The Green Paper on Post School Education & Training

1. The Green Paper on Post School Education & Training Presentation by: Andile Sipengane

2. HET Presentation Structure • Main Purpose • Vision • Challenges in Post-school Education & Training • Colleges • Workplace-Based Learning • Universities • Addressing Disability • Open & Distance Learning • Building State Institutions & Streamlining the Regulatory System • The NQF • Articulation, Collaboration and Co-ordination • Improving Skills Planning

3. Main Purpose of the Green paper • A vision for the Post School Education & Training System • Seeks to set out the challenges facing the post school system & sets out broad policy for: • Expanding post school provision to improve access • Strengthening the institutions to improve quality • Setting out a vision & pathways for achieving a coherent post school system with articulation, collaboration & coordination & alignment between these various inst. & labour market • Institutions providing formal education &Training: • Public & Private Universities, Public & Private FETs, AET Centres • Levy grant institutions: • SETAs and NSF • Regulatory Institutions: QCs, Systems & frameworks: • NQF, SAQA, 3QCs, NSA and NSFAS SUMMATION OF DISCUSSIONS

4. HET Vision Vision Post- school education & training system envisaged by the DHET must be equitable, accessible, affordable to all sections of the population, including free Education & Training for the poor. This requires redress of past & present injustices, including overcoming barriers to progress based on social class, race, gender, geography, age, disability & HIV and Aids (transformational imperatives as per NSDS 111).

5. HET Challenges in Post-School Education • Historical burdens- Access to education opportunities • Inequalities & discrimination • Inadequate quality, quantity and diversity of provision • Colleges – throughput and capacity • Adult Education &Training • Workplace based training • Universities – success rate, funding & research output • Current funding modalities • Inadequate & insufficient levels of Research & Innovation • Lack coherence & articulation in Post-School system • Regulatory system i.e. NQF, QA.

6. HET • Strengthened, expanded and diversified College sector • Role of FETs: • strengthening lecturers, learners support • Collaboration, partnership & improving relationship with employers • Increase enrolment and funding • Improve information management •   SAIVCET - to support FETC, development of the skills system as well provision of general education to adults • Community education and training centres Colleges

7. HET Workplace Based Learning • Integrate: Theoretical, practical & workplace learning • DHET will place emphasis on promotion of workplace–based and • Work Integrated Learning (WIL) • Employers to take responsibility for developing both existing and • potential employees • SETAs to play a role in facilitation and funding • Through NEDLAC, gov. depts, SOEs re-establish & extend central • role that employers play in provision of on the job training for skills • development

8. HET Universities • Differentiation - not all can or should fulfil same role • Low success rate – SA universities have low success rate • Research and innovation – increase support for post graduate • studies and senior researchers • Access and expansion – raise participation rate by 23% in 2030 • Academics contribution is critical • Provision of funding - NSFAS, provision not kept up with demand • Partnership between public & private explored within clearly • defined regulatory framework • African languages in Universities • Internationalisation – SA & Other Countries

9. HET • Currently , no national policy guiding education & training on • disability in the post – school domain • Individual institutions determine unique ways to address • disability & resourcing is allocated within each institution • accordingly • Levels of commitments & resource allocation towards disability • vary considerably between institutions • Disability task team will be set up • Task team will realign existing funding principles • Support re: provision & maintenance of disability units Addressing disability within Post –school education & Training

10. HET Open & Distance Learning • Students need access not only to a wide range of alternative kinds of • programmes but also to more flexible modes of delivery • Network of providers & supporting Centres for the Post Schooling Sector • Improved access to & use of appropriate Technology • Collaborative Development of High Quality Learning Resources

11. Building State Inst. & streamlining the regulatory system HET • Strengthening the levy-grant institutions & systems • SETAs responsibilities & challenges, scope & role, funding from Skills • Levy, governance arrangements, supporting capacity development • NSF – need to simplify criteria & procedures to speed up approvals, • strengthen monitoring & evaluation • NSA – Has powers of entry to SETAs & to question and inspect • Has not been able to fulfil all these roles adequately • Representation will be expanded

12. NQF • Overarches the whole education & training system • Three Sub-Frameworks - simplify National Framework, aligning HEQF • with GFETQF & OQF and integrating them into single system • Quality Assurance, assessment & curriculum organisation & systems • Quality Councils – rationalise ensure no function overlaps & ProfessionalBodies – safe guard professional stds. without being gate keepers • The Scope of Quality Councils • Option 1 – Amalgamate all quality assurance • Option 2 – Continue to build the 3 bodies • Option 3 – Continue to build 3 bodies in their current forms, & shift all • occupational & professional qual to QCTO • Option 4 – Incorporate the newly emerging occupational awards into • Umalusi & dissolve the QCTO HET

13. Articulation, Collaboration & Co-ordination • DHET will initiate & support policies & systems directed at building & • strengthening co-operation between sub-sectors of the post school • system • DHET will work with other government departments to improve • coordination & reduce duplication • NSDSIII calls for greater synergy, alignment between education • system & labour market • Skills levy institutions must fund and support public provision • DHET will work to strengthen collaboration between private & public • sectors & between the three spheres of government.

14. HET Improving skills planning • Establish an integrated system of data management among all institutions in the post-school system. • The foundation of any planning is existence of comprehensive, accurate, integrated & effectively analysed data • Data systems are weak throughout HET system including the DHET • Strengthening these systems & the data available on labour market skills needs must be a priority

15. HET Thank You