STRATEGIC PLAN (2015/16 – 2019/20) and ANNUAL PERFORMANCE PLAN (2015/16 MTEF) Presentation to the Select Committee on Education and Recreation 29 April 2015

Presentation Outline 2 1.Strategic Overview 2.Budget Programmes and Financial Information 3.Programme Plans and Targets for 2015/16 -Administration -Human Resource Development, Planning and Monitoring Coordination -University Education -Vocational and Continuing Education and Training -Skills Development

Strategic Overview 3 The Department of Higher Education and Training is responsible for all post-school education and training in the country It is the coordinating Department for Outcome 5 of government’s 14 outcomes “A skilled and capable workforce to support an inclusive growth path” In 2014, the Department released a White Paper for Post- School Education and Training (PSET) The White Paper has created a framework that defines the Department’s vision for PSET, its focus and priorities The Strategic Plan covers the period 2015 to 2020 and is informed by the vision espoused in the National Development Plan, Medium Term Strategic Framework (MTSF) and imperatives of the White Paper.

Vision Leading Post-School Education and Training for growth Mission To provide national strategic leadership in support of an integrated Post-School Education and Training system towards improved quality of life of the South African citizenry Strategic Overview 4

Strategic Goal 1: To provide a sound Post-School Education and Training legislative framework Strategic Goal 2: To provide Post-School Education and Training services Strategic Goal 3: To provide Post-School Education and Training capacity Strategic Goal 4: To facilitate a strong stakeholder network Strategic Goal 5: To ensure continuous business excellence within the Department of Higher Education and Training Five Year Strategic Goals 5

In line with the strategic goals identified, we will: Develop and review legislative frameworks aimed at steering the Post-School Education and Training system in line with the imperatives of the White Paper Strive to expand and improve the quality of Post-School Education and Training by introducing appropriate teaching and learning support interventions for Universities and Technical and Vocational Education and Training (TVET) colleges, as well as artisan development Establish, develop and expand a new institutional type – Community Colleges – primarily to promote education and training opportunities for those young people who cannot access the universities or TVET colleges Five Year Strategic Goals 6

Improve the capacity of the system through infrastructure development for technical and vocational education and training Maintain good stakeholder relations in support of an effective Post-School Education and Training system Ensure good corporate governance including efficient resource management within the Department and its entities. Five Year Strategic Goals 7

To substantially expand access to education and training for youth and adults, regardless of whether or not they have completed school To improve the alignment between universities, TVET colleges, Sector Education and Training Authorities (SETAs), South African Qualifications Authority (SAQA) and quality councils in an effort to improve student and learner mobility across institutions and qualifications To expand the availability of opportunities for workplace training for students in colleges and universities and to expand other forms of workplace training such as learnerships and apprenticeships Focus Areas in the Next Five Years 8

To ensure that our Post-School Education and Training system prioritises funding of the marginalised, enabling them to access post-school institutions and fulfill dreams of careers thought to be unrealisable To further develop post-graduate studies to ensure the expansion of the academic profession and development of high level knowledge and skills To diversify provision based on open learning principles to improve learning opportunities across the Post-School Education and Training sector by expanding and strengthening the post-school distance education landscape Focus Areas in the Next Five Years 9

To integrate disability into the broader policy arena by introducing a national policy to guide education and training institutions in the post-school domain To integrate Recognition of Prior Learning (RPL) into the post-school education and training system Focus Areas in the Next Five Years 10

The financial information of the Department is presented as follows:  An explanation of the Department’s structure, budget and expenditure trends  A summary of the allocations per programme over the 2015 Medium-Term Expenditure Framework (MTEF)  A summary per economic classification that covers the key expenditure items  Key budget pressures that are facing the Department’s financial performance Financial Information 11

The Department’s budget structure is based on its organisational structure and consists of five programmes that represent Branches in the Department. The programmes are as follows: 1)Administration Provide strategic leadership, management and support services to the Department 2) Human Resource Development, Planning and Monitoring Coordination Provide strategic direction in the development, implementation and monitoring of Departmental policies and the Human Resource Development Strategy of South Africa Structure, Budget and Expenditure Trends 12

