Description
In this description rebranding the further education and training (fet) sector through leadership.
Rebranding the Further Education and Training
(FET) sector through leadership and organisational
development.
Dr MMA Maharaswa
Deputy Director-General:
Vocational and Continuing Education and Training
24-25 October 2013
Presentation Outline
2
1. College sector history
2. The current trajectory of the college sector
3. Whose Business is it?
4. FET Colleges Turnaround Strategy
5. Conclusion
1. College sector history
3
Chronological events in the formation of the technical colleges sector and the
subsequent transformation to the FET colleges sector
• 1920s: Industrialisation era:
• Establishment of technical colleges - as a means to skilled labour
supply.
? Fewer than eight (8) technical colleges, an advanced technical
college, SoE training centres were established and were accesible to
white males only.
• 1980s: Shrinking of the Tech College sector - Socio-economic (world oil
crisis and globalistion) pressure:
• World oil crisis
? Apprenticeships and training opportunities decreased as a result of
economic meltdown. Companies scaled down on training.
College sector history (2)
4
• Globalisation
• Brought about increased interest in RSA for trading purposes and
exerted pressure on the then government.
? Political and economic growth related pressures resulted in the
following changes:
? Manpower Training Act 1981 was established and it facilitated
racially inclusive access to skilling opportunitites i.e artisanship.
? More technical colleges were subsequently established in the
rural and peri-urban areas of the country. These
? were small, weak and poorly resourced,
? fostered inequalities and racial seclusion,
? Had poor access and industry and community linkages and
partnerships.
College sector history (3)
5
• Post 1994: The transformed Technical College Sector:
• As per White Paper 4: A programme for the transformation of Further
Education and Training (FET)
? FET Act 98 of 1998 was enacted. It has since been replaced by the
FET Colleges Act 16 of 2006. This Act has been amended to mainly
transfer FET Colleges functions from the Provincial competence to
the Department of Higher Education and Training established in
2009.
? During 2001-2003:
• All Technical Colleges were as per the FET Act, declared FET
Colleges.
• 152 Technical Colleges merged to 50 mega FET Colleges
(264 Campuses) in pursuance of efficency and improved
access to intermediate level skilling opportunities.
College sector history (4)
6
• Education and training programmes offered at FET Colleges:
? Continuation of Report 190/1 or N Courses with poor links to
commerce and industry and generally poor curriulum responsiveness
and articualtion to other spheres of learning and the world of work.
? Introduction of occupationally directed / learnerships programmes.
? Recapitalisation of FET colleges infrastrcture and the introduction of
the new National Certificate Vocational programmes (2007).
2. The current trajectory of vocational education and
training
7
• FET Colleges legislative, regulatory and policy frameworks:
FETC Act
Amend
3/2012
Skills
Develop
ment Act
IPAP
HRD
Strategy II
NSFAS
Act
NSDS 3
National
Youth
Accord
National
Developm
ent Plan
National
Skills
Accord
other
New
Growth
Path
Green
paper for
PSET
The current trajectory of vocational education and
training (1)
8
Vision and Mandate of the Post School Education and Training (PSET)
• Since its inception in 2009, the Department of Higher Education and
Training took a different outlook to education and training.
• It is currently working towards a vision of establishing a single, coherent,
differentiated and highly articulated post-school education and training
system.
• FET Colleges are robustly supported and advocated to be institutions of
choice.
? Mandate aligned with the NDP 2030:
? South Africa ought to have a post-school system that provides a
range of accessible alternatives for young people and those in the
NEET category.
The current trajectory of vocational education and
training (2)
9
? Aims for 4 000 000 enrolments in 2030 (approximately a 60%
participation rate) in FET colleges and other P SET institutions.
? FET colleges are expected to supply mid-level skills, including
artisanal and other vocationally oriented careers currently in short
supply in RSA.
? South African Institute for Vocational and Continuing Education
and Training (SAIVCET).
10
KEY CHALLENGES FACING FET COLLEGE SECTOR
Teaching and learning-
low throughput rates, inadequate lecturer qualifications and industry linked
experience and a limited Programme Qualification Mix with insufficient
programmes relevant to local communities and industry.
Poor financial management systems-
Curently there are 20 Colleges that received qualified audits in the 2011
financial year. Lack of or limited capacity in relation to the functions of
qualified Chief Financial Officers.
Limited oversight of College management and governance.
The majority of Colleges lack the ability to generate and manage reliable data.
FET College examinations and assessment system continue to be a challenge
11
3. Whose Bussiness is it?
Who should take
the lead in ensuring
that the sector
delivers on the set
mandate?
