1. TVET College Programme Planning “Start with the end in mind”
Presentation by DHET

2. AGENDA Departmental Objectives: Access Throughput Employability
Programme Qualification Mix Overview
New QCTO Occupational Qualifications
Centres of specialisation
Artisan Development
Foundational Learning

3. DEPARTMENTAL OBJECTIVES
OVERALL OBJECTIVES
Access
By 2030 sector should move from to
Produce artisans per annum
Strengthen and expand the number of FET Colleges so that the participation rate can grow to 25%
Increase enrolments from just over in 2010 to 2,5 million in 2030
Produce artisans by 2030
Establish a new institutional type – Community Education and Training Colleges to 1 million learners
Distance Education
Framework for learners with disability
Throughput
Continues quality improvement is required as the system expands
Develop a strong set of national qualifications and support the development of non formal programmes
we need to strengthen our institutions as the building blocks of that system
Improving teaching and learning – need well educated, capable and professional teaching staff
Establish the South African Institute for Vocational and Continuing education and training which will be responsible for research and an inspectorate
Employability
Seta's must play a more effective role in producing skills which will support employers
A stronger and more cooperative relationship between education and training institutions and the workplace
A post-school education and training system that is responsive to the needs of individual citizens and of employers in both public and private sectors, as well as broader societal and developmental objectives
Quality and relevance of courses need to be addressed.

4. Programme Qualification Mix “Start with the end in mind”

5. RPOGRAMME REVIEW NC(V) policy review
Programme Review
NC(V) policy review
Process launched in May 2015 and working group being put together to review the qualification and programmes.
Revision of the Nated Programmes
Seven Subjects completed and most of these introduced this year. DHET is not planning lecturer development against these upgrades at present
New QCTO Occupational Qualifications
42 occupational programmes registered with SAQA.
Mostly engineering qualifications.
Bookkeeping qualification will be registered soon.
Piloting of implementation taking place next year.
If pilot successful Nated programmes to be phased out over time.

6. Programme Qualification Mix
Eng.: Engineering Programme
Civil Engineering and Construction
Drawing office practice
Electrical Infrastructure and construction
Mechatronics
Process instrumentation
Plant operation
2 Non-Eng.: Non Engineering Programmes
Finance Economic and Accounting
Management
Marketing
Office Admin

7. All Programmes Offered

8. NATED N1 – N3

9. NATED Engineering

10. NATED Business Studies N4 – N6

11. MANAGEMENT
In comparison of the NC(V) Level 2 enrolment in Management Programmes, Office Admin had high students enrolments compared to other programmes

12. SERVICES
Transport and Logistics is not offered in EC, MPU and NC. While Tourism in KZN has more student.

13. EDUCATION AND SERVICES

14. ENGINEERING
Process Instrumentation is not offered by colleges in the country. Only FS and GP offers Drawing Office. ERD receives a lot of offering across

15. Offering Per Province : NC(V) Level 2

16. Eastern Cape NC(V) PQM OF 19
Services do not receive a lot of offering in the Eastern Cape. PE College offers more programmes than any other.
The following programmes are not offered in the Free State
Office Drawing
Process instrumentation
Plant Operations
Transport and Logistics
Primary Health(ECM)

17. Eastern Cape NC(V) Level 2

18. Free State NC(V) PQM OF 19
The following programmes are not offered in the Free State
Mechatronics
Process Plant
Process instrumentation
Primary Agric (only Motheo)
Safety in Society (Motheo)
Primary Health(Motheo)

19. Free State NC(V) PQM OF 19

20. Gauteng NC(V) PQM OF 19
In Gauteng almost all colleges are offering more than 3 Engineering Programmes except for Westcol:
The following programmes are not offered in Gauteng
Process Plant
Process instrumentation(only EEC)
Primary Agric (only Westcol)
Safety in Society (SWGC and TNC)

