1. Skilled and capable workforce to support an inclusive growth path
Outcome 5:
Skilled and capable workforce to support an inclusive growth path
Portfolio Committee on Higher Education

2. NDP 2030 GOALS Our future - make it work
Eradicate absolute poverty – from 39% of people living below the poverty line of R419 (2009 prices) to zero
Reduce unemployment rate to 6% – by creating 11 million more jobs by 2030
Significantly reduce inequality from 0.69 to 0.60 gini coefficient through a range of policy interventions
The NDP sets goals, targets to be achieved by 2030 in each sector as well as policy proposals on how to achieve the goals

3. MONITORING THE NDP 2030
NDP 2030 is being implemented through 5-year plans known as the Medium Term Strategic Framework (MTSF) – which entails all 14 priority Outcomes
Current MTSF covers the period
MTSF is a transparent presentation to South African citizens of the key targets, indicators, outcomes, outputs and service delivery activities for each 5-year electoral cycle.

4. The NDP: 2030 outcomes & mechanism
Clear outcome targets for 2030
Clear mechanism (intermediate objectives)
Eradicate Poverty
The NDP focuses on eradicating poverty and reducing inequality.
Growth in inclusive economy for Jobs & Incomes
This requires increasing growth in a more inclusive economy, which creates jobs and incomes.
Reduce
Inequality

5. NDP Government Levers Growth in inclusive economy for Jobs & Incomes
ECONOMIC SERVICES:
Skills, Infrastructure (Eco
& household), regulation, support (incentives) – opportunities & cost of doing business
Growth in inclusive economy for Jobs & Incomes
CAPABILITIES OF SOUTH AFRICANS:
ECD & basic education, health,
social protection – cost of living & quality of life
CAPABLE STATE & ACTIVE CITIZENRY:
Efficient public sector; active citizens, justice & policing 5

6. Education central to NDP
“The single most important investment a country can make is in its people. Education has intrinsic and instrumental value in creating societies that are better able to respond to the challenges of the 21st century. Lifelong learning, continuous professional development and knowledge production alongside innovation are central to building the capabilities of individuals and society as a whole”
(NDP, p. 296) 6

7. PSET central in education & economy
Supports quality learning & teaching in the entire education system
Research for knowledge and knowledge/ knowledge systems & technology transfer
Respond to skills needs of all sectors/Produce highly skilled professionals & technicians
Learning & research for active & wise citizenship/ social & human understanding/ rich, diverse lives
International & industry & voluntary partnerships for learning and sharing 7

8. Diagnosis - not meeting skills needs
Not producing enough skilled graduates
Students start school
1.2 million start grade 1
Finish school
534,000 reach year Grade 12
348,000 pass NSC
121,000 achieve bachelor passes
Graduate university or TVET
160,000 public university graduates per year
2 530 doctoral graduates per year
TVET has not been determined due to DHET data challenges
Skills training insufficient
size and its shape of the system is undesirable for a country faced with challenges of youth unemployment and skills shortages 8

9. Composition of outputs
Expand & Improve
Increased enrolment
TVET: (2012) (2016) (Preliminary)
Com College: (2012) (2015)
Higher Education: 0.95 m – 1.6m
Increased outputs
HE undergraduate success rates (contact): 79% (2012)- 83% (2015)
HE undergraduate success rates (distance): 69% (2012) – 68% (2015)
Composition of outputs
PhDs: 1 870(2012) – 2 530(2015)
Engineering: (2012) (2015)
Natural and Physical sciences: (2012) (2015)
Improved throughput
20.3% for 3 year Degree
TVET has not been determined due to DHET data challenges 9

10. Facilities & materials
PSET levers
Facilities & materials
People
Systems
Human resources to drive knowledge generation/teaching
PhDs as % of lecturing staff
Work experience
Next Generation of Academics programme (nGAP)
Quality of teaching
Gender/Population composition
Culture of R&D
Performance
Student support
Norms & standards for infrastructure
Expand infrastructure
ICT infrastructure
Distance learning approaches
Accommodation
Governance & accountability
[Management systems], data & monitoring
Weak Information systems to determine graduation and throughput rate for TVET and CET colleges
Quality assurance & accountability
Role of private providers
proposals in the NDP are centred around 3 broad themes, namely:
A stronger Vision for our towns, cities and rural settlements
Sharper instruments to improve the overall functioning of settlements
Building capabilities over time.

14. MIDTERM PROGRESS
The target of funding university students through NSFAS was met for the 2016 academic year by in comparison to the previous years. The achievement has been declining since 2014 ( ) to in 2015
Funding for TVET colleges students through NSFAS has been met since 2014 even though it shows a decline from 2015 ( ) to 2016 ( )
There is a consistent achievement for Universities graduates in
Engineering science – in 2014 to in 2015
Teacher Education – in 2014 to in 2015
Natural and Physical Sciences in 2014 to in 2015
There is a consistent achievement in awarding bursaries to PhD students at in 2016, improving from of 2014
The annual target of increasing the number of people qualifying as artisans has been achieved by for 2016/17 in comparison to of 2014/15 reporting period

15. CHALLENGES
Financial constraints in the TVET systems hampers critical areas such as increasing enrolment, development and implementation of Foundation programmes
Building and operationalisation of the remaining 6 new colleges/campuses remains a challenge
The weakness in the TVET curriculum, quality of lecturer qualification, poor management, declining infrastructure such as workshops cannot produce the calibre of students expected by industries
Weak data system in the TVET sector makes it impossible to calculate the efficiency of the system which further weakens planning and results in certification backlog
The policy on community service for graduates is unlikely to be met
Funding of PSET requires an urgent policy decision
Consented effort is needed to improve quality and efficiency in producing qualifications
Recouping of outstanding NSFAS loans needs to be accelerated, especially among public sector debtors

16. WHAT NEEDS TO BE DONE
Strengthen the articulation process from basic education to post school through interventions such as Foundation programmes
A policy determination on the fee-free education for Post School Education
Funding to be secured for sustaining the operational budget of new TVET colleges/campuses
Increase and improve the efficiency, qualifications and management skills of TVET college staff (Management and lecturers)
Develop and strengthen the partnerships between colleges and industry in order to have suitable and relevant curriculum and workplace opportunities for the youth
Establish a roadmap of strengthening relationship between PSET institutions and industry