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Presentation by DHET

TVET College Programme Planning

“Start with the end in mind”

Agenda

Departmental Objectives: • Access• Throughput• Employability

1. Programme Qualification Mix Overview2. New QCTO Occupational Qualifications3. Centres of specialisation4. Artisan Development 5. Foundational Learning

AGENDA

Access

• By 2030 sector should move from 300 000 to 1250 000 • Produce 20 000 artisans per annum• Strengthen and expand the number of FET Colleges so that the participation rate can grow to 25%• Increase enrolments from just over 345 000 in 2010 to 2,5 million in 2030• Produce 30 000 artisans by 2030• Establish a new institutional type – Community Education and Training Colleges to 1 million learners• Distance Education• Framework for learners with disability

Throughp

ut

• Continues quality improvement is required as the system expands• Develop a strong set of national qualifications and support the development of non formal programmes• we need to strengthen our institutions as the building blocks of that system• Improving teaching and learning – need well educated, capable and professional teaching staff• Establish the South African Institute for Vocational and Continuing education and training which will be responsible

for research and an inspectorate

Employabi

lity

• Seta's must play a more effective role in producing skills which will support employers• A stronger and more cooperative relationship between education and training institutions and the workplace• A post-school education and training system that is responsive to the needs of individual citizens and of employers in

both public and private sectors, as well as broader societal and developmental objectives• Quality and relevance of courses need to be addressed.

OVERALL OBJECTIVESDEPARTMENTAL OBJECTIVES

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Programme Qualification Mix“Start with the end in mind”

Programme Review

NC(V) policy reviewProcess launched in May 2015 and working group being put together to review the qualification and programmes.

Revision of the Nated ProgrammesSeven Subjects completed and most of these introduced this year. DHET is not planning lecturer development against these upgrades at present

New QCTO Occupational Qualifications42 occupational programmes registered with SAQA. Mostly engineering qualifications. Bookkeeping qualification will be registered soon.Piloting of implementation taking place next year. If pilot successful Nated programmes to be phased out over time.

RPOGRAMME REVIEW

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Programme Qualification Mix

1. Eng.: Engineering Programme

• Civil Engineering and Construction

• Drawing office practice

• Electrical Infrastructure and construction

• Mechatronics

• Process instrumentation

• Plant operation

2 Non-Eng.: Non Engineering Programmes

• Finance Economic and Accounting

• Management

• Marketing

• Office Admin

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All Programmes Offered

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NATED N1 – N3

0

5000

10000

15000

20000

25000

EC FS GP KZN LP MP NC NW WC

N1

N2

N3

N1 - N3 Engineering Studies

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NATED Engineering

0

2000

4000

6000

8000

10000

12000

EC FS GP KZN LP MP NC NW WC

N4

N5

N6

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NATED Business Studies N4 – N6

0

5000

10000

15000

20000

25000

EC FS GP KZN LP MP NC NW WC

N4

N5

N6

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MANAGEMENT

In comparison of the NC(V) Level 2 enrolment in 2014 Management Programmes, Office Admin had high students enrolments compared to other programmes

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SERVICES

Transport and Logistics is not offered in EC, MPU and NC. While Tourism in KZN has more student.

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EDUCATION AND SERVICES

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ENGINEERING

Process Instrumentation is not offered by colleges in the country. Only FS and GP offers Drawing Office. ERD receives a lot of offering across

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Offering Per Province : NC(V) Level 2

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Gauteng NC(V) PQM OF 19

In Gauteng almost all colleges are offering more than 3 Engineering Programmes except for Westcol:The following programmes are not offered in Gauteng• Process Plant• Process instrumentation(only EEC)• Primary Agric (only Westcol)• Safety in Society (SWGC and TNC)

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Gauteng NC(V) PQM OF 19

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MPU NC(V) PQM OF 19

Except in services, Gert Sibande dominates programme offering in Mpumalanga. The following programme are not offered in Mpumalanga:• Drawing office procedure• Mechatronics( Gert Sibande)• Process Instrumentation• Process Plant• Tourism• Transport logistics• Primary Health(Ehlanzeni)• Safety in Society• Primary Agriculture(Gert Sibande)

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MPU NC(V) PQM OF 19

Programme Review

Select your programmes with the End in Mind (Employability)

Responsible Marketing to StudentsEducare qualification does not prepare you to be a grade R teacher.Primary Health is not a nursing qualification

Are you marketing to industry?Do you have placement in mind for the N6 students when you enrol them. If not Why not?

Does industry in you areas know you and your programmes?Are you organised (Scheduling) to meet industry needs?

