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December 2018
RESEARCH BULLETIN
ON
POST-SCHOOL EDUCATION
&
TRAINING
NUMBER 7
Research Bulletin on Post-School Education & Training: Number 7
i
RESEARCH BULLETIN
ON
POST-SCHOOL
EDUCATION & TRAINING:
Number 7
Research Bulletin on Post-School Education & Training: Number 7
ii
Department of Higher Education and Training
123 Francis Baard Street
Pretoria
South Africa
Private Bag X174
Pretoria
0001
Tel: 0800 87 22 22
Published by the Department of Higher Education and Training
©Department of Higher Education and Training, 2018
The ideas, opinions, conclusions and policy recommendations expressed in this report are strictly those of
the authors and do not necessarily represent those of the Department of Higher Education and Training
(DHET). The DHET will not be liable for any content or syntax errors, or for the accuracy of the information
contained in this report.
This publication may be used in part or as a whole, provided that the Department is acknowledged as the
source of information. Kindly therefore, cite the work as follows:
Department of Higher education and Training (DHET). (2018). Research Bulletin on Post-School Education
& Training: Number 7. Pretoria: DHET.
978-1-77018-844-0
This report is available on the Department’s website: www.dhet.gov.za
Enquiries:
The Director: Policy, Research and Evaluation
Tel: +27 (0) 12 312 5297
Email: [email protected]
Research Bulletin on Post-School Education & Training: Number 7
iii
Message from Director-General
It is my pleasure to once again present to you the annual Department of Higher Education and
Training Research Bulletin on Post-School Education and Training (PSET). This year marks
the seventh edition of the Research Bulletin, an achievement of which the Department is most
proud. The purpose of the annual Research Bulletin is to share examples of the latest research
on PSET, which covers universities, Technical and Vocational Education and Training (TVET)
colleges, Community Education and Training colleges, Sector Education and Training
Authorities (SETAs), and Qualifications and Quality Assurance Bodies. The previous six
editions of the Research Bulletin can be found on the Department’s website at
www.dhet.gov.za. The response to this year’s call for contributions to the Research Bulletin
has surpassed our expectations, with more submissions received than ever before. It is
evident that the Research Bulletin is of value to the PSET research community, attracting an
increasing number of readers and contributors with every edition produced. This illustrates the
extent to which research on PSET is gaining momentum, signalling improved perceptions of
the value of research in driving change within the sector. This edition of the Research Bulletin
showcases leading research that our stakeholders have identified as being critical to the
improvement of the sector. In sharing research findings in this format, the Research Bulletin
provides an overview of the issues that are currently being explored. The Research Bulletin
serves to draw the creators and users of post-school research closer to one another to inform
policy and practice. I extend my thanks and appreciation to each and every contributor of this
year’s Research Bulletin. It is only through your support that we have something of value to
share with the research community. And it is through your efforts in the sector, that we are
able to gain insights into underlying challenges in the PSET sector, as well as opportunities
that can be taken forward, to improve the sector for the current and future citizens of the
country. Thank you for making a difference and for being part of the change for a transformed
PSET system.
Mr G F Qonde
Director-General: Department of Higher Education and Training
Research Bulletin on Post-School Education & Training: Number 7
iv
Editorial Statement
The Research Bulletin on Post-School Education and Training (PSET) is published annually
by the Department of Higher Education and Training as a service to the education research
community and all stakeholders and participants in lifelong learning. It is a browser-based
application, comprising abstracts, summaries, and excerpts of completed/current research
and evaluations; book reviews; summaries of event proceedings; reflections on research
practice; and statistics on post-school learning, most of which have web links to full research
articles and reports. The Research Bulletin promotes good quality research. It is therefore not
primarily a journal of opinion but is open to all well-argued and substantiated views, for which
the authors alone will have responsibility. Contributions are expected to be brief and plain
language is encouraged so that excessive use of jargon can be avoided. Contributions to the
Research Bulletin are welcome from all researchers engaged in key research on PSET. The
Department’s Editorial Committee reviews all contributions made towards the Research
Bulletin and assesses their relevance to research on PSET, before finalising which
contributions should be included. The final decision to accept a contribution rests with the
Editorial Committee. Research contributions can be sent to [email protected].
