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 1. College sector history 2. The current trajectory of the college sector 3. Whose Business is it? 4. FET Colleges Turnaround Strategy 5. Conclusion 2
1. College sector history 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. 3
College sector history (2) 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. 4
College sector history (3) 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 It has since been replaced by the FET Colleges Act 16 of 2006.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. 5
College sector history (4) 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). 6
2. The current trajectory of vocational education and training FET Colleges legislative, regulatory and policy frameworks: Skills Develop ment Act FETC Act Amend 3/2012 HRD Strategy II National Youth Accord National Developm ent Plan NSFAS Act IPAP New Growth Path Green paper for PSET National Skills Accord other NSDS 3 7
The current trajectory of vocational education and training (1) 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. 8
The current trajectory of vocational education and training (2) 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). 9
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 10
3. Whose Bussiness is it? Who should take the lead in ensuring that the sector delivers on the set mandate? 11
Communities and Individuals: Whose Bussiness is it? (3) Roles in taking the lead: 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 12
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 13
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. 14
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. 15
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 16
FET Colleges turn around Strategy (4) 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. 17
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 18
Recent FET college sector achievements in pursuit of increased access 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. 19
The 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.
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