Programme 2 : TVET and the rest of the College System

1. Technical and Vocational Education and Training CollegesPartnerships for Skills- A call to Action The role of TVET Colleges in addressing skills shortages and advancing economic growth in South Africa 1

2. HRD Programme Strategic Objectives Programme 2: TVET and the rest of the College System • Forge strong linkages amongst PSET institutions and to improve • the standard of technical and vocational teaching • Improve the supply of (FET) and inter-mediate level occupations • that are in high demand • Build strong linkages and relationships with employers in the • delivery of priority programmes • Ensure that young unemployed people participate in technical and • vocational training in programmes that assist them to enter the • labour market • Provide support and advice to learners (student support services • for Vocational and Continuing Education and Training) 2

3. White Paper for Post-School Education and Training: Building an Expanded, Effective and Integrated Post-school System • A single, coordinated post-school education and training system: • ARTICULATION • Cooperation and support within DHET • NSDS III • SETAs and PSET institutions partnerships • Work-integrated learning forms • Cooperation with schooling system • Career guidance and advice • Alignment with broader strategies – e.g. NDP NGP HRD Strategy • Single, integrated information system • Labour-market intelligence system (and skills planning system). 2

4. RESPONSIVENESS • A post-school education and training system that is responsive to the needs of individual citizens and employers in both public and private sectors, as well as broader societal and developmental objectives • Responding to labour market and economic needs • Awareness of skills challenges and gaps • Research for economic and social needs • Transformation imperatives 2

5. Expanded access, improved quality and increased diversity of provision: • More places, more types of courses and qualifications, more financial support and better quality • NEETs • 1.6m (universities), 2.5m (TVETs), 1m (community colleges) and 0.5m (privates) • Affordability and Growth • Part-time study opportunities – ODL and satellite campuses • Quality poor in many areas 2

6. EDUCATION AND WORK: A stronger and more cooperative relationship between education and training institutions and the workplace; • Improve amount and quality of workplace training • WIL critical to system • Theory, practice and workplace experience • Close cooperation between institutions and employers • Artisans (30K), learnerships, internships • Role of SETAs in facilitation 2

7. 3 Intervention Streams Governance and Management Administration Teaching and Learning 12

8. Institutional Governance • TAS: Appoint Councils, establish governance policies, strengthen capacity of councils • Progress to date • All 50 College have functional councils in place • CET Act of 2006: 10 of the 16 member councils are external members will legal, financial, human resources , Teaching and Learning and partnership expertise • Industry and business representation on councils aimed at building partnerships between the colleges and industries • Structured and continuous training for members of Council members 2

9. Institutional Governance Structured and continuous training for members of Council • White Paper: vision of the Department. • Legislation and policy. • Financial policies and processes. • Teaching and Learning and the role of the Academic Board. • Linkages and Partnerships. • Strategic and operational planning • Management • vacancies Principals and DPs • Capacity building and support: • Strategic and operational planning (approved by the Minister). • Operational Plans: Partnerships • Accountable: College T+L Plans (accountable) • Training: Campus Managers 2

10. Section 7: Work placement (student and lecturer) • agement • Employability is a key success indicator of TVET output. • prepare students for the world of the work • lecturers familiar with the demands of the workplace to prepare students • WIL guidelines - student and lecturer work placement • College Work Place Based Learning/Work based experience policy in place • Process in place to identify industry partners and/or employers • Partnerships with institutions and/employers established and on record • At least 50% of students at qualification/ programme exit level placedin WPBL/WBE • At least 10 % of students at pre-exit level placed in WPBL/WBE across qualifications and programmes • 10% of lecturers placed in WPBL/WBE (NB: target of 30% annually by 2019) • Monitoringof students in WPBL/WBE placements • Recording of students who completed WPBL/WBE • Recording of lecturers who completed WPBL/WBE • Process in place to ensure integration of WPBL/WBE experience into pedagogical practices by lecturers 2

11. Dual System Projects • Introduction of the Dual system: • Swiss/SSACI and DHET Project used Nated and NCV • Limited/Partial success but many lessons learnt 2. Pilot Project (2016-2018) - German (GIZ/DHET) project using new occupational (plumber +electrical)(methodology) - 2 Gauteng Colleges (EEC+EWC) and • 2 Eastern Cape Colleges (EMC +PE)

12. Curriculum Reform • NCV NCV Review complete. Umalusi developing new policy • Nated 1-3 Umalusi quality assure Increased enrolments on N1 – N3 observed Replaced by a foundational programme (proposed) • N4 – N6 QCTO quality assure Reform of Business studies subjects underway Implementation is problematic and not yet tested • Position paper required • On-going work until DBE to rationalise the FET Band • Number of colleges positioned to deliver higher certificates

13. Foundational Programme • DHET to develop a foundational programme, aimed at NQF level 3 (probably) • Replace N1 – N3 • 3 focus areas - Engineering - Business/Finance - Services • 1 Year programme focus on Maths and Language

14. Centres of Specialisation • +/- 15 Centres of Specialisation to be established to support implementation of SIP’s programmes • Service Providers/Project Managers to be appointed • First step towards differentiated College Sector

15. Curriculum Delivery • TAS: • Establishment of new college faculties to drive programme specialization and industry engagement • Progress to date • Review of 6 NATED subjects completed by QCTO - to be implemented in 2015 • NC(V) review and policy changes has been successfully concluded and will be taken forward by Umalusi in 2015 • Pilot project: Electrician qualification- consolidation of qualifications • Occupational Programme promoted- more occupation specific and responsive to specific employer needs • College planning is informed by SIP requirements and national scares skills requirements • Aligning programmes to the world of work- collaboration between colleges and employers • Certification rates: aver. 33% (2013) significant 9% (2009)

16. Partnership, Linkages and Relationships International Partnerships • OECD: review of postsecondary vocational education and training. • Swiss: • Pilot: Dual System/Artisan, (PE, West Coast-to extend to 5 colleges) • Swiss Chamber of Commerce: wholistic:“Good to Greater” (EWC+WestCol): • SSACI: placements (lecturers + students): Monitoring and support (log books): (Gert Sibande; Boland) • EU: Universities –development of lecturer qualifications (50 mill. Euros) • JapanInternational Cooperation Agency (JICA) Project: newly-launched Masters and Internship programmes of the Africa Business Education Initiative for youth (August) • Denmark: Danida: Student Support • Dutch: CINOP: Electronic Platform for Lecturers – (COP) +BMS • Germany: - German Chamber of Commerce • BMBF (Min of Ed+ Science)+BMZ (Min of Eco) : GIZ (Green Skills; Plumbing, electricians and automotive)- Gauteng +E Cape • BIBB; SAIVCET *New focus Vocational Education Guidelines and Framework for partnerships 2

17. SAIVCET • Established in 2016 • Areas of work • Curriculum Development • Lecturer Development (including CPD) • Strategy on industry partnerships • Programme Planning (differentiation and linked to LMIP)

18. Placements of students 2