Department of Higher Education and Training: Achievements and Challenges – 5 years later
Since its inception in 2009, the Department of Higher Education and Training has worked very hard to put into effect the mandate entrusted upon it by His Excellency JG Zuma, President of the Republic of South Africa. This mandate is to establish a Department that will ensure the delivery of effective post-school education and training for those who have completed school or who have not completed their schooling, and even those who have never attended school.
The overall objective of this is to build a fair, equitable, non-racial, non-sexist and democratic South Africa. I am therefore grateful for the opportunity to address you on the achievements and challenges we as a Department have faced over the preceding 5-year period.
Achievements
The strategic expansion of FET Colleges into functional TVET colleges, supported by a new policy environment for its management and governance, such as its shift to the Department of Higher Education and Training from the PEDs with effect from March 2015, has been the most significant milestone of the recent past. Furthermore TVET provision has been expanded in rural locations through the establishment of 13 new campuses to serve the youth for whom quality education and training is out of reach beyond the schooling phase.
The concurrent establishment of Community Education and Training (CET) colleges has also signalled the transformation of the long neglected AET sector. 9 Community Education and Training College Administrative Centres were established in all provinces on 1 April 2015, allowing for the merger of existing public adult learning centres into these Community Colleges. The Community Colleges are hosted by organisations that the Department has partnered with and located in various partner sites. CETCs will serve the aspirations of adults wanting to further their learning in order to become economically active either through decent employment or self-employment.
TVET college enrolments have more than doubled over the past 5 years, and will continue to increase, targeting 725 000 head-count enrolments this year, which will be an increase of just over 39 000 on 2014. The pace of growth will now be reduced to focus on quality improvements.
Access to education and training has been vastly improved for disadvantaged youth through the incremental allocation of NSFAS over the last 5 years from R318 000 to R2.2 billion in 2015.
The implementation of a Turnaround Strategy over the last two years to holistically improve teaching and learning, management, governance, responsiveness and student success, has taken root and will be aggressively pursued in the coming years. In the last 3 years we appointed CFOs and HR specialists to support the turnaround strategy.
In the area of lecturer development, we gazetted in June 2014 the minimum professional requirements for lecturers to qualify for recruitment into TVET colleges as professional educators. This is a first ever attempt to professionalise the teaching cadre in colleges. Plans are already being developed for universities to deliver these professional qualifications aimed at both pre-service and in-service college lecturers. The aim is to systematically uplift the competency levels of TVET educators across the system, the lack of which presently militates against student performance and success.
As from 1 April 2015, the Department of Higher Education and Training established Regional Offices and not Provincial Offices, so as not to confuse this with the functions of Provincial Education Departments’ (PEDs) functions. This new landscape and our regional offices will facilitate better delivery to everyone in the country, and ensure equity across provinces.
The South African National Development Plan (NDP) states that by 2030, South Africans need to have access to education and training opportunities of the highest quality, relevant to our economic needs. To support this endeavor, level 5 Higher Certificates will be offered through partnerships between TVET colleges and universities. Partnership agreements have already been signed between 3 universities and 12 TVET colleges to make this possible.
Over the last five years we have also revived the artisan development agenda in the country with the co-operation of the SETAs. The target of 10 000 artisans produced each year will be realized through a dedicated campaign to promote and popularize artisanship among the youth. Funding, facilities and partnerships form the backbone of this initiative, which is effectively located inside the National Artisan Moderating Body (NAMB).
Challenges
One of the greatest challenges of the Department is to make TVETs attractive through bringing colleges closer to employers and industry generally, through strategic, sustainable and effective partnerships.
Universities have to become actively involved in improving the quality of lecturers in colleges through providing high quality qualifications and the ongoing professional support they provide to lecturers. This is important because lecturers’ skills have to constantly be updated to meet the demands of rapidly evolving workplaces in terms of technological advancement and worldwide competitiveness.
Equally important is to improve the reputational image of colleges by making them functional, responsive and respected institutions providing credible education and training. In truth, quality provision across the whole PSET system is a challenge that we must rise to in the years ahead, despite the gains we have already made on this trajectory. The nature and quality of the programmes offered must be seen to be relevant, and must produce the requisite levels of competency for the world of work.