3) University Education Develops and coordinates policy and regulatory frameworks for an effective and efficient university education system. The Branch also provides financial support to universities, the National Student Financial Aid Scheme (NSFAS) and national institutes for higher education 4) Vocational and Continuing Education and Training Plans, develops, monitors, maintains and evaluates national policy, programmes, assessment practices and systems for vocational and continuing education and training including for TVET colleges and post-literacy Adult Education and Training (AET) Structure, Budget and Expenditure Trends 13

5) Skills Development Promotes and monitors the national skills development strategy. Develops a skills development policy and regulatory framework for an effective skills development system Structure, Budget and Expenditure Trends 14

The budget also includes “direct charges” which are amounts reflected that constitute a direct commitment from the National Revenue Fund in terms of specific legislative requirements and are not defined as Voted funds such as for the above five programmes The “direct charge” for the Department is the skills levy revenue collected by the South African Revenue Service (SARS) for the Sector Education and Training Authorities (SETAs) and the National Skills Fund (NSF) Structure, Budget and Expenditure Trends 15

For the 2015 MTEF, the Department’s budget (excluding direct charges) increases at an annual average rate of 5.9%, from R39.0 billion in 2014/15 to R46.3 billion in 2017/18 The amount of R41.8 billion for 2015/16 is an increase of R2.9 billion (nominal increase of 7.3%) on the 2014/15 allocation, excluding direct charges Direct charges (the skills levies for SETAs and NSF), increases at an annual average rate of 9.6% from R13.2 billion in 2014/15 to R17.4 billion in 2017/18 The Department’s budget is dominated by Programme 3: University Education, which represents 78.5% of the budget in 2015/16 (See slide 20). As a result, transfer payments also dominate the budget in terms of the economic classification of expenditure (See slide 21) Structure, Budget and Expenditure Trends 16

Normal Departmental services (excluding university transfers, transfers to public entities, Technical and Vocational Education and Training colleges, Adult Education and Training centres, other organisations and earmarked funds) represents 18.67% of the budget Compensation of employees amounts to R million (17.5%) for 2015/16. Remaining funds for operations amounts to R million in 2015/16 which represents 1.21% of the budget Structure, Budget and Expenditure Trends 17

The Department received an additional allocation of R15.9 billion over the MTEF. These additional funds are mainly for the following purposes:  R7 billion from the Provincial Education (provincial equitable share) for the TVET and the AET colleges function shift (R2.22 billion in 2015/16, R2.34 billion in 2016/17 and R2.4 billion in 2017/18)  R8.9 billion from the TVET conditional grants to provincial government for the TVET colleges function shift from provincial to national (R2.8 billion in 2015/16, R3 billion in 2016/17 and R3.1 billion in 2017/18) Structure, Budget and Expenditure Trends 18

Reconciliation 2015/16 R’000 Additional allocation: Function shift from Provincial Education (provincial equitable share) for AET and TVET TVET colleges funds shifted from Provincial Conditional Grants to National TVET subsidies Total Distribution of funding Compensation of Employees Administration (Finance/HR/GITO/Legal Services, etc.) TVET college staff (including Principals and Deputy Principals) TVET college support staff AET staff AET support staff TVET and AET (SETA Levies for Internship Programme)9 112 AET Examiners and Moderators Funding of TVET and AET Functions 19

Additional allocation R’000 Goods and Services Administration (Finance/HR/GITO/Legal Services, etc.) TVET sector AET sector TVET and AET (SETA levies for Training) AET Examinations Machinery and Equipment8 891 Administration (Finance/HR/GITO/Legal Services, etc.)5 817 AET sector3 074 Transfers and subsidies Administration (SETA levies)134 TVET subsidies AET transfers SETA levies Funding of TVET and AET Functions 20

