DEPARTMENT OF EDUCATION
FET COLLEGES RECAPITALISATION
PRESENTATION TO THE EDUCATION PORTFOLIO COMMITTEE MEETING
21 June 2005

The Preparation Phase for the Re-capitalisation of FET Colleges

1. Introduction

The government of South Africa's Ten Year Review points to challenges in realising Government's human resource development objectives. These challenges include: -


Further Education and Training Colleges have been identified as central to meeting these challenges especially that of reducing unemployment through skills and human resource development.

In order to address the challenges of skills development, government has agreed to support the growth of the FET College sector. In this regard, government will:

R1, 5 billion will be invested in the re-capitalisation of FET public colleges in the financial years 2006/7,2007/8 and 2008/9. In addition, the Department of Education will be allocated an amount of

R50 million for the 2005/6 financial year to develop a detailed situation analysis and work plans so that it is ready to spend the R1, 5billion over the 2006/7 to 2008/9 period.

2. Overview

The FET College sector has recorded significant progress over the last five years. The re-capitalisation plans will be directed to consolidating these developments to ensure a relevant and responsive FET College system.

2.1 Consolidation of the Mergers

The FET college public sector consisted of 152 colleges. In 2000 the process of mergers began and resulted in the creation of the 50 FET Colleges with multiple campuses.

The merger process has not successfully integrated systems and processes to ensure that merged institutions function as single entities. This lack of integration is particularly marked in infrastructure development and communication and information systems. The challenge will therefore be to improve capacity in physical resource management, including the upgrading of accommodation and site utilisation, Information Technology infrastructure and Management Information Systems.

The development of an integrated FET sector is currently constrained by the absence of a FET Management Information System. Such a system will extend and expand possibilities for co-operation and responsiveness. The development and implementation of such a system will also greatly aid the re-capitalisation process and is therefore an urgent priority.

2.2 Development of Qualifications and Programmes

A number of studies have been conducted in relation to FET colleges and their programmes in recent years. These studies indicate that:


In summary, the FET programme offerings are uneven in quality, not always efficient and there are gaps that need to be filled. This suggests the urgent need for the systematic modernization and development of vocational qualifications and programmes that address the needs of South Africa.


2.3 Student
Support Services

Since 1998, the FET College sector has recorded growth in student numbers: the total student headcount increased from 302 550 to 406 144 in the period 1998 to 2002. The increase in overall enrolments has also been accompanied by a change in the race and gender profiles of the student population. In this regard, the participation of black and female learners has increased steadily in fields where they were previously under-represented.

The national average FET college throughput rate, defined as the percentage of learners who enrol and pass their exams is 51%. This requires close attention. In addition, reported placement into jobs from full-time FET programmes remains low and the progression to learnerships is underdeveloped. It is therefore important that the colleges are given support to enhance student retention and improve throughput rates.

Both the trends described above - the growth in student numbers and the poor throughput rate -suggest the need for greater student support. The DANIDA supported SESD programme has provided strong models for campus-based Learner Support Units.

2.4 Governance and management

All colleges have governing councils. However, in some cases the composition of the councils does not meet the legal requirements of the FET Act. In addition, not all college councils have the range of skills required to support the expansion and development of college activities. These relate particularly to legal, workplace / industry and financial skills. In 2005 the Department of Education will undertake an audit of the composition and skills base of the 50 college councils and promote expert industry, financial and legal representation on college councils.

All colleges have also appointed principals to colleges. The appointment of the second tier of management is in process. Again the Department of Education will undertake a major audit of the composition and skills base of the management structures at FET colleges and in partnership with industry and business schools offer high level, targeted training programmes for management staff.

The governance and management interventions described here are essential to the successful re-capitalisation processes and so will be an integral part of the re-capitalisation plan. The DOE and the provincial education departments will fund these audit and development activities.

2.5 Staff profile

The effective delivery of quality programmes for a modem and responsive college system will require qualified and experienced staff. The past three years has seen a decrease in the number of un- and under-qualified staff in FET colleges and a significant increase in the number with higher education qualifications. However, the modernization and development of programme offerings at colleges will require both targeted staff development programmes and changes to the employment conditions and terms of employment of college staff. Staff development programmes will consist of both workplace experience in industry and study at higher education institutions.