Research Bulletin on Post-School Education & Training: Number 7
v
CONTENTS
Message from Director-General ........................................................................................ iii
Editorial Statement ............................................................................................................ iv
RESEARCH ARTICLES & REPORTS.................................................................................. 1
1. Apprentice to Artisan: Trials and Tribulations of Apprentices in a Dual System
Apprenticeship Programme in South Africa (Darryn von Maltitz) ................................... 2
2. Educational Pathways and Opportunities (Genevieve Simpson) ................................... 4
3. Occupations in High Demand in South Africa (Vijay Reddy, Michael Rogan, Bongiwe
Mncwango, and Sybil Chabane) ................................................................................... 5
4. The Changing Landscape of Private Higher Education (Denyse Webbstock) ............... 7
5. WIL and RPL at TVET Colleges (Joyce Nduna) ............................................................ 9
6. The Transformative Power of Technology in Higher Education (Stephen Akandwanaho,
Muni Kooblal, Zane Ramnundlall and Krishna Govender) ........................................... 11
7. South African Steering Mechanisms for Mutual Recognition of Qualifications:
Enhancing Student Articulation and Mobility Globally through NQFs (Shirley Lloyd) ... 13
8. ETDP SETA TVET Sub-Sector Report for the 2019/20 Sector Skills Plan (Presha
Ramsarup) .................................................................................................................. 15
9. Students’ Development in Reading and Response: A Way of First Additional
Language Learning (Manthekeleng Agnes Linake) ..................................................... 17
10. Challenges of Accessing Skills Development Opportunities for People with Physical
Disabilities in South Africa: An HWSETA Reflection (Mxolisi Moyakhe and Sipho
Buthelezi) .................................................................................................................... 18
11. Searching for Personal Significance: A Foundational Element of a Learning
Architecture (Cliff Brunette and Rica Viljoen) .............................................................. 20
12. Literature Used by Master’s Students of a Private Higher Education Institution
(Adriaan Swanepoel) .................................................................................................. 21
13. Student Experiences of Training Offered by HWSETA Accredited Training Providers
(Bulelwa Plaatjie and Dineo Mokheseng) .................................................................... 23
14. Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL
Classrooms (Nhlanhla Mpofu and Lizette DeJager) .................................................... 24
Research Bulletin on Post-School Education & Training: Number 7
vi
15. ECD SSP 2019-2020 Update (Rosemary Wildsmith-Cromarty) .................................. 26
16. The Economics of Hairdressing (Tsiliso Tamasane) ................................................... 28
17. Understanding Perceptions towards Stipends in HWSETA Work-Based Training
Programmes: A Reflection from HWSETA Stakeholders (Mpho Phago and Sipho
Buthelezi) .................................................................................................................... 30
18. A Proposed Learner Support Model for Basic Training in the South African Police
Service (Daléne Schoeman) ....................................................................................... 32
19. Analysing the Credibility of Local Government Workplace Skills Development Planning
(Dovhani Thakhathi) .................................................................................................... 34
20. Authentic Summative Assessment: The Next Steps (Marco MacFarlane) ................... 36
21. The National Skills Fund and Green Skills: Towards a Generative Mechanism
Approach (Gideon George Sauls) ............................................................................... 38
22. Together Moving Post-School Education and Training Forward: 2017/2018 Department
of Higher Education and Training Interns (Qaqamba Matha) ...................................... 40
EVALUATION REPORTS................................................................................................... 42
1. Evaluation of the NSDS III 2011-2016 (Olwethu Nyewe) ........................................... 43
2. An Evaluation of the HWSETA Internship Programme (Menziwokuhle Mthethwa and
Bulelwa Plaatjie) ........................................................................................................ 45
3. Evaluating the Performance of the Learnership Programme Strategy for the
Unemployed: 2011/12 to 2015/16 (Daphney Mogopudi and Bulelwa Plaatjie) ........... 47
4. Evaluation of the HWSETA Accelerated Artisanship Programme in Partnership with
SSACI (Menziwokuhle Mthethwa and Bulelwa Plaatjie) ............................................. 49
CURRENT & PLANNED RESEARCH & EVALUATIONS .................................................. 51
1. Tracing the Outcomes of SETA-Funded Learnerships, Apprenticeships and
Internships (Michael Rogan) ...................................................................................... 52
2. ‘Beyond access’: Multidimensional Factors Shaping University Preparation and First-
Year Experiences (Adesuwa Vanessa Agbedahin and Faith Mkwananzi) .................. 53
3. Understanding the Expanded Socio-Economic Value of Work-Based Learning through
a Cost Benefit Analysis Evaluation (Glenda Raven) ................................................... 55
4. Rhodes Research to Support M&E in a SETA Environment (Eureta Rosenberg) ...... 57
Research Bulletin on Post-School Education & Training: Number 7
vii
5. Traceability Studies on AgriSETA Learning Programmes for a Period of Three Years
Post Training (Nokuthula Sibia and Frikkie Fouche) .................................................. 59
6. Water Sector Skills Supply-Demand Forecasting in Local Government (Ashwin
Seetal) ....................................................................................................................... 60
7. Research Programmes on LMI and TVET (Rakal Govender) .................................... 62
EVENTS ............................................................................................................................. 64
1. 2018 SAAEA Conference: “Local context in Global Context: Encouraging Diversity in
Assessment” (Celia Booyse) ...................................................................................... 65
2. Re-envision Vocational Education and Training as a Solution to Unemployment:
Takeaways from the 2016 African Scholars Forum (Kolawole Samuel Adeyemo) ..... 67
3. What Kind of Mathematics Does South Africa Need? (Marco MacFarlane) ............... 69
4. Research Seminar on Knowledge, Curriculum, and Preparation for Work (Refiloe
Mohlakoana and Rakal Govender) ............................................................................ 71
5. 2018 Department of Higher Education and Training Research Colloquium: Radically
Transforming Technical and Vocational Education and Training Colleges through
Research (Beverly Nompumelelo Skosana and Rakal Govender) ............................. 73
RESEARCH PRACTICE ..................................................................................................... 75
1. SAQA’s ‘Articulation’ Research and Work (Heidi Bolton) ........................................... 76
2. The New Age of BIG DATA (Nthabeleng Lepota) ...................................................... 78
STATISTICS ....................................................................................................................... 80
1. VitalStats: Public Higher Education, 2016 (Denyse Webbstock and Genevieve
Simpson) ................................................................................................................... 81
2. Statistics on PSET in South Africa: 2017 (Nthabiseng Tema) .................................... 83
1
RESEARCH
ARTICLES & REPORTS
Research Bulletin on Post-School Education & Training: Number 7
2
1. Apprentice to Artisan: Trials and Tribulations of Apprentices in a Dual System
Apprenticeship Programme in South Africa (Darryn von Maltitz)
Significant measures to promote vocational education have been taken in an attempt to
position it as an equal alternative to academic education. The problem, however, is that in
many countries neither young people nor their parents perceive vocational education as
having the same value as academic education (Allais, Marock, & Molebatsi, 2014).1
South Africa, a country in which vocational education is extremely stigmatised, is reforming its
apprenticeship system (which is a significant dimension of vocational education), and has set
itself a target of qualifying 24 000 new artisans by 2020 (DHET 2015).2 Technical and
Vocational Education and Training (TVET) colleges are viewed as key vehicles through which
large numbers of artisans can be trained. However, employers do not have trust in the quality
and capacity of public TVET colleges and have taken responsibility for training artisans
through their own in-house training facilities and private training providers (National Treasury
n.d.).3 The result is that TVET colleges have been side-lined in the supply chain for artisan
development.