Programme Adjusted Appropriation Medium-Term Expenditure Estimate R’ /152015/162016/172017/18 Administration Human Resource Development, Planning and Monitoring Coordination University Education Vocational and Continuing Education and Training Skills Development Subtotal Direct charge against the National Revenue Fund Total Financial Information 21

Economic classification Adjusted Appropriation Medium-Term Expenditure Estimate R’ /152015/162016/172017/18 Compensation of Employees Goods and Services Transfers and subsidies National Student Financial Aid Scheme Public entities (SAQA, CHE, QCTO) SETA transfers (DHET’s contribution) Universities TVET Colleges (Subsidies) Adult Education and Training Centres Higher Education South Africa for HEAIDS project Commonwealth of Learning and IBSA Other (Leave gratuity) Payments for capital assets Subtotal Direct charge against the National Revenue Fund Total Financial Information

The Department acknowledges the current fiscal constraints of Government This has numerous challenges in itself, but also has a serious impact on the service delivery requirements of the Department The Department is unable to attain the growth requirements within the post-school education system in terms of enrolments, infrastructure development, increased operations and student support Limitations are placed on Departmental operations due to the capping of compensation of employees and the inability to roll out the new staff establishment and regional presence Key Budget Pressures Facing the Department 23

Institutional monitoring and evaluation is limited to most critical areas Reliance on NSF project support such as the funding of the activities of the National Artisan Moderation Body An immediate pressure is the management of the TVET and AET function shift as well as cost implications for examination services Key Budget Pressures Facing the Department 24

The Department managed to remain within its budget since being in operation from 1 April 2010 Underspending on voted funds was as follows: 2010/11: R million 2011/12: R million 2012/13: R million 2013/14: R million Unspent amounts were committed for specific goods or services and including outstanding claims for examiners and moderators The Department received unqualified audits to date Financial Performance 25

26 Five Year Strategic Objective (1): To ensure effective human resource management within the Department by filling 90% of vacant funded positions and implementation of an effective performance management system Performance Indicator2015/16 Target Approved funded positions filled (%)90% Disciplinary cases resolved within 90 days (%)100% Average lead time from recruitment requisition received until appointment recommendation made (days) 180 days Programme 1: Administration Programme Purpose: Provide strategic leadership, management and support services to the Department

27 Five Year Strategic Objective (2): To ensure effective financial management through the application of good financial management systems, including management accounting, financial accounting and supply chain management in line with the requirements of the PFMA Performance Indicator2015/16 Target Audit issues received versus attended to (%)100% Creditor payment age (days)30 days Five Year Strategic Objective: (3): To improve efficiency through the development of approved annual ICT procurement plans for the implementation of the necessary information technology infrastructure and systems Approved ICT procurement plans per annum (n) 1 Programme 1: Administration

28 Programme 2: Human Resource Development, Planning and Monitoring Coordination Programme Purpose: Provide strategic direction in the development, implementation and monitoring of departmental policies and the HRD strategy of South Africa

29 Five Year Strategic Objective (1): To develop 8 new PSET policies and 1 legislation including the revision of the National Qualifications Framework Act and GENFETQ Act, in order to ensure a sound Post-School Education and Training System by 31 March 2020 Performance Indicator2015/16 Target New Post-School Education and Training steering mechanisms developed and approved (n) (4) Policy and guidelines on Recognition of Prior Learning (RPL) developed and gazetted Policy framework on disability developed Policy framework on social inclusion published Policy and guidelines on articulation developed and gazetted Programme 2: Human Resource Development, Planning and Monitoring Coordination

30 Five Year Strategic Objective (2): To develop a Sector Monitoring and Evaluation Framework for effective implementation of oversight of the PSET system and produce annual monitoring reports by 31 March 2020 Five Year Strategic Objective (3): To develop and implement 3 teaching and learning support plans aimed at improving access to quality teaching and learning in the PSET system by 31 March 2020 Performance Indicator 2015/16 Target Teaching and learning support plans for Post-School Education and Training approved (n) (2) Flexible model of learning delivery Conceptualised and implementation Strategy developed and approved Prototype of a learning management system for open learning system developed and approved Programme 2: Human Resource Development, Planning and Monitoring Coordination