Must continue to deliver and expand occupational programmes.Not only for learner numbers but they serve a particular purpose which we need.

MARKETING OF PROGRAMMES

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So a two-pronged strategy is proposed

1. Planning ‘as usual’ for NATED and NCV programmes, and listing of learnerships etc.

2. Continue to deliver and expand occupational programmes

3. Repositioning for occupational programmes in high demand

The remainder of this presentation is on the last item, as all are familiar with the first – which will continue ‘as is’ for end August 2015.

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COLLEGES HAVE WHAT THEY HAVE:- THE LECTURERS THEY HAVE, - THE PROGRAMMES THEY HAVE,- THE WORKSHOPS THEY HAVE …

But change cannot happen overnight, because

TO ALL TVET COLLEGES:

WHY & HOW TO POSITION TO BECOME

A CENTRE OF SPECIALISATION

June 2015

What is a Centre of Specialisation?A Centre of Specialisation is:

A faculty or department in a TVET college dedicated to the delivery of the theoretical component of a specified occupation or cluster of related occupations that has been identified as being in demand.

A Centre of Specialisation may itself also provide the practical training required, or may partner with another public or private training centre for the required practical training component.

It collaborates with workplaces that provide the workplace learning component required for the attainment of occupational

competence.Generally there will be a Centre per occupation per province

NCV, NATED or Occupational Qualification ‘theory’ recognised

for that occupation

Why DHET has adopted the idea of Centres of Specialisation?

The White Paper calls for an integrated, but differentiated PSET system;

A shift to demand-side responsiveness is the way of the future – with excellent teaching and learning

No individual college can do everything – a degree of specialisation is inevitable (and desirable);

Equipping workshops is very expensive, better to invest what we have in a targeted fashion rather than scatter our resources to make many centres ‘mediocre’;

Once recognised, employers and SETAs will be encouraged to work with such a Centre in multiple ways to help it grow into a Centre of Excellence over time (keep curriculum up-to-date, train lecturers etc.)

Why become a Centre of Specialisation?

The learners who graduate from the relevant programmes will have an improved prospect of employment as the training will be needed, of high quality and up-to-date;

By taking on this opportunity, the college will be helping the country to ensure that the skills required for its growth and development are available;

They will help to ensure that those that work on the big, strategic projects are local South Africans.

This will bring the college into contact with a wide range of employers all of whom have an interest in the employment of graduates from these specific programmes – both those in the local vicinity as well as those further afield who nevertheless will look to recruit from a specialised college with increasing capacity to meet required quality standards.

They will in the process have a unique opportunity to build the capacity of their college in this occupational area with expert assistance, funding and support. This means additional resources!

Resources for Centres of Specialisation- Priority Occupation Package (POP) grants

Expert input on requirements! Levy resources for (if required) – to complement college funds:

– Individual learners (bursaries / loans / learner support)– Incentives for employers for workplace learning– System development (new qualifications, curriculum updating,

eLearning …) – Strengthen college capacity and infrastructure

• Lecturer development;• Learning materials; • Equipment; • Infrastructure

– Partnerships with relevant providers … and – Project management

NOTE: Other resources will also be sought e.g. from employers.

Which Occupations?

• For this first phase, the following occupations are proposed (see next slide) – note this supersedes the list on the CD;

• Colleges with strong motivation may recommendation additional occupations (Note: Motivation = evidence that the occupation is in demand. Employer?);

• Additional occupations will be added in future years …

Occupations in Demand - first 21

Trades (plus assistants)1. Electrician 2. Welder 3. Boilermaker 4. Diesel Mechanic5. Fitter and Turner6. Automotive Motor Mechanic

(Mechatronic Technician)7. Plumber 8. Mechanical Fitter9. Bricklayer 10. Millwright11. Rigger12. Carpenter / Joiner

Construction specific

1. Truck Driver2. Scaffolder3. Civil Structure Constructor with the

following Part Qualifications:o Shutter Hando Concrete Hand o Reinforcing

4. Civil Roads Constructor with the following Part Qualifications:o Earthworks Hando Layerworks Hando Surfacing Hando Road Drainage Hando Road Maintenance Hando Road Markero Sign Erector

5. Civil Services Hand with the following Part Qualification:o Drainage pipe layero Water pipe layero Sewerage pipe layero Kerb layer

6. Programme/project administrator7. Storeperson

Other1. Seafarers (to be specified) 2. ICT Occupations (to be specified)

DHET’s Criteria for recognising a Centre of Specialisation

1. Proximity to demand (current or future)2. Proximity to workplace learning opportunities 3. Capacity (have done it before … quite well – here

evidence of past performance will be considered)4. Existing partnerships with employersAND

5. Willingness to undergo an assessment and to commit time and effort!

Assessment by & Assistance from an Occupational Team

An Occupational Team will:a. Advise DHET if the college is

a viable Centre of Specialisation;

b. Prepare a report for DHET;If a college is confirmed as Centre of Specialisation , the OT will inform the development of a Project Plan and support its implementation. The College should nominate a lecturer either as a proposed member of the OT (if qualified and experienced) or as a person with whom suggested system changes can be consulted .