It is against this background that the South African government is piloting a dual system
apprenticeship project, which aims to: a) improve the quality of artisan training at public TVET
colleges; b) build employer trust in the quality of the public artisan training system; and c)
position TVET education as an attractive option for young people.
This research is focused on apprentices training to become electricians through a dual
apprenticeship model. The dual system integrates classroom theory with on-the-job instruction
thus ensuring that learning is integrated and regularly reinforced.
Through semi-structured interviews and a questionnaire, this study brings the voices of 95
electrical apprentices to bear in order to develop a much deeper, richer and nuanced
understanding of how apprentices experience the artisan development system. It seeks to
understand what motivates young people to enrol at a TVET college, and what apprentices’
1 Allais, S., Marock, C., & Molebatsi, P. (2014). The Development of Occupational Standards in English-Speaking Countries. Johannesburg: University of the Witwatersrand. Research Education and Labour Centre. 2 DHET. (2015). Annual Performance Plan. DHET. Retrieved from
ww.dhet.gov.za/Strategic%20Plans/Annual%20Perfomance%20Plans/Department%20of%20Higher%20Education%20and%20Training%20Annual%20Performance%20Plan%202015-16.pdf. 3 National Treasury. (n.d.). Artisans. Retrieved 3 September 2016, from https://www.gtac.gov.za/PER_Documents/Artisans%20PER.PDF.
Research Bulletin on Post-School Education & Training: Number 7
3
experiences, perceptions and expectations are of dual system apprenticeships. The study
provides insights into the merits and challenges of dual system apprenticeships within the
South African context.
Key findings emerging from the research are that: a) the model is expensive and inefficient
(the apprentices are already well qualified and all are in possession of a technical qualification
in the electrical trade – If the South African government is to entrench the dual-apprenticeship
system in the country, it will need to find ways of reducing the time it takes to qualify as an
electrician, as well as the associated cost); and b) the programme should be demand-led by
employers rather than being a government-led supply programme (this has implications for
the outcome of the programme).
The full paper is available on:
https://www.dropbox.com/s/5kzyvgob3nnt3sb/Apprentice%20to%20Artisan%20FULL%20PA
PER.pdf?dl=0
It will also be available on the University of Witwatersrand website by 2019.
Ms Darryn von Maltitz is a Project Manager at the Swiss South African Cooperation
Initiative (SSACI): [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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Dr Genevieve Simpson is the Senior Manager for Research in the Monitoring and
Evaluation (M&E) Directorate at the Council on Higher Education (CHE):
2. Educational Pathways and Opportunities (Genevieve Simpson)
Each year, with the release of the outcomes of the Grade 12 exams, there is extensive
coverage of the matric pass rate, and much debate around the quality of the National Senior
Certificate (NSC) and the extent to which it prepares students for university study. Currently,
there are approximately 600 000 learners preparing to write their NSC exams.4 However, the
reality is that only a small portion will be accommodated in the university sector.
Recent student protests around university fees have further increased the focus on the
university sector. These protests have highlighted the funding challenges that both universities
and university students face. However, these protests have not focused on the fact that a large
percentage of school leavers are not accommodated in the university sector, or are not eligible
for university study, and that alternative post-school education opportunities are severely
limited.
Currently, approximately 170 000 first-time entry learners gain access to universities, annually.
This shows that there are only opportunities for a small portion of the approximately 600 000
learners who write the NSC each year. The challenge South Africa faces is to provide sufficient
and relevant educational opportunities to accommodate all these learners.