Finally, as a country where the youth constitute more than 60 percent of the general population, the challenge is to make education and training accessible to all who need it! This comes at great cost, and has to be managed within an environment where the national fiscus is seriously constrained to make funds increasingly available against the many competing demands of all South Africans.
On the Sector Education and Training Authorities front, the Department over years has improved the functioning of SETAs to respond to the post school education and training mandate since at least 2009.
This meant, amongst others, introducing:
- Regulations on Standard Constitution of SETAs, which clearly defined powers and functions of SETAs; the establishment of Audit Committees, Finance Committees, remuneration Committees, Governance and Strategy Committees, Code of Conduct etc. With these regulations we have seen the difference in the performance and functioning of SETAs.
- SETA Grant Regulations: these Regulations were published by the Minister on the 3rd December 2015, with a huge impact on the lives of the young people because they introduce what is referred to as PIVOTAL programmes, which simply refers to Professional, Vocational, Technical and Academic Technical Learning programmes. With these Grant Regulations we have seen more money spent on Bursaries, Learnerships and Skills Programmes of the youth in the country, to make an example in the following:
- Learnerships – in the 2011/12 financial year SETAs trained just over 29 000 learners in the country, and in 2014/15 financial year SETAs trained in excess of 77 000;
- Bursaries - in the 2011/12 financial year SETAs awarded just above 8 000, and in the financial year 2014/15 bursaries awarded were over 22 000;
- Skills Programmes – in the 2011/12 financial year SEATs trained just over 87 000, and in the financial year 2014/15 trained just over 106 000.
This was a significant improvement since the introduction of the New Grant Regulations, where upon SETAs focus on programmes that lead to a qualification or part-qualification. We agree there are challenges, especially governance and financial management, hence in the extreme situation the Minister would place a SETA under administration. There has been noticeable improvement in SETA administration since the Minister introduced these Regulations.
Artisan Development
The National Development Plan has set the target of 30 000 artisans that must be produced by the country nationally by 2030. The following successes have been registered in the area of artisan development, at least since 2009, when the Department was established, which includes but not limited to:
- Listing of occupations as trades for which artisan qualifications are required – in August 2012, the Department published for the first time a list with 125 trades, as per Gazette 35625.
- Generic National Artisan Learner Grant Funding and Administration. In June 2013, the Minister approved this policy to set a national standard for artisan learner grants in the country. This has created certainty for employers and other various parties within the artisan development sector.
- Trade Test Regulations. In May 2015, regulations were published which deal with standardisation of trade testing processes and the quality thereof, including but not limited to applying for trade testing, pre-trade test evaluation, trade test specifications, trade test fees, trade test scheduling-monitoring-reporting and certification, complaints, appeals, irregularities etc.
- Trade National Register of Artisans Regulations. In February 2015, these regulations were published to ensure that we professionalize artisan development practices in South Africa and also enhance the quality of work delivered by registered & practicing artisans. This will ensure that those who employ registered artisans get quality artisans. It will also afford us the opportunity to determine and grow the capacity of artisan development in the country. This provides de-registration of artisans in case of poor quality work, or not acting in accordance with the Code of Practicing Artisans.
- Since the 2011/12 financial year we have been meeting the targets that the Department has set for itself with regard to artisan development country, as follows:
- In 2011/12 financial year we produced 14 023 artisans;
- In 2012/13 financial year we produced 15 777 artisans; and
- In 2013/14 financial year we produced 18 110 artisans.
Most popular artisan trades include, but are not limited to: Electricians, Welders, Diesel mechanics, Boiler Makers, Fitter and Turners, Automotive Mechanics, Riggers, Plumbers, Mechanical Fitters, and Millwrights.
World Skills Competition for artisans
As part of profiling the artisan trade, South Africa will be represented by 21 young Skills Ambassadors in Brazil, who have proven themselves to be the best in the country in their chosen area of skill. They are the World Skills South Africa Team. They were selected at our inaugural World Skills South Africa National Skills competition that took place in Cape Town at the end of January 2015, with a record number of 12 000 visitors attending, most of whom were young people from schools.