21. Gauteng NC(V) PQM OF 19

22. KZN NC(V) PQM OF 19
In Kwazulu Natal, a colleges offers an average of 10 Programmes in the NC(V) across all offerings. However, the following programmes are not offered across the province which are:
Drawing office procedure
Mechatronics
Process instrumentation(only in Umfolozi)
Transport and Logistics (Thekwini and Umfolozi)
Primary Health (Umfolozi)

23. KZN NC(V) PQM OF 19

24. Limpopo NC(V) PQM OF 19
Capricorn TVET college is offering 14 programmes in the NC(V). Probably the largest in the country
The following are not offered in Limpopo.
Drawing office procedure
Process instrumentation
Primary Health (waterberg)
Safety in Society (Capricorn)
Primary Agric(Vhembe and Waterberg)

25. Limpopo NC(V) PQM OF 19

26. MPU NC(V) PQM OF 19
Except in services, Gert Sibande dominates programme offering in Mpumalanga. The following programme are not offered in Mpumalanga:
Drawing office procedure
Mechatronics( Gert Sibande)
Process Instrumentation
Process Plant
Tourism
Transport logistics
Primary Health(Ehlanzeni)
Safety in Society
Primary Agriculture(Gert Sibande)

27. MPU NC(V) PQM OF 19

28. NC NC(V) PQM OF 19
Compared to NC Urban, NC Rural has more campuses but offers less programme than Urban. The following are not offered in the Northern Cape
Drawing office procedure
Mechatronics
Process Instrumentation
Process Plant Operations
Transport logistics
Primary Agriculture
Marketing
Civil Engineering is only offered in 1 campus of Urban which is Moromogolo

29. NC NC(V) PQM OF 19

30. NW NC(V) PQM OF 19
The following programmes are not offered in North West
Drawing office procedure
Mechatronics
Process Instrumentation
Process Plant Operations
Transport logistics(orbit)
Primary Health(Taletso)
Safety in Society

31. NW NC(V) PQM OF 19

32. WC NC(V) PQM OF 19
College of Cape Town offers more programmes than any other in the Western Cape. The following are not offered in the Northern Cape
Process Instrumentation
Process Plant Operations
Transport logistics
Primary Health in 2 colleges

33. WC NC(V) PQM OF 19

34. MARKETING OF PROGRAMMES
Programme Review
Select your programmes with the End in Mind (Employability)
Responsible Marketing to Students
Educare qualification does not prepare you to be a grade R teacher.
Primary Health is not a nursing qualification
Are you marketing to industry?
Do you have placement in mind for the N6 students when you enrol them. If not Why not?
Does industry in you areas know you and your programmes?
Are you organised (Scheduling) to meet industry needs?
Must continue to deliver and expand occupational programmes.
Not only for learner numbers but they serve a particular purpose which we need.

35. So a two-pronged strategy is proposed
Planning ‘as usual’ for NATED and NCV programmes, and listing of learnerships etc.
Continue to deliver and expand occupational programmes
Repositioning for occupational programmes in high demand
The remainder of this presentation is on the last item, as all are familiar with the first – which will continue ‘as is’ for end August 2015.

36. But change cannot happen overnight, because
Colleges have what they have: - the lecturers they have, - the programmes they have, - the workshops they have …

37. TO ALL TVET COLLEGES: WHY & HOW TO POSITION TO BECOME A CENTRE OF SPECIALISATION
June 2015

38. What is a Centre of Specialisation?
A Centre of Specialisation is:
A faculty or department in a TVET college dedicated to the delivery of the theoretical component of a specified occupation or cluster of related occupations that has been identified as being in demand.
A Centre of Specialisation may itself also provide the practical training required, or may partner with another public or private training centre for the required practical training component.
It collaborates with workplaces that provide the workplace learning component required for the attainment of occupational competence.
Generally there will be a Centre per occupation per province
NCV, NATED or Occupational Qualification ‘theory’ recognised for that occupation

39. Why DHET has adopted the idea of Centres of Specialisation?
The White Paper calls for an integrated, but differentiated PSET system;
A shift to demand-side responsiveness is the way of the future – with excellent teaching and learning
No individual college can do everything – a degree of specialisation is inevitable (and desirable);
Equipping workshops is very expensive, better to invest what we have in a targeted fashion rather than scatter our resources to make many centres ‘mediocre’;
Once recognised, employers and SETAs will be encouraged to work with such a Centre in multiple ways to help it grow into a Centre of Excellence over time (keep curriculum up-to-date, train lecturers etc.)