This Council on Higher Education (CHE) monitoring brief (BrieflySpeaking 2) considers the
extent of the challenge that South Africa faces in providing sufficient, and sufficiently varied,
educational opportunities to school leavers and the youth in general. This document is
available on:
http://www.che.ac.za/media_and_publications/monitoring-and-evaluation/brieflyspeaking-2-
educational-pathways
4 In 2014, 532 860 wrote the NSC Matric, but in 2015 this increased to 644 536 as a result of progressed learners. In 2016 it declined to 610 178 (excluding part-time learners), from: Department of Basic Education (DBE). (2017). National Senior Certificate Examination report, 2016. Pretoria: DBE. In 2017, 534 484 full-time learners wrote the NSC, from: DBE. (2018). National Senior Certificate 2017, Highlights Report. Pretoria: DBE.
Research Bulletin on Post-School Education & Training: Number 7
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3. Occupations in High Demand in South Africa (Vijay Reddy, Michael Rogan, Bongiwe
Mncwango, and Sybil Chabane)
A team of researchers from the Human Sciences Research Council (HSRC) have recently
completed a technical report which investigates which occupations are in high demand in the
South African labour market. The report served as a basis for the Department of Higher
Education and Training (DHET) gazetted list of Occupations in High Demand (OIHD) for 2018.
The project was part of the Labour Market Intelligence Partnership (LMIP) which sought to
support the Department in establishing a credible institutional mechanism for skills planning.
Numerous reports have cited skills shortages in the country as bottlenecks in both the
production of goods as well as in the provisioning of services. For government, and more
specifically, the Post-School Education and Training (PSET) system, to respond effectively to
the skills needs of the country, it is important to first understand the nature and extent of skills
needs. Only then can specific interventions be adopted to address skills shortages.
In the past, different modalities have been used to estimate the skills needed to inform skills
development. Amongst these, are two key instruments: (1) the Annual Report on Skills Supply
and Demand in South Africa which was produced by the HSRC in 20175; and (2) the biennial
list of OIHD. Using a novel methodology adopted after a review of a number of international
approaches (including those used by the Organisation for Economic Co-operation and
Development (OECD); the United Kingdom Migration Advisory Committee (MAC); and the
Australian National Institute of Labour Studies (NILS)), the design of the 2018 OIHD project
methodology employed a hybrid approach where both top-down (statistical) and bottom-up
(qualitative) evidence were considered in identifying occupations in high demand.
The report includes a list of 129 occupations at the 4-digit occupation group, and 369 6-digit
occupations which are currently in high demand or are expected to be in demand in the future.
The list of occupations identified through this process fits well within the existing literature on
occupational shortages as well as with future growth initiatives. The South African 2018 list
identifies, inter alia, finance managers, business managers, Information and Communications
Technology (ICT) managers and construction project managers in the highest group of
occupations in demand. Medical professionals, including medical laboratory technicians and
health care assistants are also in the top group of occupations as identified through the OIHD
5 http://www.hsrc.ac.za/uploads/pageContent/7429/LMIP_SkillsSupplyandDemand_Sept2016.pdf.
Research Bulletin on Post-School Education & Training: Number 7
6
research. In terms of engineering, the results suggest that civil engineers, mining engineers,
industrial engineers as well as several types of engineering professionals and technologists
are in the top group of occupations in high demand.
The OIHD list is an important resource for the planning processes of DHET with respect to the
PSET systems, particularly in relation to enrolment planning, resource allocation, career
advice, and qualification development. Other stakeholders will also find this list important for
strategic decision making regarding skills development and immigration processes.
The full technical report is available on:
http://www.lmip.org.za/sites/default/files/documentfiles//HSRC%20LMIP%20OIHD%20Repor
t%20WEB.pdf
The gazette is available on:
http://www.dhet.gov.za/Information%20Systems%20Coordination/GAZETTE.pdf
Dr Vijay Reddy is a Distinguished Research Specialist in the Education and Skills
Development Unit at Human Sciences Research Council (HSRC):
Prof Michael Rogan is an Associate Professor in the Neil Aggett Labour Studies
Unit (NALSU) within the Institute of Social and Economic Research (ISER) at
Rhodes University: [email protected]
Ms Bongiwe Mncwango is a Research Manager in the Education and Skills
Development Unit at Human Sciences Research Council (HSRC):
Ms Sybil Chabane is the Executive Director of Second Stage Consulting (PTY) Ltd
Research Bulletin on Post-School Education & Training: Number 7
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4. The Changing Landscape of Private Higher Education (Denyse Webbstock)
While many public universities in South Africa (such as the University of Cape Town and the
University of KwaZulu Natal) started as private institutions, it has really only been in the post-
apartheid era that private higher education institutions have become a prominent feature of
the higher education landscape.6 In comparison with other higher education systems such as
in Brazil, or other parts of Africa such as Kenya, the private higher education sector in South
Africa is small, as compared to the public sector, comprising roughly 10% of total enrolments
in higher education.
The sector is not homogenous in three different respects – the nature of the institutions, in
size, and in terms of the fields in which the institutions offer qualifications. In terms of the
nature of the institutions, the sector ranges from those providers that operate on a non-profit
basis to those that are enterprise-driven. There are some that charge low fees, while others
charge fees that are higher for the same courses than at the public institutions.
The sector has periodically changed size and shape according to various factors. In the
immediate post-apartheid period, there was a sudden influx of foreign providers, such that by
1999 there were some 300 providers, sometimes offering programmes on a franchise basis
with parent institutions elsewhere.7 With the introduction of regulation in 2002, this number
was substantially reduced, and over the last ten years or so, the features of the private higher
education sector have been more or less constant. There have been on average 110-120
registered institutions operating at any one time in this period, with the vast majority of them
being small, single campus institutions offering courses in particular niche areas, and only a
few large, multi-campus or multi-brand establishments.