31 Five Year Strategic Objective (4): To develop management information systems for colleges and SETAs and private post-school institutions by 31 March 2020 Performance Indicator2015/16 Target Information management systems developed and approved (n) (1) “i WIL” registration system for learners seeking work integrated learning opportunities and firms wanting to provide work integrated learning, on internet developed and approved Statistical reports published (n) (2) Annual Report on Skills Supply and Demand published Annual Post-School Statistical Report published Programme 2: Human Resource Development, Planning and Monitoring Coordination

32 Programme 3: University Education Programme Purpose: Develop and coordinate policy and regulatory frameworks for an effective and efficient university education system. The Branch also provides financial support to universities, NSFAS and national institutes for higher education

33 Five Year Strategic Objective (1): To develop 13 new and review 6 policies/regulations/pieces of legislation to ensure sound provision of university education by 31 March 2020 Performance Indicator2015/16 Target New higher education steering mechanisms developed and approved (n) (1) Policy on the provision of student housing at SA public universities and minimum norms and standards published in the Government gazette by end of September 2015 Higher education steering mechanisms revised and published (n) (2) Revised regulations for regulating PHEIs approved and published in the Government Gazette for implementation by September 2015 Revised Higher Education Act promulgated by end of March 2016 Programme 3: University Education

34 Five Year Strategic Objective (2): To develop 2 integrated plans that will enable collaboration between university education and other PSET sectors by March 2020 Five Year Strategic Objective (3): To monitor and evaluate the higher education sector and produce 13 annual oversight reports on the financial health of the sector; governance; teaching development; research development and productivity; HEAIDS; Foundation provisioning; Infrastructure development; New universities; Expansion and efficiency of the system; Private higher education compliance; Staffing South Africa’s Universities Framework (SSAUF); and Teaching and Learning Development Capacity Improvement Plan Performance Indicator2015/16 Target Monitoring and Evaluation reports on higher education produced and approved (n) 12 Programme 3: University Education

35 Five Year Strategic Objective (4): To develop and implement a Teaching and Learning Development Capacity Improvement Programme (TLDCIP) covering five plans to improve the capacity of universities in terms of teaching and research by March 2020, one each in the fields of: ECD educator development Primary teacher education TVET college lecturer education Community college lecturer education Special needs teacher education Performance Indicator2015/16 Target Teaching and learning support plans for higher education developed and approved (n) (1) Teaching and Learning Development Capacity Improvement Programme approved for implementation by the Director-General by end March 2016 Programme 3: University Education

36 Five Year Strategic Objective (5): To provide support to current and prospective students in higher education institutions by March 2020 through the development and implementation of a concise capacity development strategy and programme as well as the Central Applications Services Performance Indicator2015/16 Target Student support services plans for higher education institutions developed and approved (n) (2) Student Leadership capacity development strategy and programme developed and implemented by October 2015 Enterprise Architecture for the Central Applications Service developed and approved by March 2016 Programme 3: University Education

37 Five Year Strategic Objective (6): To produce and publish an annual first time entering undergraduate cohort analyses report annually Performance Indicator2015/16 Target Cohort study reports on higher education published per annum (n) (1) 2005 to 2008 First time entering undergraduate cohort analyses report published on the DHET website by March 2016 Five Year Strategic Objective (7): To facilitate stakeholder network through the establishment of a BRICS think tank and participative academic forum and report progress on partnerships annually Partnership reports produced and approved per annum (n) (1) A Report on the 2015 BRICS Academic forum and Think Tank partnerships approved by Minister by March 2016 Programme 3: University Education

