STAKEHOLDER PARTICIPATION IN TECHNICAL SCHOOLS Mr Ferdie Liddle: Project Manager (3 Stream Model)

1. STAKEHOLDER PARTICIPATION IN TECHNICAL SCHOOLS Mr Ferdie Liddle: Project Manager (3 Stream Model) Ms Elspeth Khembo: Director Maths Science & Technology Department of Basic Education 05 October 2016, Parktonian Hotel

2. Outline of Presentation: • Preamble • Background • Current Landscape of Technical Schools • Institutional Capacity • Learner Enrolments in Technical Subjects • Access and Redress • Curriculum for Technical Schools • Specialisations in the Technical Subjects • Models for Specialisations • Policy Implications • Recommendations on Areas of Support • Conclusion

3. Preamble “Technical High Schools have a key role to play in addressing the needs of young people who leave school at Grade 9 and wish to pursue a vocation: the National Certificate in Vocational is for those who choose not to undertake a technical Senior Certificate. A diverse set of private, workplace and community-based providers should be supported to offer targeted work-based training, as well as community and youth development programmes. This will require strong regulatory bodies that analyse demand, ensure a suitable range of courses is available, and monitor quality. SETAs should play a more effective role in the production of skills that are required to meet the immediate needs of employers” (National Development Plan: Vision for 2030)

4. Problem Statement The following are some of the Key Challenges that are inherent in the technical education sector: • Infrastructure, outdated equipment and machinery; teachers were not up to date with the trends of industry; • Learning and teacher support material (LTSM), which requires updating; • The change introduced by the National Curriculum Statement (NCS) in 2008 compressed 18 specialisation subject areas into only four (4). This had negative ramifications in terms of learner participation and teacher retention; • The lack of proper articulation in the skills curriculum between Technical High Schools, TVET Colleges and other Occupational institutions created barriers for further education; and • The collapse of partnerships that existed between Technical Schools and industry, which has created a major gap in affording learners work experience whilst affording industries an opportunity to contribute to schools in preparing learners for the world of work.

5. Background • In 2007, the Department of Basic Education (DBE), carried out a random survey of technical schools to determine their suitability to support skills development in the training of young people in the technical fields. • The survey indicated that the workshops in many of these schools needed to be refurbished. • There was also a need to provide modern equipment and tools to support teaching and learning. • The findings called for a complete revamp of the schools termed “Recapitalisation”

6. Background: Objectives of the Recapitalisation Process

7. Milestones of the Recapitalisation Process

8. Response to the Challenges • Auditing of 200 Technical Schools in 2009; • Allocation of funding to recapitalise the 200 Schools to the value of R1,1 billion for 5 years with effect from 2010/11; • Review of the curriculum to introduce areas of specialisation in Civil, Electrical and Mechanical Technology; • Introduction of two new subjects to support learners in Technical Schools (Technical Maths and Technical Sciences); • Review of the funding mechanisms to extend the participation of schools from 200 to all Technical Schools by introducing the Maths, Science and Technology Conditional Grant; and • Implementation of the revised curriculum at Grade 10 in 2016 • Introduction of the Three Stream Model

9. Three Streams Model • Academic Stream • Technical Occupational Stream • Technical Vocational Stream

10. Focus Schools • Finalise the audit on Focus Schools • Strengthen legislative and policy frameworks • Finalise norms and standards • Align the establishment to economic zones/ corridors/ sector

11. Academic Stream • Rationalise schools offering the same subjects side by side • Improve subject selection and combination

12. Technical Occupational StreamSchools of Skills & Learner Participation per Province

13. Skills and Vocational Subjects

14. Skills and Vocational Subjects Cont...

15. Technical Schools Landscape: Policy Definition • Technical Focus Schools: These are Public or Independent schools with specialised infrastructure and specialised resources for the completion of the practical component that, offer Engineering Graphics and Design (EGD) and 2 or more, out of the 9 technical subjects to all Grade 10-12 learners. All Learners in these schools must offer EGD plus 1 technical subject. These schools do not offer any other stream, except the technical stream. • Comprehensive Secondary Schools: Public or Independent schools that, offer Engineering Graphics and Design (EGD) and 2 or more, out of the 9 technical subjects to Grade 10-12 learners. Learners in these schools must offer EGD plus 1 technical subject. These schools may offer the technical stream together with other streams.

16. Technical Vocational Stream • In response to concerns expressed by industries and DBE partners about the role of technical subjects, HEDCOM approved the: • development of the Curriculum and Assessment Policy Statements (CAPS) for the three Technology Subjects to include 3 areas of specialisation in each subject; and • introduction of two new subjects: Technical Mathematics and Technical Sciences. • The introduction of these subjects was promulgated through a Government Gazette on 18 July 2014 and are being incrementally implemented in January 2016 in Grade 10, in Grade 11 and 12 in 2017 and 2018 respectively. • Engineering Graphics and Design (EGD), Mathematics and Physical Sciences will continue to be offered as part of the package for Technical Schools. • The assessment process for the specialisation subjects will be incremental in terms of content with the aim of providing adequate technical skills to all learners at Grade 12.