With the recent entry of many new players in the South Africa private higher education market,
both local and international, the landscape in terms of size and shape is changing rapidly. This
Council on Higher Education (CHE) monitoring brief (BrieflySpeaking 5) provides an overview
of five current trends and suggests potential future developments in private higher education.
6 For accounts of the history of higher education in South Africa, see Kruss, G. (2006). Distinct pathways: tracing the origins and history of private higher education in South Africa. Globalisation, Societies and Education, 3 (3): 261-279; Mabizela, M. (2008). A Historical Overview of the Development of Private Higher Education in South Africa. Unpublished Colloquium Paper. 7 Sehoole, C. (2012). A Decade of Regulating Private Higher Education in South Africa. International Higher Education, 66: 19-20.
Research Bulletin on Post-School Education & Training: Number 7
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This document is available on:
http://www.che.ac.za/media_and_publications/monitoring-and-evaluation/brieflyspeaking-5-
private-higher-education
Dr Denyse Webbstock is the Director of Monitoring and Evaluation (M&E) at the
Council on Higher Education (CHE): [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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5. WIL and RPL at TVET Colleges (Joyce Nduna)
Within the Technical and Vocational Education and Training (TVET) context, Work Integrated
Learning (WIL) has been identified as a pedagogical approach for enhancing student
employability. According to Schmidt (1999) 8, employability skills that should be enhanced
through WIL include solving complex multi-disciplinary problems, working successfully in
teams, exhibiting effective oral and written communication skills and practising good
interpersonal skills. It is generally accepted that, if WIL is well-planned and implemented
effectively and efficiently, students’ employability skills are enhanced and students become
work ready upon graduation.
The planning and implementation of WIL is a complicated process as it involves curricular,
pedagogical and assessment considerations that differ from those of general programmes. It
is therefore necessary to develop WIL-related staff qualifications that are of high quality and
credible. Such credibility can only be guaranteed if all relevant stakeholders are included in
the planning, implementation and evaluation processes.
The strength of WIL lies in its relevance to the National Development Plan (NDP) as it
addresses employment issues and enhances employability skills. WIL has the potential to
bring different stakeholders together to debate issues and craft possible solutions worldwide.
There are also existing national structures such as the South African Technology Network
(SATN) WIL Task team, Quality Councils and Sector Education and Training Authorities
(SETAs) that are interested in turning around the current situation through WIL. The support
for WIL is therefore tremendous. There is also an existing legislative framework that
encourages best WIL and Recognition of Prior Learning (RPL) practice and development of
WIL components for staff qualifications.
Although different interest groups share the same vision of enhancing student employability
in the Post-School Education and Training (PSET) system, sometimes they tend to work in
silos and develop programmes and projects in isolation. This tendency could be attributed to
a lack of coordination at systematic level. The potential danger is that quality and curriculum
transformation could be compromised. Research indicates that an integrated approach that
allows for greater participation of a wide variety of interest groups is key for the success of
8 Schmidt, S. J. (1999). Using Writing to Develop Critical Thinking Skills. North American Colleges and Teachers of Agriculture Journal, 43(4): 31-38.
Research Bulletin on Post-School Education & Training: Number 7
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any intervention. Such participation encourages communication, constructive feedback and
collective action that in turn ensure quality, effectiveness and efficiency.
It is against this background that this research adopted an inclusive and participatory approach
that encouraged participation and active involvement of a wide variety of interest groups to
produce employable graduates who can contribute to socio-economic development through
staff development and improvement of WIL and RPL practice. WIL research that “leads to
action” and contributes to the NDP through an inclusive approach and partnerships should be
encouraged and supported.
The full report is available on:
http://www.etdpseta.org.za/education/report-wil-rpl-in-tvet-colleges
Professor Joyce Nduna is an ETDP SETA Research Chair on the Work Integrated
Learning (WIL) and Recognition of Prior Learning (RPL) at the Cape Peninsula
University of Technology (CPUT): [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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6. The Transformative Power of Technology in Higher Education (Stephen
Akandwanaho, Muni Kooblal, Zane Ramnundlall and Krishna Govender)
Given the overwhelming focus on attaining learning outcomes as a measure for authentic and
holistic learning, educators are increasingly finding new approaches that engender an
enabling environment for impactful and immersive learning, so as to accelerate student
achievement and realisation of desired learning outcomes. Moreover, the traditional
pedagogical structures, methods and practices have been disrupted by the explosive
technological advancements in the last few decades. As a result, the educational landscape
has dramatically changed in the face of emerging technologies. Traditional educational
practices have always struggled to translate student learning outcomes into expected
knowledge, skills and competencies. Consequently, the pendulum of teaching has swung
towards student-centred learning where the student takes on co-creation pedagogical roles,
such as creating new content, curriculum design, teaching through peer-to-peer instruction
and the jigsaw learning technique, evaluation of the learning process, and collaboration and
incubation of new ideas, among others.
