The Green Paper on Post School Education & Training

Presentation by:Andile Sipengane

Presentation Structure

Main Purpose

Vision

Challenges in Post-school Education & Training

Colleges

Workplace-Based Learning

Universities

Addressing Disability

Open & Distance Learning

Building State Institutions & Streamlining the Regulatory System

The NQF

Articulation, Collaboration and Co-ordination

Improving Skills PlanningHET

SUMMATION OF DISCUSSIONS

A vision for the Post School Education & Training System

Seeks to set out the challenges facing the post school system & sets out broad policy for:Expanding post school provision to improve accessStrengthening the institutions to improve qualitySetting out a vision & pathways for achieving a coherent post school system with articulation, collaboration & coordination & alignment between these various inst. & labour marketInstitutions providing formal education &Training:• Public & Private Universities, Public & Private FETs, AET CentresLevy grant institutions:• SETAs and NSFRegulatory Institutions: QCs, Systems & frameworks:• NQF, SAQA, 3QCs, NSA and NSFAS

Main Purpose of the Green paper

Vision

Vision

Post- school education & training system envisaged by the DHET must be equitable, accessible, affordable to all sections of the population, including free Education & Training for the poor.

This requires redress of past & present injustices, including overcoming barriers to progress based on social class, race, gender, geography, age, disability & HIV and Aids (transformational imperatives as per NSDS 111).

HET

Challenges in Post-School Education

Historical burdens- Access to education opportunities

Inequalities & discrimination

Inadequate quality, quantity and diversity of provision

Colleges – throughput and capacity

Adult Education &Training

Workplace based training

Universities – success rate, funding & research output

Current funding modalities

Inadequate & insufficient levels of Research & Innovation

Lack coherence & articulation in Post-School system

Regulatory system i.e. NQF, QA.

HET

Colleges

Strengthened, expanded and diversified College sector

Role of FETs:

strengthening lecturers, learners support

Collaboration, partnership & improving relationship with employers

Increase enrolment and funding

Improve information management

  SAIVCET - to support FETC, development of the skills system as

well provision of general education to adults

Community education and training centres

Integrate: Theoretical, practical & workplace learning

DHET will place emphasis on promotion of workplace–based and

Work Integrated Learning (WIL)

Employers to take responsibility for developing both existing and

potential employees

SETAs to play a role in facilitation and funding

Through NEDLAC, gov. depts, SOEs re-establish & extend central

role that employers play in provision of on the job training for skills

development

Workplace Based Learning

HET

Differentiation - not all can or should fulfil same role

Low success rate – SA universities have low success rate

Research and innovation – increase support for post graduate

studies and senior researchers

Access and expansion – raise participation rate by 23% in 2030

Academics contribution is critical

Provision of funding - NSFAS, provision not kept up with demand

Partnership between public & private explored within clearly

defined regulatory framework

African languages in Universities

Internationalisation – SA & Other Countries

Universities

HET

Addressing disability within Post –school education & Training

Currently , no national policy guiding education & training on

disability in the post – school domain

Individual institutions determine unique ways to address

disability & resourcing is allocated within each institution

accordingly

Levels of commitments & resource allocation towards

disability

vary considerably between institutions

Disability task team will be set up

Task team will realign existing funding principles

Support re: provision & maintenance of disability units

HET

Open & Distance Learning

Students need access not only to a wide range of alternative kinds of

programmes but also to more flexible modes of delivery

Network of providers & supporting Centres for the Post Schooling Sector

Improved access to & use of appropriate Technology

Collaborative Development of High Quality Learning Resources

HET

Building State Inst. & streamlining the regulatory system

Strengthening the levy-grant institutions & systems

SETAs responsibilities & challenges, scope & role, funding from Skills

Levy, governance arrangements, supporting capacity development

NSF – need to simplify criteria & procedures to speed up approvals,

strengthen monitoring & evaluation

NSA – Has powers of entry to SETAs & to question and inspect

Has not been able to fulfil all these roles adequately

Representation will be expanded

HET

NQF

Overarches the whole education & training system

Three Sub-Frameworks - simplify National Framework, aligning HEQF

with GFETQF & OQF and integrating them into single system

Quality Assurance, assessment & curriculum organisation & systems

Quality Councils – rationalise ensure no function overlaps & Professional

Bodies – safe guard professional stds. without being gate keepers

The Scope of Quality Councils

Option 1 – Amalgamate all quality assurance

Option 2 – Continue to build the 3 bodies

Option 3 – Continue to build 3 bodies in their current forms, & shift all

occupational & professional qual to QCTO

Option 4 – Incorporate the newly emerging occupational awards into

Umalusi & dissolve the QCTOHET

Articulation, Collaboration & Co-ordination

DHET will initiate & support policies & systems directed at building &

strengthening co-operation between sub-sectors of the post school

system

DHET will work with other government departments to improve

coordination & reduce duplication

NSDSIII calls for greater synergy, alignment between education

system & labour market

Skills levy institutions must fund and support public provision

DHET will work to strengthen collaboration between private & public

sectors & between the three spheres of government.

Improving skills planning

Establish an integrated system of data management among all institutions in the post-school system.

The foundation of any planning is existence of comprehensive, accurate, integrated & effectively analysed data

Data systems are weak throughout HET system including the DHET

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

HET

Thank You

HET