38 Expected outcomes to be monitored and reported by the programme Performance IndicatorBaseline (2012 academic year) 2015/16 Target (2013 academic year) Students enrolled in public higher education studies at universities (n) Success rates at universities (%)76% Graduates in Engineering Sciences from universities (n) Graduates in initial Teacher Education from universities (n) Proportion of universities meeting standards of good governance (%) New indicator100% Research Masters graduates (n) Programme 3: University Education

39 Expected outcomes to be monitored and reported by the programme Performance IndicatorBaseline2015/16 Target Universities offering accredited TVET college qualifications (n) New indicator 3 University academic staff with PHDs (%)38%42% Additional first-time entrants (black and women) to academic workforce in addition to normal replacement and plans (n) New indicator 100 First year students in foundation programmes (n) Eligible university students obtaining financial aid (n) Graduates in Human Health and Animal Health from universities (n) Programme 3: University Education

40 Expected outcomes to be monitored and reported by the programme Performance IndicatorBaseline2015/16 Target Graduates in Natural and Physical Sciences from universities (n) Higher education undergraduate success rates (contact) (%) 79%80% Higher education undergraduate success rates (distance) (%) 69%71% Programme 3: University Education

41 Programme 4: Vocational and Continuing Education and Training Programme Purpose: Plan, develop, monitor, maintain and evaluate national policy, programmes, assessment practices and systems for vocational and continuing education and training including for TVET colleges and post-literacy adult education and training

42 Five Year Strategic Objective (1): To develop 6 and revise 5 legislative and guiding frameworks aimed at steering the Vocational and Continuing Education and Training sector by 31 March 2020 Performance Indicator2015/16 Target New Vocational and Continuing Education and Training steering mechanisms developed and approved (n) (6) Governance and policies for TVET Colleges Staffing norms and standards for CETCs Conduct policy for NASCA Guidelines for standardised implementation of Occupational Programmes Policy directives for TVET College Information Technology systems Governance policies for Community colleges Programme 4: Vocational and Continuing Education and Training

43 Performance Indicator2015/16 Target Vocational and Continuing Education and Training steering mechanisms revised (n) (1) TVET Colleges monitoring, evaluation and support model revised and approved Five Year Strategic Objective (2): To standardise the level of governance across VCET institutions by 31 March Monitor and take appropriate actions when deficiencies are detected Monitoring and Evaluation reports on VCET institutions produced and approved (n) 2 Programme 4: Vocational and Continuing Education and Training

44 Performance Indicator2015/16 Target Five Year Strategic Objective (3): To develop and implement 6 teaching and learning support plans for VCET institutions by 31 March 2020 Annual teaching and learning support plans for Vocational and Continuing Education and Training developed and approved (n) (2) Protocol on the secondment of sector specialists to work in TVET Colleges and lecturers exposed to the work place developed and approved Annual teaching and learning support plan for VCET system developed and approved Programme 4: Vocational and Continuing Education and Training

45 Performance Indicator2015/16 Target Five Year Strategic Objective (4): To improve success in programmes offered in VCET institutions by developing and implementing appropriate student support plans by 31 March 2020 Annual student support services plans for Vocational and Continuing Education and Training developed and approved per annum (n) 1 Programme 4: Vocational and Continuing Education and Training

46 Performance Indicator2015/16 Target Five Year Strategic Objective (5): To ensure geographic spread of VCET institutions through the establishment of 21 additional sites of delivery for VCET institutions (12 TVET college campuses and 9 CETCs) by 31 March 2020 Macro infrastructure and maintenance plan for CETCs developed (n) 1 VCET sites/facilities established (n)6 TVET college campuses built: Mpumalanga 1 site Eastern Cape 2 sites KwaZulu-Natal 3 sites Five Year Strategic Objective (6): To establish a coordinating structure for support and research in the VCET sector by 31 March 2020 Strategy on strategic partnerships with key stakeholders developed and approved (n) 1 Programme 4: Vocational and Continuing Education and Training