Technology provides an enabling environment for this desired learning style, in addition to
disrupting traditional didactic pedagogy. It also creates opportunities for autonomous learning
which gives meaning to “my time-my pace-my space’’ by allowing for learning autonomy and
independence, which are essential ingredients of the student-centred learning paradigm. The
traditional mode of instruction seemed successful and appropriate mainly because only one
‘actor’ was empowered and highly active, primarily due to the absence of appropriate teaching
and learning tools that could mediate. The situation has changed drastically over the past
decade, since the ‘stage’ has been redefined and redesigned, owing to egalitarian access to
information through technology. This implies that knowledge is not instructed, but constructed
by all parties involved in the learning process. With the advent of Artificial Intelligence and
machine learning, learning is optimised and personalised for individual students. One of the
significant inherent limitations of traditional instructional approaches is the inability to adapt to
the student’s individual learning needs and styles, aside from adapting to the contents of the
course.
This article discusses how technology is used to overcome the teaching and learning
limitations. It delineates how curriculum can be aligned to the Fourth Industrial Revolution to
produce graduates that are ready for the disrupted world of work, given the Department of
Higher Education’s urgent imperative to orient curriculum to the Fourth Industrial Revolution.
Research Bulletin on Post-School Education & Training: Number 7
12
Dr Stephen Akandwanaho is Dean of Faculty of Artificial Intelligence (IA) and
Security at Richfield Graduate Institute of Technology: [email protected]
Dr Muni Kooblal is the Chief Academic Officer at Richfield Graduate Institute of
Technology: [email protected]
The full article is available on:
https://drive.google.com/drive/folders/1IDDgaItbtsLClcG4wRJetxFQ7TBbgJWY?usp=sharing
Mr Zane Ramnundlall is the Chief Information Officer at Richfield Graduate Institute
of Technology: [email protected]
Prof Krishna Govender is the Dean of AAA School of Advertising at Richfield
Graduate Institute of Technology: [email protected]
Research Bulletin on Post-School Education & Training: Number 7
13
7. South African Steering Mechanisms for Mutual Recognition of Qualifications:
Enhancing Student Articulation and Mobility Globally through NQFs (Shirley Lloyd)
The development and growth in bi-lateral, regional and global Mutual Recognition of
Qualifications (MRQs) agreements is a relatively new area in the developmental trajectory of
National Qualifications Frameworks (NQFs). Some of these include the establishment of a
Southern African Development Community (SADC) Regional NQF in 2011; the establishment
of the European Qualifications Framework (EQF) in 2007; and the development of the Addis
Convention in 2014, (replacing the Arusha Convention of 1981). All of these initiatives seek to
enhance and enable trust between the regional and global partners, and focus on MRQs,
particularly since harmonisation and referencing mechanisms for qualifications, globally, are
emerging as key drivers for purposes of increased access, mobility, credit accumulation and
transfer, and articulation for lifelong learning and skills development across the globe. The
initiative of the European Training Foundation (ETF) to develop basic level descriptors for a
global framework, to simplify and enable, inter alia, global mobility of lifelong learners, and to
develop and register quality qualifications, are among the benefits. The Ernst & Young report
on the University of the Future (2012)9 identifies drivers of change for higher education, being
the “massive” increase in the availability of “knowledge” online; the mass expansion of access
to university education; the transformative effect of digital technologies and global mobility.
South Africa has responded to all of this by developing enabling and credible steering
mechanisms to support and enhance the mutual recognition of qualifications and global
mobility. Some of these include the development of a Policy Framework for the
Internationalisation of Higher Education in South Africa; the establishment of the Mutual
Recognition of Qualifications Committee; the publication of the Minister’s Articulation and
Recognition of Prior Learning Policies; the Level Descriptor Policy of the South African
Qualifications Authority (SAQA) (2012)10, MRQ bilateral agreements with countries such as
China, Russia, Germany, and France; and the pending ratification of the Addis Convention;
and the development of ECertification by SAQA. All of these measures seek to provide an
agile, trustworthy, credible and increasingly digitised platform to grow our international
footprint.
The methodology used in this paper, is mainly a desk-top review of current legislation and
policies in South Africa, with specific reference to higher education; and consideration of some
relevant literature. It is not an exhaustive study by any means, but seeks to highlight the agility
9 Ernst and Young (EY). (2012). University of the Future. Johannesburg: EY. 10 South African Qualifications Authority (SAQA). (2012). Level Descriptors for the South African National Qualifications Framework. Pretoria: SAQA.
Research Bulletin on Post-School Education & Training: Number 7
14
of the legislative and policy framework which is part of South Africa’s response to global
networks, digitisation, and MRQs across countries. In short, these are but some of the benefits
of MRQs. With South Africa having a globally-respected NQF system, we are well-placed to
be one of the leading countries in developing and implementing modern systems of
cooperation, collaboration and communication in the world of NQFs.
The full paper is available on:
https://www.dropbox.com/s/gvqogfoh0nfg5z7/South%20African%20Steering%20Mechanism
s%20for%20Mutual%20Recognition%20of%20Qualifications_Enhancing%20student%20arti
culation%20and%20mobility%20globally%20through%20NQFs.docx?dl=0
Dr Shirley Lloyd is the Director of the National Qualifications Framework (NQF)
Directorate in the Department of Higher Education and Training (DHET):
Research Bulletin on Post-School Education & Training: Number 7
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8. ETDP SETA TVET Sub-Sector Report for the 2019/20 Sector Skills Plan (Presha
Ramsarup)
The purpose of this report is to provide information on the Technical and Vocational Education
and Training (TVET) subsector in informing the development of the Education and Training
Development Practices Sector Education and Training Authority (ETDP SETA) 2019 - 2020
Sector Skills Plan (SSP).
