all colleges are offering more than 3 Engineering Programmes except for Westcol:The following programmes are not offered in Gauteng• Process Plant• Process instrumentation(only EEC)• Primary Agric (only Westcol)• Safety in Society (SWGC and TNC)
21
Gauteng NC(V) PQM OF 19
26
MPU NC(V) PQM OF 19
Except in services, Gert Sibande dominates programme offering in Mpumalanga. The following programme are not offered in Mpumalanga:• Drawing office procedure• Mechatronics( Gert Sibande)• Process Instrumentation• Process Plant• Tourism• Transport logistics• Primary Health(Ehlanzeni)• Safety in Society• Primary Agriculture(Gert Sibande)
27
MPU NC(V) PQM OF 19
Programme Review
Select your programmes with the End in Mind (Employability)
Responsible Marketing to StudentsEducare qualification does not prepare you to be a grade R teacher.Primary Health is not a nursing qualification
Are you marketing to industry?Do you have placement in mind for the N6 students when you enrol them. If not Why not?
Does industry in you areas know you and your programmes?Are you organised (Scheduling) to meet industry needs?
Must continue to deliver and expand occupational programmes.Not only for learner numbers but they serve a particular purpose which we need.
MARKETING OF PROGRAMMES
35
So a two-pronged strategy is proposed
1. Planning ‘as usual’ for NATED and NCV programmes, and listing of learnerships etc.
2. Continue to deliver and expand occupational programmes
3. Repositioning for occupational programmes in high demand
The remainder of this presentation is on the last item, as all are familiar with the first – which will continue ‘as is’ for end August 2015.
36
COLLEGES HAVE WHAT THEY HAVE:- THE LECTURERS THEY HAVE, - THE PROGRAMMES THEY HAVE,- THE WORKSHOPS THEY HAVE …
But change cannot happen overnight, because
TO ALL TVET COLLEGES:
WHY & HOW TO POSITION TO BECOME
A CENTRE OF SPECIALISATION
June 2015
What is a Centre of Specialisation?A Centre of Specialisation is:
A faculty or department in a TVET college dedicated to the delivery of the theoretical component of a specified occupation or cluster of related occupations that has been identified as being in demand.
A Centre of Specialisation may itself also provide the practical training required, or may partner with another public or private training centre for the required practical training component.
It collaborates with workplaces that provide the workplace learning component required for the attainment of occupational
competence.Generally there will be a Centre per occupation per province
NCV, NATED or Occupational Qualification ‘theory’ recognised
for that occupation
Why DHET has adopted the idea of Centres of Specialisation?
The White Paper calls for an integrated, but differentiated PSET system;
A shift to demand-side responsiveness is the way of the future – with excellent teaching and learning
No individual college can do everything – a degree of specialisation is inevitable (and desirable);
Equipping workshops is very expensive, better to invest what we have in a targeted fashion rather than scatter our resources to make many centres ‘mediocre’;
Once recognised, employers and SETAs will be encouraged to work with such a Centre in multiple ways to help it grow into a Centre of Excellence over time (keep curriculum up-to-date, train lecturers etc.)
Why become a Centre of Specialisation?
The learners who graduate from the relevant programmes will have an improved prospect of employment as the training will be needed, of high quality and up-to-date;
By taking on this opportunity, the college will be helping the country to ensure that the skills required for its growth and development are available;
They will help to ensure that those that work on the big, strategic projects are local South Africans.
This will bring the college into contact with a wide range of employers all of whom have an interest in the employment of graduates from these specific programmes – both those in the local vicinity as well as those further afield who nevertheless will look to recruit from a specialised college with increasing capacity to meet required quality standards.
They will in the process have a unique opportunity to build the capacity of their college in this occupational area with expert assistance, funding and support. This means additional resources!
Resources for Centres of Specialisation- Priority Occupation Package (POP) grants
Expert input on requirements! Levy resources for (if required) – to complement college funds:
– Individual learners (bursaries / loans / learner support)– Incentives for employers for workplace learning– System development (new qualifications, curriculum updating,
eLearning …) – Strengthen college capacity and infrastructure
• Lecturer development;• Learning materials; • Equipment; • Infrastructure
– Partnerships with relevant providers … and – Project management
NOTE: Other resources will also be sought e.g. from employers.
Which Occupations?
• For this first phase, the following occupations are proposed (see next slide) – note this supersedes the list on the CD;
• Colleges with strong motivation may recommendation additional occupations (Note: Motivation = evidence that the occupation is in demand. Employer?);
• Additional occupations will be added in future years …
Occupations in Demand - first 21
Trades (plus assistants)1. Electrician 2. Welder 3. Boilermaker 4. Diesel Mechanic5. Fitter and Turner6. Automotive Motor Mechanic
(Mechatronic Technician)7. Plumber 8. Mechanical Fitter9. Bricklayer 10. Millwright11. Rigger12. Carpenter / Joiner
Construction specific
1. Truck Driver2. Scaffolder3. Civil Structure Constructor with the
following Part Qualifications:o Shutter Hando Concrete Hand o Reinforcing
4. Civil Roads Constructor with the following Part Qualifications:o Earthworks Hando Layerworks Hando Surfacing Hando Road Drainage Hando Road Maintenance Hando Road Markero Sign Erector
5. Civil Services Hand with the following Part Qualification:o Drainage pipe layero Water pipe layero Sewerage pipe layero Kerb layer
6. Programme/project administrator7. Storeperson
Other1. Seafarers (to be specified) 2. ICT Occupations (to be specified)
DHET’s Criteria for recognising a Centre of Specialisation
1. Proximity to demand (current or future)2. Proximity to workplace learning opportunities 3. Capacity (have done it before … quite well – here
evidence of past performance will be considered)4. Existing partnerships with employersAND