47 Performance IndicatorBaseline 2013/ /16 Target Headcount enrolments in TVET colleges (n) Certification rates in TVET qualifications (%)NC (V) L4: 37% N3: 51% N6: 41% NC (V) L4: 59% N3: 53% N6: 53% Lead time to issue certificates to qualifying candidates (months) 12 months9 months Percentage of public TVET college examination centres conducting national examinations and assessments in compliance with national policy (%) 70%100% TVET throughput rate (%)New indicator10% Programme 4: Vocational and Continuing Education and Training

48 Performance IndicatorBaseline2015/16 Target Students accommodated in public TVET colleges (n) New indicator Qualifying TVET students obtaining financial assistance (n) Funded NC(V) L4 students obtaining qualification within stipulated time (%) New indicator 10% TVET institutions compliant to governance standards by 2019 and increasing every year thereafter (%) New indicator 20% TVET lecturers undergoing specified hours of work in their industry for specified periods every two years from 2019 (%) – as per APP New indicator 6% Programme 4: Vocational and Continuing Education and Training

49 Province 2014/15 ‘ /16 ‘000 % share Eastern Cape % Free State % Gauteng % KwaZulu-Natal % Limpopo % Mpumalanga % Northern Cape % North West % Western Cape % TOTAL % Average Baseline Growth Rate from 2014 to % TVET College Budget Allocation

50 Province 2014/15 ‘ /16 ‘ 000 % share Eastern Cape % Free State % Gauteng % KwaZulu-Natal % Limpopo % Mpumalanga % Northern Cape % North West % Western Cape % TOTAL % Average Baseline Growth Rate from 2014 to 20155% TVET Colleges Bursary Allocation

51 Programme 5: Skills Development Programme Purpose: Promote and monitor the national skills development strategy. Develop a skills development policy and regulatory framework for an effective skills development system.

52 Performance Indicator2015/16 Target Five Year Strategic Objective (1): To steer and support skills development institutions to implement the National Skills Development Strategy through the development of 4 new and 6 revised policies including legislation, regulations and guidelines by 31 March 2020 New skills development steering mechanisms developed and approved (n) (4) Workplace based learning policy developed and approved by Director- General by December 2015 Governance charter for SETA’s developed and approved by March 2016 Occupational team policy recommendation tabled by December 2015 SETAs Governance standards developed and approved by the Director-General Programme 5: Skills Development

53 Performance Indicator2015/16 Target Skills development Steering mechanisms revised (n) (2) SETA landscape reviewed and approved by the Minister by March 2016 A reviewed National skills development Strategy approved by the Minister by March 2016 Five Year Strategic Objective (2): To standardise the level of governance across Sector Education and Training Authorities (SETAs) by 31 March 2020, monitor and compile annual quarterly reports and take appropriate actions where deficiencies are detected SETA monitoring reports on skills development produced and approved (n) 4 Programme 5: Skills Development

54 Performance Indicator2015/16 Target Five Year Strategic Objective (3): To effectively manage artisan development assessment services inclusive of RPL in order to produce qualified artisans per annum by 31 March 2020 Average lead time from trade test application received until trade test conducted (days) 100 days New artisan learners registered nationally per annum (n) New artisans qualified per annum (n) National artisan learners pass trade test rate (including INDLELA) (%) 50% Programme 5: Skills Development

55 Performance Indicator2015/16 Target Five Year Strategic Objective (4): To enhance the National Information System in order to improve collation of artisan information and skills development levy information for monitoring and evaluation as well as reporting by 31 March 2018 Information management systems developed (n) A single national artisan development information management system designed and approved Programme 5: Skills Development

56 Expected outcomes to be monitored and reported by the programme Performance IndicatorBaseline2015/16 Target Work based learning opportunities (n) National artisan learners pass trade test rate (including INDLELA) (%) 45%50% National artisan learners employed or self- employed (%) 65% (HSRC research report) 67% Proportion of SETAs meeting standards of good governance (%) New indicator 100% Programme 5: Skills Development

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