Centres of Specialisation SASCE WILAFRICA CONFERENCE 19 JULY

Centres of Specialisation SASCE WIL-AFRICA CONFERENCE 19 JULY 2018

Contents 1. Background: Centres of Specialisation (Co. S) project 2. What is a Co. S? : 3. How were Co. S sites determined 4. Process followed 5. What is different with Co. S 6. Who are the funding partners 7. Roles and responsibilities of stakeholders 8. Critical areas to consider and progress thus far 9. Timeframes 10. Implementation and challenges

1. Background to the Co. S Project • • • The DHET identified 13 priority trades, stemming from the National SIPs programmes Industry representative bodies were contracted Workplaces for work integrated learning contracted in advance Delivery will be based on Dual System including workplace learning Short list of interested TVETs were complied Delivery will be on the Occupational Qualification Teams completed site visits to Co. S campuses on two occasions. Recommendations were made to DHET 26 Co. S centres were identified and acknowledged by the past Minister of Higher Education and Training.

What is ‘Co. S’? A skilled and capable workforce to support inclusive economic growth A national programme aimed at producing: Increased availability of intermediate technical skills Increased delivery of qualified artisans in 13 priority trades Increased capacity of public TVET colleges to train in skills

How was Co. S determined? • Individual site visits to public TVET colleges were undertaken. • Colleges were evaluated against a predetermined criteria captured in a standard template • Areas included: Level of readiness to deliver, workshop appropriateness, staff capacity, management capacity, links with industry etc.

PROCESS FOLLOWED 1. Contracting of Industry Representative Bodies Formation of Occupational Teams • • 5 members per team • Team convener contracted to DHET • Industry representative Member from a practical training and assessment centre • SETA representative • Theory representative TVET College

2. Responsibilities of Occupational teams • Assist in short-listing possible TVETs for centres of Specialisation • Assisted in development of the site visit templates. • Conduct 5 site visits per trade • Reported back to DHET with recommendations • Conduct 2 nd site visit • Assisted in forming and costing tools and equipment • Assist in securing workplaces for workplace learning • Work with SETAs for workplaces • Continued support for TVETs and DHET over next 4 -years

3. First site visit to short-listed TVETs • • Purpose is to have a scientific and standardised evaluation instrument. • Kept teams same at all visits • Focus of instrument: Governance and management Staffing Programme offering and results Workshop status Existing workplace partnerships Willingness to participate Rated colleges in all areas on 1 -3 scale with an overall numeric average

4. Second site visit to awarded TVETs • Instrument totally reviewed. • Kept areas of evaluation the same • Focus now on state of readiness of individual colleges. • Staff evaluation in detail with instruments to assess didactical as well as trade specific skills • Workshop status evaluated on tools and equipment according to latest lists from NAMB • Willingness to participate confirmed in declaration by principal and council chair • Internal structures established according to To. R and signed off (Workplace focus) • Rated colleges in all areas on GREEN, YELLOW and RED according to readiness

The Centres & their Trades Sekhukhune – Carpenter and Joiner Mopani – Diesel Mechanic & Pipe Fitter Vuselela Bricklayer Orbit – Electrician & Diesel Mechanic Boilermaker Northern Cape Urban – Carpenter and Joiner Flavius Mareka – Electrician & Plumber Westcoast – Pipe Fitter North Link – Fitter and Turner False Bay – Rigger & Mechanical Fitter College of CT – Plumber & Auto Motor Mechanic Boland - Gert Sibande Millwright Tshwane South – Mechanical Fitter & Fitter and Ekurhuleni Turner East - Umfolozi – Millwright & Rigger Majuba Boilermaker Port Elizabeth – Automotive Motor Mechanic East Cape Midlands Welder South Cape Bricklayer

What’s new about Co. S? Currently New • All public TVET colleges offer all approved programmes • Qualifications not linked to occupational competence • Many curricula outdated • Trade theory front-loaded, with long intervals between theory and practice • Most college students (even in N courses) get no practical training or work experience • Most students selected by college without reference to employers • Few linkages between public colleges and industry • Each college specialises in limited number of programmes relevant to local industry • New qualifications reflect occupational competence • New, industry-designed curricula • Trade theory, simulated practice and work experience tightly interwoven • All students enrolled for new qualifications get practical training and work experience • Employers select and manage own apprentices • Close interaction between college and employers

Who are co-funding this initiative? • DHET funds delivery of Knowledge and Practical components of qualification at TVETc. • DHET funds TVET facilitators involved • NSF funds infrastructure-, tools- and equipment. • SETAS fund 780 apprentices over three years for wages and workplace delivery

WORKSTREAMS AND TEAMS Role Responsibility 8 Work streams at DHET - Develop policy and guidelines on the implementation of COS - National Occupation Curriculum Content Development -Lecturer/Facilitator profile for COS, Terms & Conditions of employment and professional development -Costing Model for New Occupational Programmes -Infrastructure, Equipment, tools and systems -Funding and Contracting &Monitoring and Evaluation Bring industry expertise at a trade level to the project Bring employer partners to the party Support the PMU Occupational Team Conveners Project Managers

Role Responsibility SETAs Incentivize Employers to contract learners Support implementation plans Employers To provide expertise to NOCC development To partner with TVET Colleges in implementing the NOCC through dual system To contract apprentices To provide workplaces for apprentices and mentor them To support lecturer/facilitator development

Critical areas All areas evaluated in template are important but the following are critical to the success of the project: 1. Internal readiness and establishment of inclusive decision-making Co. S structures. 2. Workshop readiness w. r. t. tools and equipment to deliver on the Occupational Qualification. 3. College facilitators to deliver on Occupational Qualifications. 4. Industry partners, their involvement in the project and apprentices contracted.

PROGRESS THUS FAR • • Critical areas being addressed: Workplaces (uptake) Grant allocations Staff appointments Tools and Equipment Staff development NOCC Learning Material

6. Timeframes • • • Workplaces (uptake) End July 2018 Staff appointments End July 2018 NSF Grants End July 2018 NOCC completed August 2018 Grant allocations SETAs End August 2018 Tools and Equipment procured End Oct 2018 Staff development Oct 2018 Learning Material for year one Nov 2018 Contracting of apprentices Nov 2018 Learner intake January 2019

6 CONCLUSION • • • Best opportunity for TVET colleges yet. Best chance of Industry partnerships ever A model for WIL going forward.

THANK YOU Questions