This report builds on the previous SSP by reviewing and comparing more recent available
data, and incorporating any new developments, and progress made with earlier strategies.
Information has been obtained from available literature as well as through consultation with
key role players.
In relation to the above, some of the findings with regards to progress in the subsector, as
relevant to ETDP SETA priorities, are outlined below:
Institutional Transformation: TVET college staff profiles still show some race and
gender bias, with women and black Africans underrepresented at the higher
appointment levels.
Quality Programme to Meet Changing Needs: The development of qualification
programmes for TVET lecturers is progressing, and universities are moving towards the
delivery of these programmes.
Adequate Supply of Teachers in Specialisations and Geographical Locations: The lack
of data gathered on lecturer specialisations in their prior qualifications prevents a more
detailed analysis of the further qualifications or specialisations that are needed.
Increasing the use of Technology to Enhance Teaching and Learning: There is a
continued emphasis on the use of Information Technology (IT) as a core part of
teaching and learning.
Professionalisation of the Workforce: There is a draft TVET Lecturer Development
Strategy where a skills audit of the sector is intended. It foresees a more flexible re-
categorisation of lecturing staff that is better tailored to the wide range of types of
programmes offered by the sector, and better aligned to staff currently employed.
Alignment with National Strategies and Plans: Government is committed to increased
access of TVET provision and improving its quality. In support of this, workplace
internship and placement opportunities are to be made available.
Research Bulletin on Post-School Education & Training: Number 7
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Partnerships: Partnerships are particularly relevant for TVET colleges where
programmes range across most industrial sectors, and with the increasing emphasis
on workplace based learning for both students and lecturers. The ETDP SETA is well
positioned to assist colleges in establishing partnerships that contribute positively to
their role in national skills development.
Findings on hard to fill vacancies and scarce skills were also noted.
Based on the findings above, the ETDP SETA has identified the following skills development
priorities informed by sector based and national priorities and PIVOTAL interventions.
Ensuring Quality Teaching and Learning in TVET Colleges by: Improving the
performance of lecturers in TVET colleges.
Ensuring effective and efficient service delivery in colleges by: Improving
administration, management, leadership, governance as well as research capacity to
support teaching and training professionals. This includes training in relevant
programmes for national and regional officials as well as managers in colleges.
Supporting transformation of the Post-School and Education and Training (PSET)
sector by: Ensuring increased access, success and progression within TVET colleges.
Key to transformation of the PSET sector is developing and supporting youth
development programmes aimed at ensuring that youth employability and
empowerment is achieved in order to reduce unemployment and address issues of
poverty and inequality.
The full report is available on:
http://www.etdpseta.org.za/education/tvet-sub-sector-report-2019-20-ssp
Dr Presha Ramsarup is an Education, Training and Development Practitioner
(ETDP) Research Chair on Technical and Vocational Education and Training in the
Centre for Researching Education and Labour (REAL) at the University of
Witwatersrand: (Wits) [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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Dr Manthekeleng Agnes Linake is a Senior Lecturer the University of Fort Hare:
9. Students’ Development in Reading and Response: A Way of First Additional
Language Learning (Manthekeleng Agnes Linake)
The aim of the study was to investigate reading in English First Additional Language (FAL) in
South African universities. The objectives included enabling students to learn reading in order
to promote their reading to such a level that they can continue reading to learn and not learning
to read only.
The researcher was interested in exploring broader trends in reading strategies, instructions
and training for students with the intention of contributing possible strategies to address the
training of students for their role as literacy instructors in English as well as in multilingual
education in South Africa.
It was an interpretive study based on a case study design that covered four years.
The findings showed that language learning could be easier if it is considered as a social
practice with academic purpose. The study concluded that students prefer to be taught in
English although most see it as a barrier to learning.
The full paper is available on:
https://www.dropbox.com/s/s8gq9plcmwifj22/STUDENTS%20DEVELOPMENT%20IN%20R
EADING%20AND%20RESPONSE_A%20WAY%20OF%20FIRST%20ADDITIONAL%20LA
NGUAGE%20LEARNING.docx?dl=0
Research Bulletin on Post-School Education & Training: Number 7
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10. Challenges of Accessing Skills Development Opportunities for People with Physical
Disabilities in South Africa: An HWSETA Reflection (Mxolisi Moyakhe and Sipho
Buthelezi)
People with physical disabilities lack access in many areas where they can participate and
contribute meaningfully to society. Accessing skills development opportunities are amongst a
number of challenges facing people with physical disabilities. Although policies exist, the
question of access to skills development opportunities remains a concern because
implementation has not been a success.
The objective of the study was to identify challenges experienced by people with physical
disabilities in accessing skills development opportunities and to reflect on the Health and
Welfare Sector Education and Training Authority’s (HWSETA’s) interventions in this regard.
