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The White Paper on Post School Education and Training

The White Paper on Post School Education and Training. A SETA Perspective. The White Paper. Approved by Cabinet on 20 November 2013 Set scene for Post School Education and Training to be achieved by 2030. Single, coordinated post school system Inclusive access Improved capacity

jolene-riley
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The White Paper on Post School Education and Training

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  1. The White Paper on Post School Education and Training A SETA Perspective

  2. The White Paper • Approved by Cabinet on 20 November 2013 • Set scene for Post School Education and Training to be achieved by 2030. • Single, coordinated post school system • Inclusive access • Improved capacity • Quality provision responding to needs of learners, employers and community

  3. The White Paper • Post school education and training is aimed at people • Who have completed school • Who did not complete school • Who never attended school • Details the role of all institutions • Public and private higher and further education institutions • Adult learning centres • SETAs, NSF, Regulatory Bodies and Quality Councils

  4. Partnerships • Growth of Technical and Vocational Education and Training (TVET) Colleges (previously FET Colleges) remains DHET priority • New system require stronger and more cooperative relationships between Education and Training Institutions and Workplace to facilitate • Placement of students for work integrated learning • Regular interaction to access information on industry developments and industry skills needs.

  5. Partnerships • University sector supports integrated post school system • Some have entered into partnerships with other institutions eg. TVET Colleges • Important to foster relationships with employers to expand work placement opportunities

  6. Role of the SETA • Facilitating close cooperation between institutions / training providers and employers to design vocational training interventions • SETA focus on • Skills development of sector employees • Development of skills pipeline • Stakeholder liaison – identifying the skills needs of workplaces and ensuring provider capacity to address these needs.

  7. Role of the NSF • Responsible for skills development aligned to national development strategies • Providing funding for government strategies • Youth programmes • Growing small businesses and cooperatives • Rural development • Providing funding for cross-sectoral research and innovation

  8. Role of the DHET • Implement a central skills planning system • SETAs to supply sector specific data as input to national planning process • SETAs to test scenarios as result of central research with stakeholders. • DHET and SETAs to use central research data to compile skills development plans in order to meet skills demand.

  9. Purpose of SETA Funding • New focus of mandatory grant • Collection of useful and accurate skills data • Grant to be paid based on annual submission of comprehensive document • Skills profile of employees • Workplace training undertaken • Short and medium term skills needs • No requirement to report on how mandatory grant was spent

  10. Purpose of SETA Funding • Funding must be aligned to strategic objectives • Focus of discretionary grant funding • Existing enterprises • Training of existing workers and potential new entrants • Funding of training delivery • Public or private training providers • In-house training centres • With capacity to provide all or substantial parts of qualifications • Funding of public education and training institutions

  11. Quality Councils and NSA • Structure of Quality Councils to remain largely unchanged • Councils will have greater flexibility to quality assure qualifications • Articulation of qualifications will be essential to • Avoid unfair and irrational barriers to acceptance and credit transfer • Ensure no dead ends for learners • The NSA to be restructured and to focus on monitoring and evaluation of SETAs

  12. Conclusion • The White Paper sets out a vision of a transformed post-school system which is an integral part of the government’s policies to develop our country and improve the economic, social and cultural life of its people. •  The system will be integrated in such a way that the different components complement one another, and work together to improve the quality, quantity and diversity of post-school education and training in South Africa.

  13. Copy of the White Paper available on www.fpmseta.org.za

  14. Thank you

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