12
Whose Bussiness is it? (3)
Roles in taking the lead:
• Communities and Individuals:
•
Through commitment to development (personal, social and economical)
and closer links with colleges
• Universities:
•
Partnerships with colleges towards:
?
Articulation
?
Research and curriculum innovation
?
Capacity building
13
Whose Bussiness is it? (4)
Roles in taking the lead:
• Private Sector:
•
Partnerships and linkages to improve curriculum design and delivery,
lecturer development, work-placement and exposure for staff and students
• SETAs:
•
Funding, education and training quality assurance and support, facilitation
of linkages with
the public and private
• DHET:
•
Implementation of various governance, management, administration
and curriculum support programmes.
•
Implementation of the turnaround strategy
14
FET Colleges turn around Strategy (1)
In addressing these challenges, the strategy is anchored on the following
principles:
• Managing change:
through the function shift process of migrating FET Colleges from a Provincial to a
National competence, it will be important to maintain an environment of order and
focus while ensuring compliance with emerging legislative and policy changes.
• Institutional differentiation:
a generalised approach for FET Colleges will not serve national interests the best. The
Strategy requires individualised assessment and tailored interventions to respond to
specific strengths and weaknesses of each of the 50 Colleges.
• Movement from current to desired status:
the DHET is repairing and building to solve immediate problems while
simultaneously laying out a developmental agenda that will be sustained beyond
2030.
15
FET Colleges turn around Strategy (2)
•
Student performance and success:
is core to the mandate of Colleges, everything else is in support of teaching and
learning.
•
Strategy?led approach:
coordination of the implementation of the Strategy is key, and will drive and
determine annual operational plans, budgets and priorities.
• Accountability for Performance:
no change can be guaranteed unless accountability is assured. Council Charters,
performance contracts with Principals cascading to campus levels will be used to
measure performance.
16
FET Colleges turn around Strategy (3)
Focus areas of the Turnaround Strategy:
• Teaching and Learning – improving lecturer qualifications and
student pass rates.
• Institutional Management and Governance
• Administration and
Curriculum Delivery
• Improving Quality of Teaching Staff and Systems
• Student Support Services
• Infrastructure, Facilities and Equipment Management
• Partnerships, Linkages and Stakeholder Management
17
Strategy to improve pass and certification rates:
• Multi-pronged approaches that target different aspects of teaching and
learning as well as student support environments.
• Implementation of placement tests to ensure a match between aptitude
and field of study
• Implementation of Academic Support programmes;
• Counseling , Guidance and student mentoring;
• Additional remedial interventions based on needs; and
• Additional opportunities for learning through extra classes.
FET Colleges turn around Strategy (4)
18
FET College Turnaround Strategy
• To support on human resource management aspects, 20 Human Resource
generalists have been appointed and deployed to FET colleges
• South African Institute for Chartered Accountants (SAICA) have been deployed
Chartered Accountants in all FET colleges with a view to strengthen financial
management capacity
• A College Improvement Project in the Eastern Cape and Limpopo Province is
being implemented
• Substantive actions are currently being implemented in FET colleges in pursuit of
improved student performance which includes the following:
- Daily monitoring of student attendance, particularly for bursary recipients
where travel and accommodation allowance disbursement is linked to
attendance
- The administration of the student selection and placement test at the
commencement of the academic year
19
• 427 435 in 2011 to 657 690 in 2012 students were enrolled in public
FET college programmes: 54% growth.
• NSFAS student bursaries increased from R318m in 2010 (61 703
students) to R1,988b in 2013 (222 817 students)
• R47,9 million to support students with disabilities and special
learning needs, benefitting a total of 1,886 students.
• Additional R600 million (over and above the initial allocation) for
students with disabilities and special learning needs has been set
aside.
• 8 Colleges offers NQF level 5 to 6 in programmes partnership with
higher education and training institutions.
Recent FET college sector achievements in pursuit of
increased access
• Infrastructure development- a driver of access
R2,5 billion has been allocated from the National Skills Fund and Sector
Education and Training Authorities (SETAs), towards the:
• construction in rural areas of 12 new campuses and 3 skills centres
with morden teaching and learning workshops/simulation rooms,
student accomodation, sport and recreational facilities.
• refurbishment of 2 campuses existing infrastructure.
• envisaged expansion from this development: 17 500 additional
students.
• R2.5 billion allocated for capacity building and refurbishment.
The Recent FET college sector achievements in pursuit
of increased access
CONCLUSION
• Key messaging:
– RSA depends on FET sector for specialised
category of skills
– Imperfections abound in the sector
– Visible progress and change of attitudes towards
FETs
– All of us must take leadership in rebranding the
sector
21
Thank You
doc_510024267.pdf
In this description rebranding the further education and training (fet) sector through leadership.
