Community Education and Training Colleges in South Africa and plans for the future.

Regional Induction Workshop

08 September 2015

Contents

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1. Establishment of the DHET – Vision and Mission

2. White Paper for Post School Education and Training

3. Restructuring Adult Education and Training: Lubisi report (2006), Mathe report (2008), Lolwana report (2009) and Potgieter-Gqubule report (2011)

4. Legislative Changes and policy development

5. National Policy on Community Colleges

6. Establishment of Community Education and Training Colleges and Community Learning Centres

7. Merger of Community Learning Centres

8. Establishment of CET College Councils: induction and inauguration

9. Interim Funding Norms

10. Pilotting of Community Colleges

Establishment of the DHET – Vision and Mission

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• The Department of Higher Education and Training is responsible for all post-school education and training in the country.

• It is the coordinating Department for Outcome 5 of government’s 14 outcomes “A skilled and capable workforce to support an inclusive growth path”

• In 2013, the Department released a White Paper for Post-School Education and Training (PSET)

• The White Paper has created a framework that defines the Department’s vision for PSET, its focus and priorities

• The Strategic Plan covers the period 2015 to 2020 and is informed by the vision espoused in the National Development Plan, 2014 - 2019 Medium Term Strategic Framework (MTSF) and imperatives of the White Paper

White Paper for Post School Education and Training: Community Colleges

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• NATURE - A new, multi-campus, institutional type- social/ community education

• TARGET GROUP - Will target mainly youth and adults who for did not complete their schooling or who never attended school- 1 million by 2030

• MISSION – Dynamically linked to communities. Draw on non-formal sector

• PERSONNEL – Core of full-time staff, led by Director and 3 DDs

• PROGRAMMES - Programmes to include academic, vocational/skills and community/citizenship education. Will assist to build skills for public programmes (e.g. EPWP, CWP). Qualifications – GETC, SC & NASCA

• INFRASTRUCTURE – Use current infrastructure (TVET, School, NGOs, Universities, Faith Based organisations

• NETWORKS – The Community College will network with other providers to implement its programmes.

• IMPLEMENTATION - Phased introduction preceded by a pilot.

Ministerial interventions on transforming Adult Education and Training

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Lubisi report (2006)- Establishment of the Mass Literacy Campaign – Kha Ri Gude Mass Literacy Campaign.

Mathe report (2008)- Restructuring of Adult Education – Development of NASCA and GETCA.

Lolwana report (2009)- After School, What? – establishment of a post school system.

Potgieter-Gqubule report (2011) – Community Education and Training Centres – establishment of Community Collleges and Community Learning centres.

Challenges identified

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• There is a need for a diverse and differentiated institutional base with meaningful learning pathways for adults and out-of-school youth

• There is disarticulation and gaps with regards to the provision of programmes for adults and out-of-school youth

• There are inadequate further learning opportunities for adults and out-of-school youth. Public Adult Learning Centres have provided limited menu of offerings, primarily linked to qualifications

• Schools were the principal institutional base for programmes for adult education and training. This limited the scope for provision as it was not always convenient and flexible for adults and out-of-school youth.

• Limited funding and resource provision for adult education and training

Census Data: Level of Education for 20+

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South Africa 2007 2011

Male Female Total Male Female Total

No schooling 1002535 1670011 2672546 1051871 1614003 2 665 874

Some Primary 2168229 2429095 4 597 324 1778086 2012048 3 790 134

Completed Primary

752928 880010 1 632 737 660846 753049 1 413 895

Some Secondary

5199092 5838582 11 037 674 5066815 5414 762 10 481 577

Gr 12/Std 10 2523589 2593476 5 117 065 4335895 4583713 8 919 608

Higher 1223777 1277243 2 501 020 1708194 1936423 3 644 617

Total 12870149 14688417 27558566 14601707 16313998 30 915 705

86%

Legislative and Policy changes• Parallel to the processes of the CETC Report, the FET Colleges Amendment

Act, 2013 (Act No. 1 of 2013) was assented to by the President in Government Gazette No 36271 of 19 March 2013.

• The implications of the FET Colleges Amendment Act, 2013 are the following for Adult Education and Training:

• bringing Adult Education and Training into the FET Colleges legislative framework and to be renamed the Continuing Education and Training Act;

• the repeal of the Adult Education and Training Act, 2000 (Act No. 52 of 2000);

• shifting Adult Education and Training into a national responsibility of the Minister of Higher Education and Training; and

• declaring a new institutional type called the Community Education and Training College.

National Policy on Community Colleges

• The National Policy on Community Education and Training Colleges has been approved and gazetted - Gazette 38924, 03 July 2015

• The purpose of the policy is to provide a framework that must guide the management of the shifting of the Adult Education and Training function from the PEDs to the exclusive competence of the Department of Higher Education and Training.

