INITIATIVE TO ADDRESS

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• INITIATIVE TO ADDRESS
• SKILLS FOR YOUTH
• Presentation to Select Committee on Education
• 21 June 2006

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Enrolment in public education institutions
Schools 12 000 000
Public FET Colleges 400 000
Higher Education Institutions 700 000
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Enrolment in public FET Colleges 2004
Programme Business Engineering Other Total
NIC/NSC 20 000 9 000 4 000 33 000
N1 N3 13 500 131 000 6 500 151 000
N4 N6 73 500 54 000 6 000 133 500
Other 9 500 17 000 29 000 55 500
Total 117 000 211 000 45 000 373 000
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How will this be achieved

• Development, offering and funding of programmes
  that lead to skills development
• Re-capitalisation process
• Staffing, management and governance systems that
  support skills development
• FET Act and Sector Plan
• Development and nurturing of partnerships

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Goal for FET Colleges

• Increase number of learners enrolled in
  programmes that lead to employment or higher
  education / priority skills programmes

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Modern, relevant programmes

• A wide variety of programmes will be offered and
  encouraged at FET Colleges Level 1 5
• National Certificate (Vocational) at levels 2 ,3
  and 4 provide framework for development of DoE
  programmes
• Programmes to replace NATED are close to complete
• These will be introduced, examined and funded by
  DoE from 2007, 2008 and 2009

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What informs DoE qualification design

• Government mandate to extend further education
  and training progressively in schools (general)
  and colleges (vocational)
• International literature
• Local studies and reports
• Immediate imperatives

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Relevant vocational education

• Competency and skill in reading, speaking,
  writing and computing are basic to most vocations
• Communicating ideas, making sound judgements,
  analysing relationships between elements,
  predicting consequences of actions such
  abilities are far more valuable than specific
  manipulative skills

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Design features of FET College Qualifications

• Compulsory components that promote and expand
  learning and earning opportunities
• Sectoral emphasis and coherence
• Horizontal coherence
• Vertical progression
• Theory/knowledge practical/applied knowledge in
  appropriate mix work place experience as is
  relevant and possible

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Design features

• Qualification at each of level 2, 3 and 4
• 3 fundamental subjects (50 credits)
• 4 vocational subjects at least 3 from one
  sub-field (80 credits)
• 130 credit qualification

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Example of Qualification Finance, Economics and
Accounting
Compulsory 1 2 3 4
2 Language Maths/MLit Life Skills Applied accounting Financial Management Economic environ Business Practice
3 Language Maths/MLit Life Skills Applied accounting Financial Management Economic environ Business Practice
4 Language Maths/MLit Life Skills Applied accounting Financial Management Economic environ Business Practice
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Example of Qualification Engineering and
related design
Compulsory Subject 1 Subject 2 Subject 3 Subject 4
2 Language Maths/ML Life Skills Introduction to Engineering Engineering tools and equipment Pre-op analysis of Engineer Systems Engineering economics
3 Language Maths/ML Life Skills Trouble-shooting/Fault finding Properties of materials Drawing and Design (CAD) Engineering entrepeneur- Ship
4 Language Maths/ML Life Skills Engineering and related design processes Principles of design and practice Application of scientific and engineering knowledge Project and engineering management
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Key principles of re-capitalisation

• The re-capitalisation process will be driven by
• programmes that meet the needs of society and the
  economy
• research and information
• redress strategies

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Planning phase for re-capitalisation

• Reports on critical skills required for South
  Africa
• Report on FET College programme offerings and
  enrolment
• Development of new qualifications and programmes
• Report on FET college infrastructure
• National Re-capitalisation Plan which includes
  provincial and college plans
• FET College Bill and Sector Plan

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Preparation for programme implementation in 2007

• Distribution of documents
• Training of lecturers
• Development of textbooks and learner support
  materials
• Funding formula
• Development of assessment tasks
• Advocacy