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

3/9/12DHET FOSAD SECRET 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.

3/9/12DHET FOSAD SECRET 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.

3/9/12DHET FOSAD SECRET Imperatives for Transformation 44 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

3/9/12DHET FOSAD SECRET Challenges Facing the Post School System 55 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.

3/9/12DHET FOSAD SECRET 2007 CS: Not Employed, Not in Education Not severely disabled 18 – 24 age cohort Total Unspecified 2,5952,4573,7864,7624,9984,0544,69927,351 Primary or less 61,05664,28570,49678,56473,57575,26177,425500,662 Secondary education less than Grade 10 51,19259,64373,19479,05083,36781,50280,649508,597 Grade 10/Std 8 or higher but less than Grade 12 65,22894,608132,158164,596176,733174,325183,146990,794 Grade 12/ NTCIII (no exemption) 47,44765,19089,29299,797100,71196,139100,080598,657 Grade 12/Std 10 (with E) 10,22613,52614,77814,25916,91013,86914,76698,335 Certificate with Gr 12 2,7324,0256,2998,1579,6728,3407,81147,035 Diploma with Gr ,1512,4643,4616,1035,7335,99525,294 Bachelors degree ,7741,4602,8312,3479,352 BTech ,780 Post grad diploma ,498 Honours degree ,695 Masters/PHD Total 241,056305,333393,441455,434474,501464,119478,5872,812,471 6

3/9/12DHET FOSAD SECRET Categorization of Challenges 77 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

3/9/12DHET FOSAD SECRET Challenges: Historical Burdens 88 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

3/9/12DHET FOSAD SECRET Challenges: Quality, Quantity and Diversity Issues 99 Colleges are weak institutions, enrolments are too low ( 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 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

3/9/12DHET FOSAD SECRET Challenges: Research and Innovation 1010 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

3/9/12DHET FOSAD SECRET Challenges: The Regulatory System 1111 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.

Click to edit Master subtitle style 3/9/12DHET FOSAD SECRET FET Colleges Main Campuses

Click to edit Master subtitle style 3/9/12DHET FOSAD SECRET FET Colleges Satellite Campuses

Click to edit Master subtitle style 3/9/12DHET FOSAD SECRET FET Colleges Main and Satellite Campuses

Click to edit Master subtitle style 3/9/12DHET FOSAD SECRET Universities and FET Colleges

3/9/12DHET FOSAD SECRET Expansion 1616 By 2030, we aim for university enrolments of 1.5m, a projected participation rate of 23%, and 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

3/9/12DHET FOSAD SECRET Colleges 1717 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.

3/9/12DHET FOSAD SECRET Higher Education, Research and Innovation 1818 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

3/9/12DHET FOSAD SECRET The Levy Grant Institutions 1919 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

3/9/12DHET FOSAD SECRET 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

3/9/12DHET FOSAD SECRET Articulation, Collaboration and Co-ordination 2121 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.

3/9/12DHET FOSAD SECRET Every Workplace a Training Space 2222 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

3/9/12DHET FOSAD SECRET Improving Skills Planning 2323 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

3/9/12DHET FOSAD SECRET Way forward 2424 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

3/9/12DHET FOSAD SECRET Thank You