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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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