Presentation on Green Paper on

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Presentation on Green Paper on Post School
Education Training in South Africa
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Reasons for the Green Paper

• Establishment of DHET and the bringing together
  of
• Higher Education (Universities and other higher
  education institutions)
• Colleges (Public and private FETs and other
  public colleges/institutions e.g. nursing
  colleges, agricultural colleges, and others
  academies and colleges attached to various
  government departments)
• Levy grant institutions (SETAs and NSF)
• Regulatory frameworks and institutions (NQF,
  SAQA, CHE, Umalusi, QCTO)
• There is a need to conceptualise all these
  components as a single, integrated, coherent and
  well articulated post-school system.

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Objectives of the Green Paper
The Green Paper represents emerging thinking in
the Ministry and Department of Higher Education
and Training. It is intended for publication for
the purpose of consulting stakeholders and the
public. Once the responses to the Green Paper are
received and considered, the Minister will
formulate a White Paper for Cabinet approval.
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Imperatives for Transformation

• The Green Paper aims to set an agenda for the
  DHET that has the following 7 key imperatives for
  transformation
• Combating discrimination and providing equal
  opportunities for education and training and for
  all irrespective of
• - Socio-Economic Status
• - Race
• - Gender
• - HIV/AIDS status
• - Disability
• Expanding opportunities for people in
  disadvantaged areas, particularly rural areas and
  informal settlements
• A particular focus on expanding opportunities
  for youth

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Challenges Facing the Post School System

• The Green Paper seeks to set out the challenges
  facing the post school system and sets out broad
  policy for
• Expanding post school provision to improve access
• Strengthening the institutions to improve quality
• Setting out a vision and pathways for achieving a
  coherent post school system with articulation,
  collaboration, and coordination between the
  different components, as well as alignment
  between the various institutional types and
  between education and training institutions and
  the labour market.

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2007 CS Not Employed, Not in Education Not
severely disabled18 24 age cohort
  18 19 20 21 22 23 24 Total
Unspecified 2,595 2,457 3,786 4,762 4,998 4,054 4,699 27,351
Primary or less 61,056 64,285 70,496 78,564 73,575 75,261 77,425 500,662
Secondary education less than Grade 10 51,192 59,643 73,194 79,050 83,367 81,502 80,649 508,597
Grade 10/Std 8 or higher but less than Grade 12 65,228 94,608 132,158 164,596 176,733 174,325 183,146 990,794
Grade 12/ NTCIII (no exemption) 47,447 65,190 89,292 99,797 100,711 96,139 100,080 598,657
Grade 12/Std 10 (with E) 10,226 13,526 14,778 14,259 16,910 13,869 14,766 98,335
Certificate with Gr 12 2,732 4,025 6,299 8,157 9,672 8,340 7,811 47,035
Diploma with Gr 12 388 1,151 2,464 3,461 6,103 5,733 5,995 25,294
Bachelors degree 188 322 430 1,774 1,460 2,831 2,347 9,352
BTech 6 126 192 312 78 654 414 1,780
Post grad diploma     244 405 400 581 867 2,498
Honours degree     60 220 383 694 337 1,695
Masters/PHD     48 77 110 135 50 420
Total 241,056 305,333 393,441 455,434 474,501 464,119 478,587 2,812,471
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Categorization of Challenges

• Five Categories of challenges
• Historical burdens
• Inadequate quality, quantity and diversity of
  provision
• Inadequate and insufficient levels of research
  and innovation
• Lack of coherence and articulation within the
  system
• Challenges with regard to the regulatory system

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Challenges Historical Burdens

• The imprint of apartheid is still clearly seen in
  our post school institutions
• Disadvantaged institutions, especially those in
  rural areas of the former bantustans, still
  disadvantaged in terms of infrastructure,
  teaching facilities and staffing
• Even in the advantaged institutions with a
  significant number of black and women students,
  these students face multiple disadvantages such
  as racism, discrimination sexual harassment and
  an alien university culture
• The unequal schooling system disadvantages mainly
  black students as reflected in the post school
  system
• Disabled students have few opportunities and face
  discrimination

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Challenges Quality, Quantity and Diversity Issues

• Colleges are weak institutions, enrolments are
  too low (359 000 headcount enrolments in 2011)
  and campuses are unevenly distributed
• In most colleges and a number of universities,
  education quality is too low
• Adult education has been neglected. Enrolment in
  Public Adult Education Centres is only 312 000
  students. Most centres do not have their own
  premises or full-time staff
• Workplace-based training is inadequate and the
  apprenticeship system has deteriorated since
  mid-80s
• Funding models are biased towards institutions
  that are already strong. Student funding is still
  insufficient

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Challenges Research and Innovation

• Research output has increased markedly since 1994
  but numbers of researchers have not increased
  proportionately
• This may be because the funding has encouraged
  greater research productivity per researcher, but
  there are insufficient post-graduates being
  produced to replenish the researcher population.
  The DSTs Ten-Year Innovation Plan states that
  PhDs in Science, Engineering and Technology must
  increase five-fold
• Increased production of masters and doctoral
  graduates is also essential in producing the next
  generation of academics and researchers

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Challenges The Regulatory System

• The NQF is complex and not well understood
• There is not a clear demarcation between the
  functions of the three quality councils
• Decentralisation of quality assurance to the
  SETAs has led to a lack of uniformity of
  standards
• Contractualisation of provision (especially by
  SETAs) has led to unintended consequences such as
  short-term thinking and a tendency towards a
  contract compliance culture which reinforces
  the focus on quantity and throughput rather than
  on learning and impact.