• The policy also provides a framework for the establishment of Community Colleges Administrative centres, governance and management of these institutional types, employment of staff, funding framework, programmes and qualification offerings, quality assurance, examination and assessment and monitoring and evaluation.

• Further policy instruments will be developed to provide guidance on the establishment of Community Colleges, informed by lessons arising from piloting the Community College concept.

• The Minister of Higher Education and Training has the authority to establish Community Education and Training Colleges in terms of the Continuing Education and Training Act, 2006 (Act No. 16 of 2006).

• The choice of seats and location of the Community Education and Training Colleges is a culmination of engagements and negotiations with a number of partners who were approached with a view of assisting with the provision of facilities for the establishment of Colleges.

• The choice of seats was also informed by the National Policy on Community Colleges

as the first policy instrument to enable the merger of public adult learning centres into Community Education and Training Colleges.

• Nine Community Education and Training Colleges have bee established, Gazette No 38570 of 16 March 2015

Establishment of Community Education and Training Colleges and Community Learning Centres

Infrastructure• In order to continue with the function of Community Education and

Training, the Department requires continued use of school and other facilities. In the short to medium term, the Department will use existing infrastructure in Provinces (Schools and other government facilities), Technical and Vocational Education and Training Colleges and Universities.

• Infrastructure has been identified for hosting Community Colleges. A Memoranda of Agreement has been entered into between the Department of Higher Education and Training and the organisations for the use of the identified infrastructure.

• Appropriate protocols have been entered into between the Department and Provincial Education Departments on the use of school facilities for community learning centres.

• .

Merger of Public Adult Learning Centres• In terms of sections 41A (b) and 41C (a) (m) of the Continuing

Education and Training Act, 2006 (Act No. 16 of 2006) the Department consulted CGBs and informal governance structures fulfilling the function of CGBs on the conversion and merger of PALCs.

• The process of consultation with Centre Governing Bodies was published in Government Gazette No. 38158 of 07 November 2014, Notice No. 869. The duration of the call for public comments was 90 days.

• The Community Colleges has absorbed existing PALCs through a conversion and merger process.

• Community Learning Centres are merged under each of the nine Community Colleges.

Repeal of the AET Act

Legal status of centres – juristic persons

Renaming of centres – community learning centres

Governance – Centre Governing Bodies no longer recognised

Transfer of funds – no longer possible through centres

Appointment of educators – centrally done with delegations

Reporting – changed reporting lines for centres

Implications of the merger for Centres

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Establishment of College Councils• All Community Education and Training Colleges must establish Councils

in line with the Continuing Education and Training Act, 2006;

• 45 Ministerial appointees have been appointed by the Minister

• Induction for the Ministerial appointees has taken place

• Ministerial inauguration of College Council members took place – 05 September 2015

• Key CET College resolutions passed on emergency procurement, procurement through TVET Colleges and on the function of the academic board.

• The Interim National Norms and Standards for Funding CET Colleges (NNSFCET) provide for a funding mechanism for CET Colleges.

• These norms and standards have been developed to deal with the transition of PALC to CET Colleges which is a new institutional type in terms of the CET Act.

• The funding norms guide spending at different levels i.e. national, regional and learning institution level

• Minister has approved the funding norms and sent them to the Minister of Finance for concurrence. Engagement taking place today with National Treasury on the interim norms.

• A Ministerial Task Team has been established to review funding for TVET and CET Colleges. It will submit a report to the Minister by the end of the financial year.

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INTERIM FUNDING NORMS FOR COMMUNITY COLLEGES

• A CET College must open only one main bank account in its name as a legal entity.

• CLCs do not have the authority to open bank accounts as of 1 April 2015 as was the position with the PALCs under the AET Act.

• CLCs will have to close their bank accounts as they are no longer juristic persons.

• The NNSF-ALCs are no longer applicable effective from 1 April 2015, as they were applicable to the PALCs.

• CET Colleges will spend on behalf of ALCs using paper budgets.

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IMPLICATIONS

Piloting of Community CollegesApproach

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• Access to post-school education and training opportunities.

• Integration of post-school education and training institutions.

• Partnership with NGO/CBO/Private Organisations/Religious

organisation.

• Integration of research and development in the community

development agenda of government, its entities and institutions.

• Optimal utilisation of government existing infrastructure, human

resources, research capability and funding.

• Properly managed interrelatedness of institutional missions.

Piloting of Community CollegesDG Advisory Task Team

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• The role of the task team will be to discuss and give guidance on all matters regarding community education, training and development

• determine the defining features of a community college that make such an institutional type unique and different from Technical and Vocational Education and Training College in terms of:

VisionMissionMandate

Programmes Functionality

Resourcing

Pilot Colleges

• Identification of 9 pilot sites

DHET Capacity

Elevate function from a Directorate to a Branch

Piloting of Community Colleges

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THANK YOU

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