1. INITIATIVE TO ADDRESS SKILLS FOR YOUTH Presentation to Select Committee on Education 21 June 2006

2. Enrolment in public education institutions Schools 12 000 000 Public FET Colleges 400 000 Higher Education Institutions 700 000

3. Enrolment in public FET Colleges 2004 ProgrammeBusinessEngineeringOtherTotal NIC/NSC 20 0009 0004 00033 000 N1 – N3 13 500131 0006 500151 000 N4 – N6 73 50054 0006 000133 500 Other 9 50017 00029 00055 500 Total 117 000211 00045 000373 000

4. How will this be achieved Development, offering and funding of programmes that lead to skills development Re-capitalisation process Staffing, management and governance systems that support skills development FET Act and Sector Plan Development and nurturing of partnerships

5. Goal for FET Colleges Increase number of learners enrolled in programmes that lead to employment or higher education / priority skills programmes

6. Modern, relevant programmes A wide variety of programmes will be offered and encouraged at FET Colleges Level 1 – 5 National Certificate (Vocational) at levels 2,3 and 4 – provide framework for development of DoE programmes Programmes to replace NATED are close to complete These will be introduced, examined and funded by DoE from 2007, 2008 and 2009

7. What informs DoE qualification design Government mandate to extend further education and training progressively in schools (general) and colleges (vocational) International literature Local studies and reports Immediate imperatives

8. Relevant vocational education Competency and skill in reading, speaking, writing and computing are basic to most vocations Communicating ideas, making sound judgements, analysing relationships between elements, predicting consequences of actions – such abilities are far more valuable than specific manipulative skills

9. Design features of FET College Qualifications Compulsory components that promote and expand learning and earning opportunities Sectoral emphasis and coherence Horizontal coherence Vertical progression Theory/knowledge + practical/applied knowledge in appropriate mix + work place experience as is relevant and possible

10. Design features Qualification at each of level 2, 3 and 4 3 fundamental subjects (50 credits) 4 vocational subjects – at least 3 from one sub- field (80 credits) 130 credit qualification

11. Example of Qualification – Finance, Economics and Accounting Compulsory 1234 2 Language Maths/MLit Life Skills Applied accounting Financial Management Economic environ Business Practice 3 Language Maths/MLit Life Skills Applied accounting Financial Management Economic environ Business Practice 4 Language Maths/MLit Life Skills Applied accounting Financial Management Economic environ Business Practice

12. Example of Qualification – Engineering and related design CompulsorySubject 1Subject 2Subject 3Subject 4 2 Language Maths/ML Life Skills Introduction to Engineering Engineering tools and equipment Pre-op analysis of Engineer Systems Engineering economics 3 Language Maths/ML Life Skills Trouble- shooting/Fault finding Properties of materials Drawing and Design (CAD) Engineering entrepeneur- Ship 4 Language Maths/ML Life Skills Engineering and related design processes Principles of design and practice Application of scientific and engineering knowledge Project and engineering management

13. Key principles of re-capitalisation The re-capitalisation process will be driven by programmes that meet the needs of society and the economy research and information redress strategies

14. Planning phase for re-capitalisation Reports on critical skills required for South Africa Report on FET College programme offerings and enrolment Development of new qualifications and programmes Report on FET college infrastructure National Re-capitalisation Plan which includes provincial and college plans FET College Bill and Sector Plan

15. Preparation for programme implementation in 2007 Distribution of documents Training of lecturers Development of textbooks and learner support materials Funding formula Development of assessment tasks Advocacy