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FET Colleges Main Campuses
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FET Colleges Satellite Campuses
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FET Colleges Main and Satellite Campuses
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Universities and FET Colleges
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Expansion

• By 2030, we aim for university enrolments of
  1.5m, a projected participation rate of 23, and
  4 000 000 enrolments (approximately 60) in
  colleges or other post-school institutions
• These other institutions would include a new
  institutional type, provisionally called
  Community Education and Training Centres
• There will be at least one institution offering
  FET programmes in every district in the country.
  Some of these will be in multi-purpose education
  centres
• Expansion will pay particular attention to rural
  areas
• Distance education must be expanded across the
  system

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Colleges

• Focussed attention will be given to improving
  quality of FET Colleges through appropriate
  programmes, upgrading of lecturers, capacity
  building for management and governance, improved
  learners support, IT systems, partnerships with
  employers
• Other public colleges (e.g. nursing, agricultural
  colleges, PALAMA, various departmental colleges
  and academies) need to be brought into a single,
  coherent system with quality assurance and
  systems of articulation with the rest of the
  education and training system. The DHET will need
  to improve coordination with other departments
  which have colleges/academies OR possibly take
  over some or all of the functions of these
  institutions.

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Higher Education, Research and Innovation

• Expansion will include two new universities
• We must develop a differentiated university
  system. The Green Paper outlines principles for
  differentiation
• Major policy thrusts for universities aim to
  achieve
• - Improved success and throughput rates
• - More and better research and innovation
• - Improved access for students (expansion
  NSFAS)
• - Expanded African language teaching and
  developing them into languages of science and the
  academy
• - Expanding post graduate outputs and developing
  the next generation of academics
• - An improved funding formula and reversal of
  backlogs in HDIs

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The Levy Grant Institutions

• The SETAs and the NSF must be strengthened as
  institutions in governance, management and
  effectiveness
• SETAs must become experts on the labour market in
  their sectors and share their information with
  all stakeholders, including government
  departments
• The SETAs must allocate more of their resources
  on full occupational training programmes and not
  only on short courses
• They must build bridges between employers and
  colleges or universities, promote partnerships
  and assist with workplace placements for students
• The NSF must provide funding for national
  priority training not covered by the SETAs

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The NQF, Quality Councils Professional Bodies

• The NQF must be streamlined, simplified and made
  easier for users to understand
• The NQF must tackle unintended consequences, with
  regard to qualifications which do not articulate
  easily with the rest of the system (e.g. NC(V),
  B. Tech.)
• There is a need to rationalise the Quality
  Councils to ensure that their functions do not
  overlap and sometimes work at cross purposes. A
  number of options are offered for public
  discussion
• Regulatory role of professional bodies. They
  should safeguard professional standards without
  being gate-keepers who seek to restrict the
  supply of professionals

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Articulation, Collaboration and Co-ordination

• The creation of a system in which all
  institutions reinforce one another in mutually
  supportive ways is one of the key principles
  underlying the Green Paper
• For example, universities should step up their
  research on the labour market and the skills
  development institutions (including the SETAs,
  FET colleges and community education and training
  centres)
• Universities should train college staff
• SETAs must fund and support public institutions,
  helping to build relationships between education
  and employers.

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Every Workplace a Training Space

• The essence of successful vocational and
  professional training system is the combination
  of theory with practice and therefore the
  combination of classroom based training with
  workplace training
• The Green Paper emphasises the need to build on
  the National Skills Accord to ensure that all
  employers provide workplace experience in the
  form of apprenticeships, learnerships and
  internships
• It is our aim that the private sector,
  state-owned enterprises, the public service,
  municipalities and other organs of state (police,
  defence force, etc) all ensure that their
  workplaces are also training spaces

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Improving Skills Planning

• The foundation of any planning process is the
  existence of comprehensive, accurate, integrated
  and effectively analysed data
• Data systems are weak throughout the higher
  education and training system including the DHET
  
• Strengthening these systems and the data
  available on labour market skills needs must be a
  priority

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Way forward

• Publication of Green Paper for public comment
• Development of a White Paper on the basis of
  public comment
• Submission of the draft White Paper to Cabinet
  for final approval as government policy
• Alignment of legislation, regulations and
  departmental practice with the White Paper
• Efficient, effective and vigorous implementation

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Thank You