17. CURRENT landscape of technical high schools in south Africa

18. Access and Redress • These subjects experienced a decline in enrolments since 2008 to 2015. • In 2015 to 2016 a steady increase has been experienced. • The modernisation of the curriculum has drawn interest in learners to enroll in these subjects. • Mordernisation of deep rural Technical Schools through the recapitalisation process resulted in more learners also taking the vocational stream.

19. Learner Participation in Technical Subjects(2008-2016)

20. Purpose of the Technology Subjects (as per the National Curriculum Statements) • The design and purpose of the National Curriculum Statement (NCS) for Technology (reflected as Curriculum Assessment Policy Statement – CAPS) is to develop high levels of knowledge and skills in students who study the Technology subjects. • The subjects prepare the learners to enter higher education. They promote integrated learning of theory, practice and reflection. • The technology subjects of the NCS are intended to offer learners elementary engineering and technological skills, which are suitable for: (1) the world of work; (2) higher and or further education; and (3) self - employment.

21. CAPS Implementation: Performance Indicators The implementation of the Curriculum is based on the following performance indicators: • The availability of CAPS Policy documents at schools; • Trainingof teachers and subject advisors on the curriculum; • Institutional Readiness: The availability of adequate physical facilities, resources, learners and teachers at school level. • LTSM: Development and supply of LTSM (Textbooks) for learners and teachers; • Assessment: The availability of exam and assessment materials in line with the requirements of the curriculum policy; and

22. SPECIALISATIONS IN THE TECHNICAL SUBJECTS

23. Model for Specialisations in Each Subject

24. Policy Implications • PROVISOS: • Schools offering the academic stream will not be allowed to offer Technical Mathematics and Technical Science. • The current Technology Subjects will be phased out when the new CAPS for Technical Secondary Schools are implemented. • The implementation will be done on a phased in approach with Grade 10 (2016), Grade 11 (2017) and Grade 12 (2018) respectively.

25. Grade 10 Implementation Audit • Interim Guidelines were approved by CEM on 21 July 2016. • Circular S6 of 2016 was distributed to all TDCM members with the Interim Guidelines. • A draft guiding framework on the Post Provisioning Norms for Technical Schools has been finalised by the Task Team on Resources.

26. 344 Educators Trained in Technical Mathematics & Technical Sciences Provinces will train their teachers and DBE to monitor the training

27. 1 471 Educators Trained in Specialisations

28. Grade11 Free State Skills Training at PMI, Welkom:

29. Grade 11 Gauteng Department of EducationEkurhuleni Skills Training Centre

30. Advantages of the Model • Appropriate articulation to field of work and Skills Training Centres; • Reduces time spent in TVET colleges; • Reduces time spent for trade test preparations; • Direct work opportunities; and • Curriculum portability between TVET Colleges and Technical Schools.

31. Recommendations on Areas of Support Prospective Funders • Career Guidance: • Develop a coherent career guidance profession, independent from psychological counselling and well-informed by labour market information. • Provide adequate resources for career guidance and its pro-active delivery. • Provide good sources of information about careers and courses. • Build a comprehensive framework of guidance through partnership with employers.

32. Recommendations on Areas of Support by Prospective Funders 2. Ensure teachers are well-prepared with industry experience: • Assist the Department to recruit suitable qualified Artisans with relevant work experience. • Support funding for the Artisans to acquire relevant teaching qualifications; • Encourage newly-recruited teachers to have relevant work experience; • Encourage teachers to regularly update their skills in the vocational area, including their knowledge of technologies and working practicesby spending some of their time working in industry; • Promote flexible pathways of recruitment and make it easier for those with industry skills to become part of the workforce of Technical Schools through effective preparation; and • Encourage interchange and partnership between Technical Schools and industry, so that vocational teachers and trainers spend time in industry to update their knowledge, and vocational trainers in firms spend some time in schools to enhance their pedagogical skills.

33. Recommendations on Areas of Support by Prospective Funders 3. Placement of learners for workplace experience: • Adopt a number schools; • Provide workplace experience to learners during school vacations; • Share costs of training such learners in specific specialisations with schools; • Ensure workplace training is of good quality, through an effective quality assurance system and a clear contractual framework for apprenticeships. • Balance workplace training by other provision such as the training workshops in schools; • Facilitate the acquirement of trade test preparations; and • Guide and track such learners until attainment of artisanship.

34. Recommendations on Areas of Support by Prospective Funders 4. Provision of Workshops, equipment, machinery and consumables: • Collaboration in the provision of resources will be critical; • A Memorandum of Agreement with Technical Schools will be entered into; • Maintenance of equipment and machinery; and • Refurbishment of workshops and provision of consumables

35. Conclusion The Department of Basic Education; mandated by the National Development Plan is committed to strengthening the offering of Technical Vocational Education in collaboration with strategic partners for skills development. Khembo.E@dbe.gov.za 012 357 4267