5. Willingness to undergo an assessment and to commit time and effort!
Assessment by & Assistance from an Occupational Team
An Occupational Team will:a. Advise DHET if the college is
a viable Centre of Specialisation;
b. Prepare a report for DHET;If a college is confirmed as Centre of Specialisation , the OT will inform the development of a Project Plan and support its implementation. The College should nominate a lecturer either as a proposed member of the OT (if qualified and experienced) or as a person with whom suggested system changes can be consulted .
Process TVET College should follow
1. Study the first list of occupations in demand;
2. Submit Expression of Interest with motivation to DHET by no later than 5th July 2015 (Ms. Gerda Magnus at [email protected]);
3. Submit the name and contact details of the person in the faculty or department with whom the Occupational Team should engage;
4. Be willing to undergo an assessment by the relevant group of experts (Occupational Team).
This is a great opportunity for those willing and able to
grasp it!
Are you?
First Four YearsNational Artisan DevelopmentNAD: 2010 – 2014
Next Six Years National-Provincial-Regional Artisan DevelopmentNPRAD: 2015 - 2020
1
2
Problem 1 = Throughput 54% Average
Registered25 342
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Average -
5,000
10,000
15,000
20,000
25,000
30,000
AverageQualified
13 363
R4,7bnpa
Wastage
0
Cost
Time of Learner in Labour Market
Industry Cost Lack of
Foundation Quality
Problem 2 = Reality
Ideal
3
FOUNDATIONM+S+L+LO+D
A21 (K(TT)+P+WE)
CON
CERN
S• Lecturer Capacity• Learner Ratios• Learner Habits
• Step 2 & 4 Not Integrated
• Step 3 Must Be Before Step 2
• Learner Status• Capacity
• Scope of Trade• Competency RPL
• Uncoordinated• Not early enough
• Semi National• QCTO Delegations
4
Career Management
Learner Contracting
Knowledge & Practical
Workplace
Trade Testing &
RPL
Certification
QA
1. TVET Preferred, Correct and Early Choice
2. Learner + College + Workplace + Funding
3. Specialised Public Colleges or Private Centres
4. THE ONLY Labour Market Cost when Public
5. Dedicated TVET Colleges or Centres
6. Web Based System @ Source
7. QCTO + NAMB Industry based System
SOLU
TIO
N
5
FOUNDATION
A21
Career Management
Learner Contracting
Knowledge & Practical
Workplace
Trade Testing &
RPL
Certification
QA
MENTORING
FOUNDATION
A21
SETAsTVETsDBESOCs
N-P-L GovernmentBUSANBI
BLSAOL Federations
Mentor Database
World Skills South Africa “Experts”PADSC Controlled and Implemented 6
PIPELINE
College Plan Elements
NAMB+
PADSC
Artisan Registration Regulations for Comment Gazette 38458 – 13 Feb 2015
7
Categories
(a) Practicing Artisan
(b) Line Supervisor
(c) Technical Manager
(d) Artisan Trainer
(e) Artisan Assessor
(f) Artisan Moderator
(g) Artisan Mentor
(h) Interim Artisan Mentor
(i) Artisan Recognition of Prior Learning Advisor
(j) Unemployed but not on Pension
(k) Unemployed and on Pension
MENTOR
8
Ratios of Trade Category x Mentors Less Number of WP LearnersTrade = BricklayerCategory = Civil - Ratio = 1:4Number of Mentors = 10Maximum Capacity = 10 x 4 = 40Number of Learners in Workplaces = 32Spare Capacity = 8
Artisan Training Capacity of Angus Building (Pty) Ltd)
Angus Building (Pty) Ltd) is “motivated” to take another 8 apprentices
Mentor BasedPublic TVET College Artisan Development Strategy
MOTIVATION (AKA FUNDING)Total Cost = R 400 000 per Artisan Learner
K=30% = R 120k P=35% = R 140k WP=35% = R 140k
Schools / Colleges Training Centres Workplaces
Voted = R 120k Grant = R 140k Employer = R 140k
Schools / Colleges Training Centres Workplaces Current Funding
Foundation (R100k Voted) + Pivotal Grant (R 150k + (Employer R150k)
Mentors + Schools / Colleges + Training Centres + Workplaces Funding based on Dual System Methodology
9A21 APPRENTICESHIP
Thank You For Support
and Commitmenthttp://nadsc.dhet.gov.za
“IT’S COOL TO BE A 21ST CENTURY ARTISAN”
10
Thank you!