Conclusion to overview

This overview has presented the urgent needs faced by the FET College Sector namely:


Recent research and experience in the FET College sector illustrates the importance of strategic partnerships in transforming the FET colleges into effective and responsive institutions. These include relationships that exist between FET colleges and industry, government and NGOs. These partnerships have also contributed to increased capacity at colleges. It is therefore important to grow these partnerships in order to provide resources that will facilitate the development of all colleges and ensure their optimum responsiveness. The re-capitalisation process will depend on growing and expanding these partnerships. Each of the activities described in this planning phase for the re-capitalisation of colleges is based on and dependent on the identification and use of strategic partnerships.

3. Preparation for re-capitalisation of FET Colleges in 2006/7 to 2008/9

The re-capitalisation process will be driven by


These guiding principles are evident in the planning and preparation for the Re-capitalisation of FET Colleges. The preparation phase of 2005/6 will produce five key outputs:

Each of these is discussed in detail below.

3.1 A report on the critical human resource and development needs of South Africa

A range of research within and outside the education and training system has begun to point to gaps in skills development in South Africa. It is clear that steps need to be taken to improve the match between the needs of the labour market and the skills developed through and in our FET Colleges.

There are many documents on scarce skills in the country. An audit of these documents, their status, research methods and conclusions will be undertaken in 2005. This will result in a report outlining the critical skills and human resource needs by sector. This report will describe the priorities human resource development in the short-, medium- and long-term. This will necessarily include an analysis of the literature on the subject and will involve the use of qualified labour market analysts who have an understanding of the transferability of skills across economic sectors.

A two-person team of economists will be seconded to the Department of Education for three months (July to September 2005).


3.2 A
Report on programme offerings and curriculum development in FET Colleges

The aim of the re-capitalisation of FET colleges is to increase the number of students enrolled in high quality vocational programmes. This means that the re-capitalisation plan will be driven by FET programme offerings. The current programme offerings at FET colleges are uneven in quality and often outdated. There are also gaps in qualifications that need to be filled. Finally, there is an urgent need to develop and gazette the requirements for the award of a Further Education and Training Certificate (Vocational).

A large number of vocational qualifications have been developed and registered on the National Qualifications Framework. These qualifications provide an important starting point for the development of learning programmes for FET colleges.

The proposed Report on programme offerings in FET colleges will include progress on the three programmes and qualification-related activities to be completed in the re-capitalisation planning phase. These activities are:

  1. The development of a database of all accredited qualifications at the FET Level including an indication of qualifications in development
  2. A report on programmes offered at FET Colleges in 2005 including enrolment data for 2003 to 2005
  3. The development of 20 learning programmes related to qualifications registered on the National Qualifications Framework

A database of all accredited qualifications at the FET Level

A desk-top study of all accredited programmes offered at the FET level will be undertaken. This will lead to the development of a comprehensive database of all accredited programmes and those in development. The database will provide details on the name of the programmes, the level of the qualification, the field of study, the length of the course, the accrediting authority etc.

A person with relevant skills and experience will be contracted to the Department of Education for three months to undertake the study, set up the database and train DOE staff in the maintenance of the database.

A report on programmes offered at FET Colleges in 2005 including enrolment data for 2003 to 2005

The DOE will conduct a detailed survey of all programmes offered at FET colleges in 2005. The first step in the process will be to develop a survey instrument that captures the following data:


The draft survey instrument will be sent to experts for comment by the 30 April and then piloted in five colleges with a variety of programme offerings in May 2005. The final instrument will be sent to all 50 colleges in the second week of June 2005. The comprehensive collection and verification of data in each college will be put out to tender at end of April. In July and August nine teams of two persons each will visit each college for three days to assist in the completion of the survey instrument, to ensure completeness and accuracy of the instrument and to verify information.

The same teams will also visit the provincial education departments for one day to discuss and further verify the information provided in the survey of the relevant colleges. The teams will then complete their reports and submit these to the DOE by the end of September 2005.