Rebranding the Further Education and Training
(FET) sector through leadership and organisational
development.
Dr MMA Maharaswa
Deputy Director-General:
Vocational and Continuing Education and Training
24-25 October 2013
Presentation Outline
2
1. College sector history
2. The current trajectory of the college sector
3. Whose Business is it?
4. FET Colleges Turnaround Strategy
5. Conclusion
1. College sector history
3
Chronological events in the formation of the technical colleges sector and the
subsequent transformation to the FET colleges sector
• 1920s: Industrialisation era:
• Establishment of technical colleges - as a means to skilled labour
supply.
? Fewer than eight (8) technical colleges, an advanced technical
college, SoE training centres were established and were accesible to
white males only.
• 1980s: Shrinking of the Tech College sector - Socio-economic (world oil
crisis and globalistion) pressure:
• World oil crisis
? Apprenticeships and training opportunities decreased as a result of
economic meltdown. Companies scaled down on training.
College sector history (2)
4
• Globalisation
• Brought about increased interest in RSA for trading purposes and
exerted pressure on the then government.
? Political and economic growth related pressures resulted in the
following changes:
? Manpower Training Act 1981 was established and it facilitated
racially inclusive access to skilling opportunitites i.e artisanship.
? More technical colleges were subsequently established in the
rural and peri-urban areas of the country. These
? were small, weak and poorly resourced,
? fostered inequalities and racial seclusion,
? Had poor access and industry and community linkages and
partnerships.
College sector history (3)
5
• Post 1994: The transformed Technical College Sector:
• As per White Paper 4: A programme for the transformation of Further
Education and Training (FET)
? FET Act 98 of 1998 was enacted. It has since been replaced by the
FET Colleges Act 16 of 2006. This Act has been amended to mainly
transfer FET Colleges functions from the Provincial competence to
the Department of Higher Education and Training established in
2009.
? During 2001-2003:
• All Technical Colleges were as per the FET Act, declared FET
Colleges.
• 152 Technical Colleges merged to 50 mega FET Colleges
(264 Campuses) in pursuance of efficency and improved
access to intermediate level skilling opportunities.
College sector history (4)
6
• Education and training programmes offered at FET Colleges:
? Continuation of Report 190/1 or N Courses with poor links to
commerce and industry and generally poor curriulum responsiveness
and articualtion to other spheres of learning and the world of work.
? Introduction of occupationally directed / learnerships programmes.
? Recapitalisation of FET colleges infrastrcture and the introduction of
the new National Certificate Vocational programmes (2007).
2. The current trajectory of vocational education and
training
7
• FET Colleges legislative, regulatory and policy frameworks:
FETC Act
Amend
3/2012
Skills
Develop
ment Act
IPAP
HRD
Strategy II
NSFAS
Act
NSDS 3
National
Youth
Accord
National
Developm
ent Plan
National
Skills
Accord
other
New
Growth
Path
Green
paper for
PSET
The current trajectory of vocational education and
training (1)
8
Vision and Mandate of the Post School Education and Training (PSET)
• Since its inception in 2009, the Department of Higher Education and
Training took a different outlook to education and training.
• It is currently working towards a vision of establishing a single, coherent,
differentiated and highly articulated post-school education and training
system.
• FET Colleges are robustly supported and advocated to be institutions of
choice.
? Mandate aligned with the NDP 2030:
? South Africa ought to have a post-school system that provides a
range of accessible alternatives for young people and those in the
NEET category.
The current trajectory of vocational education and
training (2)
9
? Aims for 4 000 000 enrolments in 2030 (approximately a 60%
participation rate) in FET colleges and other P SET institutions.
? FET colleges are expected to supply mid-level skills, including
artisanal and other vocationally oriented careers currently in short
supply in RSA.
? South African Institute for Vocational and Continuing Education
and Training (SAIVCET).
10
KEY CHALLENGES FACING FET COLLEGE SECTOR
Teaching and learning-
low throughput rates, inadequate lecturer qualifications and industry linked
experience and a limited Programme Qualification Mix with insufficient
programmes relevant to local communities and industry.
Poor financial management systems-
Curently there are 20 Colleges that received qualified audits in the 2011
financial year. Lack of or limited capacity in relation to the functions of
qualified Chief Financial Officers.
Limited oversight of College management and governance.
The majority of Colleges lack the ability to generate and manage reliable data.
FET College examinations and assessment system continue to be a challenge
11
3. Whose Bussiness is it?
Who should take
the lead in ensuring
that the sector
delivers on the set
mandate?