Process TVET College should follow

1. Study the first list of occupations in demand;

2. Submit Expression of Interest with motivation to DHET by no later than 5th July 2015 (Ms. Gerda Magnus at Magnus.G@dhet.gov.za);

3. Submit the name and contact details of the person in the faculty or department with whom the Occupational Team should engage;

4. Be willing to undergo an assessment by the relevant group of experts (Occupational Team).

This is a great opportunity for those willing and able to

grasp it!

Are you?

First Four YearsNational Artisan DevelopmentNAD: 2010 – 2014

Next Six Years National-Provincial-Regional Artisan DevelopmentNPRAD: 2015 - 2020

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Problem 1 = Throughput 54% Average

Registered25 342

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

Average -

5,000

10,000

15,000

20,000

25,000

30,000

AverageQualified

13 363

R4,7bnpa

Wastage

0

Cost

Time of Learner in Labour Market

Industry Cost Lack of

Foundation Quality

Problem 2 = Reality

Ideal

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FOUNDATIONM+S+L+LO+D

A21 (K(TT)+P+WE)

CON

CERN

S• Lecturer Capacity• Learner Ratios• Learner Habits

• Step 2 & 4 Not Integrated

• Step 3 Must Be Before Step 2

• Learner Status• Capacity

• Scope of Trade• Competency RPL

• Uncoordinated• Not early enough

• Semi National• QCTO Delegations

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Career Management

Learner Contracting

Knowledge & Practical

Workplace

Trade Testing &

RPL

Certification

QA

1. TVET Preferred, Correct and Early Choice

2. Learner + College + Workplace + Funding

3. Specialised Public Colleges or Private Centres

4. THE ONLY Labour Market Cost when Public

5. Dedicated TVET Colleges or Centres

6. Web Based System @ Source

7. QCTO + NAMB Industry based System

SOLU

TIO

N

5

FOUNDATION

A21

Career Management

Learner Contracting

Knowledge & Practical

Workplace

Trade Testing &

RPL

Certification

QA

MENTORING

FOUNDATION

A21

SETAsTVETsDBESOCs

N-P-L GovernmentBUSANBI

BLSAOL Federations

Mentor Database

World Skills South Africa “Experts”PADSC Controlled and Implemented 6

PIPELINE

College Plan Elements

NAMB+

PADSC

Artisan Registration Regulations for Comment Gazette 38458 – 13 Feb 2015

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Categories

(a) Practicing Artisan

(b) Line Supervisor

(c) Technical Manager

(d) Artisan Trainer

(e) Artisan Assessor

(f) Artisan Moderator

(g) Artisan Mentor

(h) Interim Artisan Mentor

(i) Artisan Recognition of Prior Learning Advisor

(j) Unemployed but not on Pension

(k) Unemployed and on Pension

MENTOR

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Ratios of Trade Category x Mentors Less Number of WP LearnersTrade = BricklayerCategory = Civil - Ratio = 1:4Number of Mentors = 10Maximum Capacity = 10 x 4 = 40Number of Learners in Workplaces = 32Spare Capacity = 8

Artisan Training Capacity of Angus Building (Pty) Ltd)

Angus Building (Pty) Ltd) is “motivated” to take another 8 apprentices

Mentor BasedPublic TVET College Artisan Development Strategy

MOTIVATION (AKA FUNDING)Total Cost = R 400 000 per Artisan Learner

K=30% = R 120k P=35% = R 140k WP=35% = R 140k

Schools / Colleges Training Centres Workplaces

Voted = R 120k Grant = R 140k Employer = R 140k

Schools / Colleges Training Centres Workplaces Current Funding

Foundation (R100k Voted) + Pivotal Grant (R 150k + (Employer R150k)

Mentors + Schools / Colleges + Training Centres + Workplaces Funding based on Dual System Methodology

9A21 APPRENTICESHIP

Thank You For Support

and Commitmenthttp://nadsc.dhet.gov.za

“IT’S COOL TO BE A 21ST CENTURY ARTISAN”

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Thank you!