In August this year these young South Africans will be going with me to Brazil to take part in the World Skills Competition. This team of 21 young people will be flying the South African flag high as they will be competing against young people from over 72 countries for the prize of being the best in one of 19 skill areas. This is the largest ever group of South Africans to represent our country under the auspices of World Skills South Africa. These young people have been selected through Provincial completions which took place through build-ups to the National competition.
Fourteen of these competitors come from Gauteng, and will compete in 12 Skill areas like Mechatronics, Welding, Auto body Repair, Web Design, Electrical Installations, Plastering & Dry walling Systems, Mobile Robotics, Auto Mobile Technology, Car Painting, Refrigeration and Air Conditioning, IT Network Systems Administration, and Graphic Design Technology.
In terms of Social Inclusion and Equity, I am pleased to report the following.
Achievements
A Draft Social Inclusion Policy Framework was developed and later published for public comment in August 2014. A media launch of the policy framework took place and it was well-received by the general public as it would enable the DHET to report on Constitutional rights and monitor PSET attempts aimed at addressing the transformation priorities of race, class, disability, gender, HIV and AIDS, age, geography and citizenship in its broader sense.
A Calendar of Significant Days to promote social cohesion, understanding of Constitutional values and inclusion was approved and sent to institutions together with a reporting template. There has been a positive response from public PSET institutions as they observe Significant Days such as Human Rights Day and Month in March, Freedom Day, Africa Month in May, Youth Month in June, as well as Mandela Day in July. The unit has represented the Department in Technical Implementation Forums as well as in inter-departmental Strategic Committees dealing with nation-building, including social cohesion and inclusion. Reports have been submitted. An annual social inclusion report has been developed and submitted. It was shared with line Branches.
Challenges
The Council on Higher Education (CHE), a statutory body on Higher Education in South Africa, has requested the re-opening of the public comment process as it asserts that very few institutions responded to the call for public comment.
The CHE also made proposals in terms of the content of the policy framework. This is likely to delay the finalisation of the final version of the Social Inclusion Policy Framework.
Secondly, there are still on-going and unresolved debates in Higher Education Institutions (HEIs) on the meanings of “transformation”, “social cohesion” and “inclusion”, and the role of a developmental state in ensuring that universities contribute to the strengthening of democracy, nation –building and social cohesion. There is a school of thought that opposes any form of state intervention, calling for total autonomy of universities. But many others see the HEIs as central to national development – as an instrument of democratic change and decolonisation.
These unresolved debates have polarised university communities, leading to the re-emergence of subtle forms of racism, slowed the pace of transformation in many respects, threatened national reconciliation, tolerance of diversity and the entire Bill of Rights as enshrined in the Constitution (Act 108 of 1996). These negative developments also challenge the noble intentions of White Paper 3: A Programme for the Transformation of Higher Education (1997).
The TVET Colleges still need to strengthen their social, cultural and humanistic dimensions as articulated in White Paper 4: A Programme for the Transformation of Further Education and Training (1998). The Bill of Rights also opposes all forms of discrimination and violence, and this is further articulated in the sections of the Continuing Education and Training Act, 2006 (Act No. 16 of 2006).
To develop a Strategic Disability Policy Framework for the Post-School Education and Training System, achievements are as follows:
The Department has appointed a Ministerial Committee to develop a Strategic Policy Framework on Disability. This Committee has already started its work at the beginning of 2015. This development supports the White Paper for Post-School Education and Training as it calls for the development of such a policy framework to ensure inclusion in the PSET system. The concept of education and social justice will also be addressed by this Strategic Policy Framework on Disability.
Challenges
There is still inequality in terms of access to post-school education and training. Institutions still need to review their internal policies in order for them to be in line with national legislation and international obligations on issues of disability. Students living with disabilities are still the most vulnerable group. The unit is also monitoring positive developments such as the allocation of disability funding in university infrastructure programmes, and it also supports line branches and institutions in ensuring that students with disabilities are not alienated at institutional level.
International Relations
Achievements
In October 2015, the DHET established a Scholarships Management Office to facilitate and manage scholarships offered to South Africans for studies abroad. The Department works with the governments of China, Russia, Sweden, Japan, Ireland and Chile, amongst others, on scholarships for South African students.