40. Why become a Centre of Specialisation?
The learners who graduate from the relevant programmes will have an improved prospect of employment as the training will be needed, of high quality and up-to-date;
By taking on this opportunity, the college will be helping the country to ensure that the skills required for its growth and development are available;
They will help to ensure that those that work on the big, strategic projects are local South Africans.
This will bring the college into contact with a wide range of employers all of whom have an interest in the employment of graduates from these specific programmes – both those in the local vicinity as well as those further afield who nevertheless will look to recruit from a specialised college with increasing capacity to meet required quality standards.
They will in the process have a unique opportunity to build the capacity of their college in this occupational area with expert assistance, funding and support. This means additional resources!

41. Resources for Centres of Specialisation - Priority Occupation Package (POP) grants
Expert input on requirements!
Levy resources for (if required) – to complement college funds:
Individual learners (bursaries / loans / learner support)
Incentives for employers for workplace learning
System development (new qualifications, curriculum updating, eLearning …)
Strengthen college capacity and infrastructure
Lecturer development;
Learning materials;
Equipment;
Infrastructure
Partnerships with relevant providers …
and
Project management
NOTE: Other resources will also be sought e.g. from employers.

42. Which Occupations?
For this first phase, the following occupations are proposed (see next slide) – note this supersedes the list on the CD;
Colleges with strong motivation may recommendation additional occupations (Note: Motivation = evidence that the occupation is in demand. Employer?);
Additional occupations will be added in future years …

43. Occupations in Demand - first 21
Construction specific
Truck Driver
Scaffolder
Civil Structure Constructor with the following Part Qualifications:
Shutter Hand
Concrete Hand
Reinforcing
4. Civil Roads Constructor with the following Part Qualifications:
Earthworks Hand
Layerworks Hand
Surfacing Hand
Road Drainage Hand
Road Maintenance Hand
Road Marker
Sign Erector
Civil Services Hand with the following Part Qualification:
  Drainage pipe layer
  Water pipe layer
  Sewerage pipe layer
  Kerb layer
Programme/project administrator
Storeperson
Occupations in Demand - first 21
Trades (plus assistants)
Electrician
Welder
Boilermaker
Diesel Mechanic
Fitter and Turner
Automotive Motor Mechanic
(Mechatronic Technician)
7. Plumber
8. Mechanical Fitter
9. Bricklayer
10. Millwright
11. Rigger
12. Carpenter / Joiner
Other
Seafarers (to be specified)
ICT Occupations (to be specified)

44. DHET’s Criteria for recognising a Centre of Specialisation
Proximity to demand (current or future)
Proximity to workplace learning opportunities
Capacity (have done it before … quite well – here evidence of past performance will be considered)
Existing partnerships with employers
AND
5. Willingness to undergo an assessment and to commit time and effort!

45. Assessment by & Assistance from an Occupational Team
An Occupational Team will:
Advise DHET if the college is a viable Centre of Specialisation;
Prepare a report for DHET;
If a college is confirmed as Centre of Specialisation , the OT will inform the development of a Project Plan and support its implementation.
The College should nominate a lecturer either as a proposed member of the OT (if qualified and experienced) or as a person with whom suggested system changes can be consulted .

46. Process TVET College should follow
Study the first list of occupations in demand;
Submit Expression of Interest with motivation to DHET by no later than 5th July 2015 (Ms. Gerda Magnus at
Submit the name and contact details of the person in the faculty or department with whom the Occupational Team should engage;
4. Be willing to undergo an assessment by the relevant group of experts (Occupational Team).