A report on progress in the development of 20 learning programmes related to qualifications registered on the National Qualifications Framework

The curriculum development process in the re-capitalisation planning phase will expedite the delivery of a series of revised qualifications and programmes. This process will also consolidate and expand the sector's curriculum development capacity.

The first step in the curriculum development process will be to choose 20 priority areas for programme development. A FET college curriculum conference held in October 2004 identified 48 areas for qualification and programme development. The twenty priority areas will be chosen from the 48 identified areas. The criteria, which will be used to identify the 20 priority areas for development, are:


The 20 priority areas will be discussed with organised industry and business and SETAs and then presented to a workshop of all 50 FET public colleges on 4 and 5 May. Once comments have been received and the list of priority areas finalised the DOE will approach SAQA and indicate the intention to develop learning programmes for FET colleges based on existing unit standards and qualifications in these 20 priority areas. SAQA has agreed to support and expedite this development process. In particular SAQA and the DOE will develop guidelines for the development of learning programmes in FET colleges. These guidelines may be used to develop learning programmes for FET colleges beside the 20 qualifications.


The second step in the curriculum development process will be to appoint teams to develop learning programmes in the 20 priority curriculum areas. These teams of two to three persons each will be drawn from the FET colleges, industry and SETAs. The main task of the teams is to develop learning programmes based on unit standards and qualifications registered on the NQF and the guidelines developed jointly by the DOE and SAQA.

The FET colleges will be invited to nominate persons from FET colleges for the learning programme development teams. The criteria for consideration will be:

Secondly, the SETA Forum will be approached by the DOE and DOL and requested to nominate people for the same purpose. Finally, organised industry and business relevant to the vocational areas will be approached to serve as reference team members for the curriculum development teams.

The third step will be for the 20 curriculum teams to develop learning programmes for delivery at FET colleges. This process should begin with analysis and review of all the unit standards, qualifications and programmes registered with SAQA which match the 20 priority areas. The curriculum teams will undertake this review process in May 2005. The aim of the review is to identify overlaps and gaps in the unit standards and qualifications in relation to FET college teaching and learning contexts and quality assurance requirements. The results of the review will be communicated to SAQA.

The curriculum teams will then use the SAQA-approved unit standards and qualifications to develop learning programmes for delivery at FET colleges. The amount of work required will differ from team to team and will depend on existing material and curriculum processes and the complexity of the qualification. However, all 20 learning programmes will be completed by December 2005. Those which are completed before this date will go though the processes of consultation with FET colleges, provincial departments of education, SETAs, industry etc and then the formal approval and registration processes required by the DOE and SAQA.

These curriculum development activities will run parallel to the development and approval of the FETC (Vocational) by December 2005. The process for developing the policy for FETC (Vocational) has begun and is based on the SAQA requirements. The draft policy will be consulted with various stakeholders and then published for comment by the Minister of Education on 31 May 2005. The qualification should then be gazetted in September 2005.

3.3 Report on infrastructure at existing college sites

The expansion of quality FET College programmes is, in many instances, constrained by the infrastructure of colleges and their various campuses. For this reason an audit of current infrastructure at each of the 206 college sites is essential for planning the re-capitalisation of colleges. The focus of the audit will be on the plant and property required for programme delivery but it is also important to gather data on the availability of administrative and other facilities. This audit will include an assessment of the ICT capacity of college campuses as well as buildings and facilities fit for conversion or refurbishment.

As with programme offerings some important research work has been completed on FET College infrastructure. However, this work is confined to a sample of college campuses. The DOE will, in consultation with those that designed and conducted previous studies, as well as organised industry, employers and SETAs develop a survey instrument that captures data on buildings, workshops, specialist equipment, ICT facilities etc. This instrument will be piloted at 20 sites in May 2005. While a range of colleges will form the pilot sample, the sample will be weighted to the most disadvantaged campuses so that data from these sites can be used to fast track basic infrastructure development and refurbishment.