12
Whose Bussiness is it? (3)
Roles in taking the lead:
• Communities and Individuals:
•
Through commitment to development (personal, social and economical)
and closer links with colleges
• Universities:
•
Partnerships with colleges towards:
?
Articulation
?
Research and curriculum innovation
?
Capacity building
13
Whose Bussiness is it? (4)
Roles in taking the lead:
• Private Sector:
•
Partnerships and linkages to improve curriculum design and delivery,
lecturer development, work-placement and exposure for staff and students
• SETAs:
•
Funding, education and training quality assurance and support, facilitation
of linkages with
the public and private
• DHET:
•
Implementation of various governance, management, administration
and curriculum support programmes.
•
Implementation of the turnaround strategy
14
FET Colleges turn around Strategy (1)
In addressing these challenges, the strategy is anchored on the following
principles:
• Managing change:
through the function shift process of migrating FET Colleges from a Provincial to a
National competence, it will be important to maintain an environment of order and
focus while ensuring compliance with emerging legislative and policy changes.
• Institutional differentiation:
a generalised approach for FET Colleges will not serve national interests the best. The
Strategy requires individualised assessment and tailored interventions to respond to
specific strengths and weaknesses of each of the 50 Colleges.
• Movement from current to desired status:
the DHET is repairing and building to solve immediate problems while
simultaneously laying out a developmental agenda that will be sustained beyond
2030.
15
FET Colleges turn around Strategy (2)
•
Student performance and success:
is core to the mandate of Colleges, everything else is in support of teaching and
learning.
•
Strategy?led approach:
coordination of the implementation of the Strategy is key, and will drive and
determine annual operational plans, budgets and priorities.
• Accountability for Performance:
no change can be guaranteed unless accountability is assured. Council Charters,
performance contracts with Principals cascading to campus levels will be used to
measure performance.
16
FET Colleges turn around Strategy (3)
Focus areas of the Turnaround Strategy:
• Teaching and Learning – improving lecturer qualifications and
student pass rates.
• Institutional Management and Governance
• Administration and
Curriculum Delivery
• Improving Quality of Teaching Staff and Systems
• Student Support Services
• Infrastructure, Facilities and Equipment Management
• Partnerships, Linkages and Stakeholder Management
17
Strategy to improve pass and certification rates:
• Multi-pronged approaches that target different aspects of teaching and
learning as well as student support environments.
• Implementation of placement tests to ensure a match between aptitude
and field of study
• Implementation of Academic Support programmes;
• Counseling , Guidance and student mentoring;
• Additional remedial interventions based on needs; and
• Additional opportunities for learning through extra classes.
FET Colleges turn around Strategy (4)
18
FET College Turnaround Strategy
• To support on human resource management aspects, 20 Human Resource
generalists have been appointed and deployed to FET colleges
• South African Institute for Chartered Accountants (SAICA) have been deployed
Chartered Accountants in all FET colleges with a view to strengthen financial
management capacity
• A College Improvement Project in the Eastern Cape and Limpopo Province is
being implemented
• Substantive actions are currently being implemented in FET colleges in pursuit of
improved student performance which includes the following:
- Daily monitoring of student attendance, particularly for bursary recipients
where travel and accommodation allowance disbursement is linked to
attendance
- The administration of the student selection and placement test at the
commencement of the academic year
19
• 427 435 in 2011 to 657 690 in 2012 students were enrolled in public
FET college programmes: 54% growth.
• NSFAS student bursaries increased from R318m in 2010 (61 703
students) to R1,988b in 2013 (222 817 students)
• R47,9 million to support students with disabilities and special
learning needs, benefitting a total of 1,886 students.
• Additional R600 million (over and above the initial allocation) for
students with disabilities and special learning needs has been set
aside.
• 8 Colleges offers NQF level 5 to 6 in programmes partnership with
higher education and training institutions.
Recent FET college sector achievements in pursuit of
increased access
• Infrastructure development- a driver of access
R2,5 billion has been allocated from the National Skills Fund and Sector
Education and Training Authorities (SETAs), towards the:
• construction in rural areas of 12 new campuses and 3 skills centres
with morden teaching and learning workshops/simulation rooms,
student accomodation, sport and recreational facilities.
• refurbishment of 2 campuses existing infrastructure.
• envisaged expansion from this development: 17 500 additional
students.
• R2.5 billion allocated for capacity building and refurbishment.
The Recent FET college sector achievements in pursuit
of increased access
CONCLUSION
• Key messaging:
– RSA depends on FET sector for specialised
category of skills
– Imperfections abound in the sector
– Visible progress and change of attitudes towards
FETs
– All of us must take leadership in rebranding the
sector
21
Thank You
doc_510024267.pdf