47. This is a great opportunity for those willing and able to grasp it!
Are you?

48. First Four Years National Artisan Development NAD: 2010 – Next Six Years National-Provincial-Regional Artisan Development NPRAD: 1

49. Problem 1 = Throughput 54% 2 Average Registered 25 342 Average
R4,7bn pa
Wastage
Average
Qualified
13 363 2

50. Industry Cost Lack of Foundation Quality
Problem 2 =
Reality
FOUNDATION
M+S+L+LO+D
Cost
Ideal
A21 (K(TT)+P+WE)
Time of Learner in Labour Market 3

51. CONCERNS 4 Uncoordinated Not early enough Lecturer Capacity
Learner Ratios
Learner Habits
Step 2 & 4 Not
Integrated
Step 3 Must Be
Before Step 2
Learner Status
Capacity
Scope of Trade
Competency RPL
Uncoordinated
Not early enough
Semi National
QCTO Delegations 4

52. SOLUTION A 21 5 FOUNDATION 1. TVET Preferred, Correct and Early Choice
Career Management
Learner Contracting
Knowledge & Practical
Workplace
Trade Testing & RPL
Certification QA
1. TVET Preferred, Correct and Early Choice A 21
2. Learner + College + Workplace + Funding
3. Specialised Public Colleges or Private Centres
SOLUTION
4. THE ONLY Labour Market Cost when Public
5. Dedicated TVET Colleges or Centres
6. Web Based Source
7. QCTO + NAMB Industry based System 5

53. World Skills South Africa “Experts” PADSC Controlled and Implemented
College Plan Elements
Career Management
Learner Contracting
Knowledge & Practical
Workplace
Trade Testing & RPL
Certification QA
SETAs
TVETs
DBE
SOCs
N-P-L Government
BUSA
NBI
BLSA
OL Federations
FOUNDATION
Mentor
Database M E N T O R I G P I E L N A 21
NAMB +
PADSC
World Skills South Africa “Experts”
PADSC Controlled and Implemented 6

54. Artisan Registration Regulations for Comment Gazette 38458 – 13 Feb 2015
Categories
(a) Practicing Artisan
(b) Line Supervisor
(c) Technical Manager
(d) Artisan Trainer
(e) Artisan Assessor
(f) Artisan Moderator
(g) Artisan Mentor
(h) Interim Artisan Mentor
(i) Artisan Recognition of Prior Learning Advisor
(j) Unemployed but not on Pension
(k) Unemployed and on Pension M E N T O R 7

55. Public TVET College Artisan Development Strategy
Mentor Based
Public TVET College Artisan Development Strategy
Artisan Training Capacity of Angus Building (Pty) Ltd)
Ratios of Trade Category x Mentors Less Number of WP Learners
Trade = Bricklayer
Category = Civil - Ratio = 1:4
Number of Mentors = 10
Maximum Capacity = 10 x 4 = 40
Number of Learners in Workplaces = 32
Spare Capacity = 8
Angus Building (Pty) Ltd) is “motivated” to take another 8 apprentices 8

56. MOTIVATION (AKA FUNDING)
Total Cost = R per Artisan Learner
Schools / Colleges
Training Centres
Workplaces
K=30% = R 120k
P=35% = R 140k
WP=35% = R 140k
Current Funding
Schools / Colleges
Training Centres
Workplaces
Voted = R 120k
Grant = R 140k
Employer = R 140k
Funding based on Dual System Methodology
Mentors + Schools / Colleges + Training Centres + Workplaces
Foundation (R100k Voted) + Pivotal Grant (R 150k + (Employer R150k)
A21 APPRENTICESHIP 9

57. Thank You For Support and Commitment http://nadsc. dhet. gov
Thank You For Support and Commitment “IT’S COOL TO BE A 21ST CENTURY ARTISAN” 10

58. Thank you!