The majority of opportunities are available for postgraduate study, and students currently at university are encouraged to consider pursuing their Master's and PhD studies abroad. The number and variety of scholarship opportunities continues to increase, and can be explored on our website www.dhet.gov.za/internationalscholarships
To establish and maintain a coherent career management and career information system to reach at least 3 million beneficiaries by 2014.
Achievements
Over the past 5-years, the DHET has established a national Career Development Service (CDS). It was first established as a Career Advice Service (CAS) within the South African Qualifications Authority (SAQA) and then, in 2014, institutionalised within the DHET. CDS offers free career development services to the public via a multi-channel contact approach including a walk-in centre, online platforms (including social media), telephone and email. Users of the service may send a “Please CallMe”/SMS to 072 204 5056 or call 086 999 0123. Anyone may request a return call making the cost of the telephone call entirely free of charge. Career advisors are on standby throughout the week to render career advice, information, and guidance assistance. This service has provided individualised assistance to 94 888 people in the 5-year period to March 2015. In addition to this, 188 587 people benefitted from career expos and training sessions in which the CDS staff participated.
To successfully operate such an important national information service, a dedicated team of career information specialists who continually update the career help website (www.careerhelp.org.za) with the latest available information is required.
A self-help service called the National Career Advice Portal (NCAP) (www.ncap.careerhelp.org.za) has been established and has, from April 2013 when it was first established, assisted 113 534 visitors up to March 2015. It lists all the occupations on the Organising Framework for Occupations, providing information on possible learning pathways to enter these occupations, the qualifications required and where these can be pursued at one of our post-school institutions. NCAP continues to be updated with new information on career options and qualifications that are available to the public.
The Communications and Advocacy Unit has been active in preparing career information that has reached Grade 12 learners throughout the country. The Apply Now! Campaign encourages learners to apply timeously for admittance to post-school institutions and their preferred courses.
CDS has also partnered with the South African Broadcasting Corporation (SABC) to broadcast weekly career information on the Khetha Radio Programme in 10 languages across 10 PBS radio station throughout the country. 2 million people tune into Khetha Radio Programme on a weekly basis with the listenership exceeding 3 million when additional interviews and information sessions are hosted.
The past uncoordinated approach to career development is being addressed through the establishment of a National Career Development Forum and the establishment of a policy. A draft policy document has been written taking into account the experience gained over the past 5-years, which will be consulted with all stakeholders including the public.
In support of the policy process and further expansion of career development, the DHET has developed a research agenda to help stimulate further research in the area. This research agenda will be shared with stakeholders with the hope that organisations engaged in career development will contribute their expertise and resources to expanding the available knowledge base.
Career practitioners entering the field should be appropriately qualified and experienced to assist others with career-related advice. To support an improved quality of service, a draft competency framework for career practitioners has been created by the DHET and will be made available for public comment before being implemented by institutions and qualification authorities. This accomplishment is expected to go a long way in providing a framework for qualifications that career practitioners should hold before they provide assistance to others.
The career advice service that was started in 2010 has already made significant progress toward meeting its goals and has now found its national home in the DHET from where it can cooperate with all others in support of a coordinated national career development service and framework.
Labour market intelligence
Achievements
This unit has initiated a major research project on labour market intelligence with the Human Sciences Research Council and Wits University. The project contributes to the establishment of a skill planning mechanism for the country, as well as the development of a forecasting model for skills planning and has developed a list of occupations in high demand.
Statistical publication
Achievements
This publication has prepared the annual statistical publication on post-school education and training from 2010 to 2013. It provides a statistical overview of the post-school education and training system and includes data about enrolments, number of graduates, number of persons benefitting from workplace-based learning and financial data.
Policy and Legislative shifts since 2009
New Policies (Legal services)
Policies promulgated in Government Gazettes which were made under the authority of an Act assigned to the Minister by Proclamation No.44 of 2009 are reported as such under that Act. Legal Services is not involved in the financial or HR policies signed by the Director-General and the relevant Branches will report on such policy.
I thank you.
Enquiries:
Calvin Nkosi
Cell: 076 810 8000
Email: Nkosi.C@dhet.gov.za
Busiswa Nongogo
Cell: 061 351 2695
Email: Nongogo.B@dhet.gov.za