After the pilot study the instrument will be revised and sent to all 50 colleges in the second week of June 2005. The comprehensive collection and verification of infrastructure data in each college will be put out to tender at the end of April. In July and August nine teams of two persons each will visit each of the 206 college campuses for one day to assist in the completion of the survey instrument, to ensure completeness and accuracy of the instrument and to verify information. These teams will provide the data to the team leaders by end August.

Team leaders will then visit the provincial education departments for one day to discuss and further verify the information provided in the survey of the relevant colleges. The team leaders will then complete their reports and submit these to the DOE by end September 2005.

At the same time tenders will be published for infrastructure development at 10 sites identified in the pilot process.

3.4 Development of national re-capitalisation plan

The FET colleges have in the years 2003 and 2004 developed Strategic Plans. These will be used as the basis for the development of re-capitalisation plans. FET colleges therefore need to re-work their three-year strategic plans to clearly indicate:


In this way the re-capitalisation plans (as an annexure to the college strategic plans) do not become stand-alone plans separated from the college and provincial strategic plans. Nor are they generic plans aimed at the general development of plant and property. Rather the re-capitalisation plans become an integral and important part of the development of the college sector and each individual college. The re-capitalisation plans should therefore provide costed indications of requirements for maintaining, improving and /or expanding current programmes and developing and delivering new programmes.

The key agents in assisting the colleges in developing their re-capitalisation plans are the provincial education departments. These agencies will ensure that there is not unnecessary duplication in programme offerings and that key gaps in relation to skill shortages are plugged. As this is a highly intensive and expert exercise, colleges and provincial education departments may require support in the development of their re-capitalisation plans. Provincial departments of education should develop proposals for the use of a maximum of R 1 million each to assist colleges in the development of re-capitalisation plans. The DOE will approve these plans in consultation with provincial departments of education and then reimburse provincial education departments on submission of claims.

The key steps in the process of developing college re-capitalisation plans are:


Provincial departments of education will then have one month to write provincial plans that reflect the role that the colleges and the re-capitalisation plans will play in the provincial growth and development strategies. The provincial plans will be a consolidation of the college plans and will highlight provincial priorities and be informed by detailed college plans.

The DOE will have a month to finalise the national plan, which will be a consolidation of provincial plans and will have both provincial and college plans as annexures. This plan will inform the allocation of the R1,5 billion for the re-capitalisation of FET colleges in the period 2006/7 - 2008/9.

3.5 FET College Plan

The FET College sector has been characterized by considerable research and policy developments. Central to this is the establishment of a vibrant college system that is responsive to the economic needs of the country. There is, therefore, a need for a sector plan that will outline the frameworks and mechanisms for implementing and realizing the policy goals of White Paper 4. In addition, this Plan should set targets for colleges towards the achievement of government goals. This FET Sector Plan should recognize the current strengths and limitations of the College sector and be developmental in approach. It should guide the FET Colleges towards meeting the goals of government.

The FET College sector plan should:


The FET College Sector plan will inform the planned changes to the FET Act of 1998.

Programmes proposed for curriculum Development under the Recapitalisation Plan


PUBLIC
FET COLLEGES

Programmes proposed for curriculum development under the Recapitalisation Plan

DEPARTMENT OF EDUCATION
2005

Notes
on selection of programmes for development:

  1. Some programmes have been selected on the basis of common knowledge of economic growth trends and not statistics per se.
  2. In some instances even though the programme is registered on one level only it has been included based on the premise that curriculum specialists would be able to follow the prescriptions and principles established by the registered programme to develop the other 2 levels. The same rationale applies to programmes developed at 2 levels only.
  3. It is important to note that an accurate translation of the College programmes into corresponding NQF registered programmes has been difficult given the variation in the use of programme titles. Absolute equivalence can only justifiably be claimed once the curriculum specialists have extensively interrogated the learning outcomes of apparently similar College programmes and NQF programmes and then engaged in a clinical comparative process.
  4. The high enrolment numbers on current programmes at Colleges have, in principle, underpinned the selection of programmes for immediate development. However, given the difficulty indicated in C, statistics per individual NQF programme could not be correlated with College programmes. Consequently enrolment figures in the broader categories of College programme offerings have been used, namely Engineering Studies and Business Studies.

