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

2. 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 HET

3. SUMMATION OF DISCUSSIONS 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 Main Purpose of the Green paper

4. 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). HET

5. 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. HET

6. Colleges  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 HET

7.  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 Workplace Based Learning HET

8.  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 Universities HET

9. Addressing disability within Post – school education & Training  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 HET

10. 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 HET

11. Building State Inst. & streamlining the regulatory system  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 HET

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 & Professional Bodies – 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. 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 HET

15. Thank You HET