TRANSFORMATION MODEL IN HIGHER EDUCATION
1 Understand skills needs: An agree- ment between the public and private sector (receivers and providers) on skills
classification and needs will be developed.
2 Communicate skills needs: The Mas- ter Skills List information will be eas- ily accessible to various users, so as to steer the system and guide choices.
3 Raise the base: Provide second-chance opportunities for those who do not qualify for other forms of post-school learning, in order to ‘raise the base’. DHET must build the base – both by strengthening the schooling system and by providing ‘second-chance’ basic en- try learning opportunities to those who wish to study further, but who do not currently meet the entry requirements for doing so. This will include ABET programmes, as well as foundational entry-level learning opportunities.
4 Expand access to education and train- ing for the youth: The youth will con-
stitute a particular focal point of all the DHET’s efforts and the Department seeks to increase the ratio of young people who are in education, employ- ment or training by 2014/15.
5 PIVOT: Increased numbers and the relevance of academic, professional and vocational learning. DHET must strengthen the capacity of the edu- cation and training system to provide PIVOTAL programmes to a growing number of young post-school learners, as well as to adults who find them- selves at a turning point in their career. Pivotal programmes are those ‘Pro- fessional, Vocational, Technical and Academic Learning’ programmes that meet the critical needs for economic growth and social development.
6 Workplace: Increased numbers, as well as improved quality and relevance
of workplace learning. DHET must fa- cilitate lifelong learning. Professionals have long recognised the importance of this and it is referred to as ‘continu- ing professional development’.
7 Promote employability and sustain- able livelihoods through skills devel-
opment. This is ‘lifelong learning’ that includes the training of those people in the community who may be currently unemployed, but who do have ideas on how they could improve their lives via projects for which they require ad- ditional skills.
8 Research: Expand research, develop- ment and innovation capacity for eco- nomic growth and social development. This priority of HRD will shape the future by developing a growing cadre of people, across generations, who are able to come up with ways in which they could improve people’s future prospects. By and large these are re- searchers and innovators who under- stand specific challenges more broadly and/or more deeply, and who look for new ways in which these could be met.
9 Improve institutional efficiency: Im- proved capability and strengthened alignment of information, finance, gov- ernance and management in the post- school learning system. This goal is in- ternally focused on the urgent need to build the capacity of individual institu- tions that provide or facilitate learning.
10 Optimise both institutional and system shape and capacity: A post-school learn-
ing system, capable of achieving these service outputs of providing a skilled and capable workforce to support an inclu- sive growth path, will be the overall goal of the Department’s work from 2010/11 to 2014/15. This capacity building must specifically create pathways for moving ‘up and down’ (e.g. between universities and colleges) in order to find meaningful
progressive pathways, as well as path- ways to transfer between institutions at similar levels, and also ‘sideways’ be- tween SETAs and learning institutions. This would enable learners who leave institutions to navigate their way into the labour market, and those who are work- ing to re-enter these institutions to ad- vance their studies.
SERVICE DELIVERY IMPROVEMENT PROGRAMME
The Public Service Regulations require that the Executing Authority publishes an annu- al statement of public service commitment, which will set out the Department’s service standards that citizens and customers could expect, and which will serve to explain how the Department will meet these standards. This statement is to be accompanied by a service delivery improvement programme. The Department of Higher Education and Training (DHET) finds itself in the unusual situation that, while it has a large number of ‘clients’ in public and private colleges and universities, and in a range of skills programmes, it does not as a Department provide education and training directly. Its relationships with its ‘customers’ are there- fore mediated through the providers.
The operational and strategic plans of the different branches of the Department indi- cate that direct services are offered on an ongoing basis to institutions, as indicated in the table below. DHET is a new depart- ment, although it has inherited functions from the Departments of Education and Labour. As a new department it will, in this financial year, undertake customer satisfac- tion surveys in order to establish indicators, current status and desirable targets for the improvement of service delivery. These surveys will form the basis of the Service Improvement Plan for the 2010/11 financial
year.This plan will also indicate the mecha- nisms for complaints.1
3 Department of Higher Education, Strategic Plan 2010 - 2015 and Operational Plans for the 2010/11 Financial Year. Pretoria.
Via Afrika Publishers publishes a comprehensive range of educational materials for schools and FET Colleges in South Africa. These publications include textbooks, readers, literature titles, atlases, study guides, wall charts and various teacher support materials for all grades and FET college levels. Via Afrika Publishers is increasingly using its website to enhance its printed products.
The company has a proud history of publishing for all South African schools and in all of South Africa’s official languages. This South African success story started over sixty years ago with the formation of Via Afrika. But a company cannot expect that its past will carry it forever, so Via Afrika Publishers recently re-assessed its place in the developing educational market. This re-assessment has resulted in Via Afrika Publishers initiating an innovative new publishing phase based on the company’s traditional values of quality and accessibility.
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186 CHAPTER 10 | HIGHER EDUCATION
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