Department of Higher Education and Training State of Community Education and Training in South Africa Presentation to the Portfolio Committee on Higher Education and Training 14 September 2016

Presentation outline Characteristic Features of the inherited system Consequential Challenges New CET Subsystem Configuration Foundations in Legislation and Policy Principles: Community Education and Training Phase 1: Establishment of community colleges Approach to CET College programme offerings Strengthening Governance and management CET College System Stabilisation Measures Challenges in the CET system Plans for the future

Characteristic Features of the inherited System Persistent gender, race, geography and class inequalities regarding access to and success in education and training opportunities, particularly the NEETS. Inability of various education institutions to cater for this group of youths and adults due to: Poor articulation and differentiation Minimal or absence non-formal programmes Lack of diversity and responsiveness of programme offerings (focus on formal/academic programmes) Poor quality of provision and inordinate system inefficiencies Poor or no integration with the levy grant institutions (agencies)

Student enrolment: 2012-2014

Student Enrolment per province, 2014 Centres Lecturers Students EC 278 3311 33644 FS 121 690 11884 GP 46 2577 96282 KZN 426 3037 26024 LP 304 1535 21569 MP 233 1659 21018 NC 33 70 1060 NW 288 1436 22286 WC 99 1132 28913 TOTAL 1818 15447 262680

Student enrolment per programme type

Students NQF 1 Completion rates (%) per province

Staffing categories: 2014 Province Management Lecturers Support Staff Total   Female Male EC 249 64 313 2 471 487 2958 27 13 40 2 747 564 3 311 FS 60 51 111 395 183 578 1 456 234 690 GP 14 32 46 1 432 860 2 292 126 113 239 1 572 1 005 2 577 KZN 310 77 387 1 930 694 2 624 18 8 26 2 258 779 3 037 LP 401 75 476 851 184 1 035 20 4 24 1 272 263 1 535 MP 178 31 209 1 256 185 1 441 7 2 9 218 1 659 NC 177 67 244 923 246 1 169 23 1 114 322 1 436 NW 15 45 10 55 59 11 70 WC 89 69 158 474 371 845 73 56 129 636 496 1132 NATIONAL 1 492 467 1 959 9 777 3 220 12 997 286 205 491 11 555 3 892 15 447 % 76.2 23.8 100 75.2 24.8 58.2 41.8 74.8 25.2

Lecturer Qualifications: Extent of the Problem

CET Subsystem Funding: MTEF Allocation Programme Adjusted Appropriation R’000 Medium-Term Expenditure Estimate 2015/16 2016/17 2017/18 2018/19 Administration 366 083 373 667 399 272 427 166 Planning, Policy and Strategy 58 260 71 545 76 447 81 825 University Education 32 892 002 39 531 603 41 944 120 44 319 940 Technical and Vocational Education and Training 6 843 005 6 917 191 7 414 233 7 865 692 Skills Development 206 474 224 534 244 716 260 567 Community Education and Training 1 563 512 2 069 739 2 237 311 2 379 637 Subtotal 41 929 336 49 188 279  52 316 099 55 334 827 Direct charge against the National Revenue Fund 15 800 000 17 639 595 19 687 116 22 057 492 Total 57 729 336 66 827 874 72 003 215 77 392 319

CET Subsystem Funding: MTEF Allocation Economic Classification Adjusted Appropriation R’000 Medium-Term Expenditure Estimate 2015/16 2016/17 2017/18 2018/19 Compensation of Employees 7 236 153 7 839 886 8 429 841 8 961 753 Goods and Services 369 368 375 270 423 969 447 901 Transfers and subsidies 34 313 284 40 965 418 43 453 062 45 915 703 National Student Financial Aid Scheme 6 448 551 11 392 674 10 143 091 10 578 549 Public entities (SAQA, CHE, QCTO) 117 424 120 961 139 806 147 915 SETA transfers (DHET’s contribution) 139 717 102 420 119 260 126 176 Universities 26 286 077 27 964 818 31 606 841 33 534 871 TVET colleges (Subsidies) 1 214 740 1 274 848 1 328 096 1 405 498 Community Education Training Centers 92 470 98 202 103 898 109 924 Higher Education South Africa for HEAIDS project 7 761 8 172 8 581 9 079 Commonwealth of Learning and IBSA 3 951 3 323 3 489 3 691 Other (Leave gratuity) 2 593 - Payments for capital assets 10531 7 705 9 227 9 470 Subtotal 41 929 336 49 188 279  52 316 099 55 334 827 Direct charge against the National Revenue Fund 15 800 000 17 639 595 19 687 116 22 057 492 Total 57 729 336 66 827 874 72 003 215 77 392 319