Codes used to reflect the current status of the programmes listed:

1 = Programme registered on the NQF at all three levels

2 = Programme registered on the NQF at two levels

3 = Programme registered on the NQF at one level only

4 = Currently offered in high numbers at Colleges (> 1000 FTEs for the year)

5 = Programme currently not offered at Colleges but rudimentary evidence of labour market demand exists

6 = Related occupation contained in the SETA scarce skills report forwarded to DoE in Nov 2004

FIELD

SUB-FILED

CORRESPONDING QUALIFICATION ON THE NQF (levels 2-4)

CODES THAT APPLY

       

1. Engineering & Technology

Enrolment figures for Engineering Studies as at 18 Nov 2004:
NCOR: 7411
N1: 26 436
N2: 18 806
N3: 20 278

Mechanical

National Certificates:

  • Iron and Steel Manufacturing L2, L3 & L4 (21008, 21009 & 21010)
  • Metal & Engineering Manufacturing Processes L2, L# & L4 ( 21014, 21015 & 21016)
  • Welding Application and Practice L2, L3 & L4 (24214, 24213 & 24216)
  • Fitting and Machining L2, L3 & L4 (23254, 23255 & 23256)
  • Measurement, Control and Instrumentation L2, & L3 (48695 & 48696)

1, 4 & 6

 

 

 

1, 4 & 6

 

 

1

 

 

1

 

2 & 5

Auto Assembly

  • Maintaining Vehicles L3 (24456)
  • Automotive Component Manufacturing and Assembly L2, L3 & L4 (21004, 21005 & 21006)

3 & 6

 

1 & 5

Electrical Infrastructure construction

  • Electrical Engineering L2, L3 & L4 (080003, 080002 & 080001

1 & 4

Building Construction

  • Construction Material manufacturing L2, L3 & L4 (24198, 24196 & 24194)
  • Construction plastering L3 (20814)
  • Construction masonry L3 (22671)
  • Construction carpentry L3 (22670)
  • Construction roof erecting L3 (24295)

1 & 6

 

3 & 6

3 & 6

3 & 6

3 & 6

2. Business and Management Studies
Enrolment figures for Engineering Studies as at 18 Nov 2004

N2 revised: 3345
NIC: 5074

N3 Revised 11 189

NSC: 11 367

Financial & Management Accounting

  • Financial Services L2 (48783)
  • Financial services Management L3 & L4 (48494 & 48640)

3, 5 & 6

2& 6

 

Information Technology

  • Information Technology: Systems Development L4 (24294)
  • Information Technology: Technical Support (24293)

3, 5 & 6


3, 5 & 6

 

Project Finance

  • Small Bus. Financial Management L4 (48736)

3, 5 & 6

 

Marketing Communication

  • Marketing Communication L4

3 & 6

 

Customer Service

  • Customer Management L4 (20908)

3, 5 & 6

 

Call Centres

Contact Centre Operations L4 (21791)

3, 5 & 6

 

Generic Management

New Venture Creation (SMME) L4 (23953)

3, 5 & 6

 

Secretarial & Clerical/ Office Administration

Bus. Administration Services L2, L3 & L4 (23833, 23655 & 35928)

1, & 6


QUALIFICATIONS ALREADY DEVELOPED

QUALIFICATION

CURRENT STATUS

NEXT STEPS

Hairdressing NQF L2, 3 & 4 / N1, 2 & 3

DoE approved up to CEM level

Umalusi to approve QA implication for Exams & Assessments- proceed to SAQA

Hospitality NQF L2, 3 & 4 / N1, 2 & 3

DoE approved up to CEM level

Umalusi to approve QA implication for Exams & Assessments- proceed to SAQA

Business Administration NQF L2, 3 & 4 / N1, 2 & 3

Approval process not initiated

Initiate the qualification approval process

Office Administration NQF L2, 3 & 4 / N1, 2 & 3

Approval process not initiated

Initiate the qualification approval process