2016/17 First Quarter: Spending per Programme Allocation R’000 Actual Expenditure Variance % Spent 1: Administration 373 667 87 362 286 305 23.4% 2: Planning, Policy and Strategy 71 545 11 981 59 564 16.7% 3: University Education 39 531 603 20 207 580 19 324 023 51.1% 4: Technical and Vocational Education and Training 6 917 191 2 045 371 4 871 820 29.6% 5: Skills Development 224 534 43 600 180 934 19.4% 6: Community Education and Training 2 069 739 304 541 1 765 198 14.7% Direct Charges (SETAs and NSF) 17 639 595 3 403 609 14 235 986 19.3% Total 66 827 874 26 104 044 40 723 830 39.1%

Spending per Economic Classification Economic Classification 2016/17 First Quarter: Spending per Economic Classification Economic Classification Allocation R’000 Actual Expenditure Deviation % Spent Compensation of Employees Personnel Expenditure Examiners and Moderators 7 755 438 84 448 1 762 215 13 846 5 993 223 70 602 22.7% 16.4% Goods and Services 375 270 68 494 306 776 18.3% Transfer Payments 58 605 013 24 257 995 34 347 018 41.4% Universities 27 964 818 13 922 666 14 042 152 49.8% Public Entities NSFAS Other 11 392 674 223 381 6 247 203 44 173 5 145 471 179 208 54.8% 19.8% Commonwealth of Learning/IBSA/HESA 11 495 - 0% TVET Colleges 1 274 848 633 698 641 150 49.7% CET Colleges 98 202 Skills levy 17 639 595 3 403 609 14 235 986 19.3% Households and Claims against the State 6 646 (6 646) Capital Expenditure 7 705 1 494 6 211 19.4% Total 66 827 874 26 104 044 40 723 830 39.1%

Consequential Challenges 1.711m people (9%) have no formal schooling 3.748m people (18.4%) have some primary schooling 1.6m people (8.4%) completed primary schooling 12.079m people (64%) have some form of secondary school but have not attained an NQF Level 4 qualification such as the NSC, SC or NC(V).

NEW CET SUBSYSTEM CONFIGURATION

Foundations in Legislation and Policy Constitution of the Republic of South Africa, 1996 White Paper for Post-School Education and Training Continuing Education and Training Act, 2006 National Policy for Community Education and Training Colleges National Policy for the Monitoring and Evaluation of Community Education and Training Colleges (Draft)

Principles: Community Education and Training Social justice; Community determination, access, participation, success and development; Partnerships, employer and work organisation involvement; Local community developmental agenda determination; Inter-departmental cooperation; Agency for the State’s developmental agenda; and Robust research, monitoring and evaluation.

Phase 1: Establishment of Community Colleges In terms notices published in Government Gazette No. 38570 of 16 March 2015 the following Community Colleges were established: Name Notice No. LP Community Education and Training College 213 EC Community Education and Training College 214 WC Community Education and Training College 215 KZN Community Education and Training College 216 NW Community Education and Training College 217 NC Community Education and Training College 218 FS Community Education and Training College 219 GP Community Education and Training College 220 MP Community Education and Training College 221

Phase 1: Establishment of Community Colleges In terms notices published in Government Gazette No. 38674 of 7 April 2015 the former PALCs were merged into the new CET College per province as indicated in the Table below: Name CLCs Notice LP Community Education and Training College 779 298 EC Community Education and Training College 304 300 WC Community Education and Training College 254 305 KZN Community Education and Training College 1097 299 NW Community Education and Training College 148 303 NC Community Education and Training College 191 297 FS Community Education and Training College 204 301 GP Community Education and Training College 47 302 MP Community Education and Training College 252 3276

CET Programme Provision Model Formal General Education qualifications Non-formal community programmes Community Education and Training Formal occupational qualifications

Approach to CET College Programme offerings Analysis of the following - Statsa General Household Surveys (GHS) Provincial Growth and Development and Strategies (PGDS Provincial Multi-deprivation Indices (PMDI) District Integrated Development Plans (IDPs) District Multi-Deprivation Indices (DMDI) Provincial, District and Local Municipality Economic Drivers Problem of and the inability to fund the correction of REQVs, estimated to cost close to R90 million

Approach to CET College Programme offerings Formal General Education: - General Education and Training Certificate Adults, - National Senior Certificate Adults Senior Certificate National Senior Certificate repeaters. Formal Occupational Programmes Bricklaying Plumbing Carpentry Non-formal Programmes: Community determination IDP-linked District-Local, Inter-departmental Agenda: EPWP, CWP, CDW programmes

Strengthening Governance and Management In terms of the CET Act, 2006, a CET College Council must be constituted as follows: Principal 5 Ministerial appointees 4 Appointees appointed in consultation with the Minister 1 Donor to the CET college 1 member off the Academic Board elected by the Academic Board 2 staff representatives 2 SRC members determined by the SRC The Department and College Council are finalising the nomination of the Section 10(6) category of Council Members for consultation with the Minister

Strengthening Governance and Management In terms of the National Policy on Community Education and Training Colleges, CET College management must, subject to availability of funds, be constituted as follows: Principal Deputy Principal: Academic (Education, Training and Development) Deputy Principal: Finance (Chief Financial Officer) Deputy Principal: Corporate Service

Strengthening Governance and Management 2. The Department will, during September, conclude the process of recommending to the Minister names of candidates for substantive appointment as CET College Principals 3. The process of filling the posts of 27 deputy principals has started and the interviews will start in September 2016 4. The target is to have fully constituted Councils and full functional management by the beginning of 2017

CET College System Stabilisation Measures National Policy on CET Colleges National Policy for the Monitoring of CET Colleges Post-Provisioning Norms Staffing Norms Time-tabling norms and standards Pilots this year with the CIE and Plan for next National Policy on Learning and Teaching Support Materials National Policy of Student and Community Support Services

CET College System Stabilisation Measures 9. Minimum Admission Requirements into higher education programme for the NASCA 10. Regulations for the establishment and/or closure of Community Learning Centres and Satellite Centres 11. National Curriculum Statement for the NASCA and the GETCA 12. Regulations for CET College annual reporting 13. National Strategy for Forging Partnerships with stakeholders 14. National Norms and Standards for Funding CET Colleges

Challenges in the CET College System Transitional macro-governance of the CET College system Performance management and development system Supply Chain Management (SCM) system 40% of the lecturers are un- or under-qualified Inadequate funding: Payment of salaries for lecturers Lack of appropriate CET College institutional infrastructure Standardisation of the lecturer conditions of service Inadequate learning and teaching material Unaffordable time on teaching and learning for lecturers and students

Challenges in the CET College System f) CET College system poor performance/value for money g) Lack of diversity of programme offerings/lack of responsiveness h) Lack of human resources at college, region (CET) and national (Programme 6) to support the CET system i) Lack of capacity to manage and administer CET examination j) Rolling out the GETCA and the NASCA 4. Outstanding GETC certificates

Human Resource Management Audit findings of the Auditor-General pertaining to compensation of employees compliance matters, include: Employees without approval to perform additional remunerative work Personnel files transferred from PDEs and Colleges were empty or with incomplete documentation Pay progression paid without supporting documentation

Plans for the Future Ministerial Task Team on the development of the Plan for the Implementation of the White Paper for Post-School Education and Training There is a Task Team on CET to feed into the National Plan for WP-PSET implementation The CET task team will advise on the implementation in respect of the following: CET Vision Purpose and scope Programmes and Qualifications Funding and Costing Models Governance and management Planning, Monitoring and Evaluation Partnership and coordination Any other area the Task Team deems necessary

Thank You