The study was conducted using a mixed method approach of both qualitative and quantitative
techniques. The collection of data was done through in-depth semi-structured telephonic
interviews. It was also imperative to compile semi-structured questionnaires given the number
of participants recruited for the study. Data analysis was done through content analysis and
statistical presentation of findings.
The findings confirm that many people with disabilities do not have equal access to education
and employment opportunities. They do not receive the disability-related services that they
require; hence they experience exclusion from everyday life activities. The study also points
to the gaps and deficiencies in the management of policy concerning physical disability.
Amongst the identified deficiencies is the faulty conception, communication, and monitoring of
policy for effective implementation.
The study recommends more engagement with educational institutions, the corporate world,
and members of society, to ensure that a reasonable level of awareness on disability is
created. The study proposes various ways in which people with disabilities can be pulled into
the economic mainstream and labour market. These include incentives and upskilling or re-
skilling through learnerships, internships, and work integrated learning etc. In addition to
advocacy for adding more financial resources, there is a great need for a thorough skills audit
for people with disabilities. It should be on the basis of such a study that specific vocational
training programmes should be implemented to empower people with disabilities. In this way,
Research Bulletin on Post-School Education & Training: Number 7
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Mr Mxolisi Moyakhe was a Researcher at the Health and Welfare Sector Education
and Training Authority (HWSETA): [email protected]
Dr Sipho Buthelezi is a Research Manager at the Health and Welfare Sector
Education and Training Authority (HWSETA): [email protected]
there will be an alignment of their skills and the needs of the labour market. Furthermore, there
is a need for organisational profiling to trace performance against set targets. Thus,
recruitment and training of disabled people must be a priority and an integral part of the
broader training and development of staff.
The full research report is available on:
http://www.hwseta.org.za/wp-content/uploads/2018/11/08th-Nov-research-report-
Challenges-of-access-facing-PWD.pdf
Research Bulletin on Post-School Education & Training: Number 7
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11. Searching for Personal Significance: A Foundational Element of a Learning
Architecture (Cliff Brunette and Rica Viljoen)
In today’s fast-paced, commercially-orientated world of work it is easy to lose some of what
we, as humans, are.
The demand to produce more, in less time, is an ever-changing expectation that each
employee must be able to cope with. Yet, what we teach employees during training
programmes is to cope with more content, more rules and more conformity.
Most training programmes today are focused on compliance and administrative efficiency,
rather than learning. In this article the authors are turning their search to an often elusive
missing ingredient. If it becomes part of the focus of the training effort, this ingredient can
assist the employee to be better in many more procedural aspects and also teach them how
to better deal with the volatility, uncertainty, complexity and ambiguity of today’s corporate
world.
That ingredient is personal significance.
The full document is available on:
https://www.researchgate.net/publication/327301705_Searching_for_Personal_Significance
_A_foundational_element_of_a_learning_architecture
Mr Cliff Brunette is the Learning Experience Specialist at Cornerstone Performance
Solutions: [email protected]
Dr Rica Viljoen is Adjunct Faculty of the Reading University's Henley Business
School and Managing Director of Mandala Consulting:
Research Bulletin on Post-School Education & Training: Number 7
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12. Literature Used by Master’s Students of a Private Higher Education Institution
(Adriaan Swanepoel)
An opportune time to investigate the use of research literature by postgraduate students is
soon after the introduction of a new degree programme at a higher education institution. The
results of such a study can assist research supervisors, trainers and policy makers to identify
collective deficiencies in students’ knowledge and skills in the use of research literature, and
to make timely changes to research policy and training.
A candidate for this type of study is the Southern Business School (SBS) in Krugersdorp,
which, in 2014 added two new degrees to its offering: a Master of Management (MMAN) and
Master of Policing Practice (MPP). The first of these master’s students graduated in 2016.
Since the introduction of the two master’s degree programmes, the SBS has not yet done
research on issues such as the type of literature its master’s students used to write
dissertations, and whether MMAN and MPP students use literature differently, based on their
respective disciplines.
In 2017 the SBS granted the author of this report permission to conduct a study to compile an
aggregate portrait of the way MMAN and MPP students use sources in their mini-dissertations.
A quantitative approach was used to collect, analyse, rank and compare quantitative
bibliographic data from 57 electronic copies of master’s theses, submitted in 2016 and 2017.
No sample was taken.
The study determined not only the main types of literature used by master’s students of the
SBS, but also identified more than 80 different types of literature (condensed into 34
categories), used in a period of two years. The study also identified 610 different journals used
in the same period, as well as the 10 journals that appeared most in reference lists of MMAN
and MPP students. Four of the 10 journals were South African journals, including the most
frequently referenced journal, the South African Journal of Human Resource Management.
Based only on journal use, it can also be concluded that master’s students of the SBS used
journals from a wide variety of countries and they did not focus mainly on sources of an Anglo-
American orientation. The study also determined and ranked the age distribution of books
used by MMAN and MPP students.
Research Bulletin on Post-School Education & Training: Number 7
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Although this study supports the findings of other studies, that the majority of publications were
used within the first 10 years after publication. It is a concern that MMAN and MPP students
used more than 900 publications that were published more than 10 years prior to their own
research. This study also discovered that MMAN and MPP students used literature differently,
based on their respective disciplines. The most prominent differences were that MPP students
used notably more books but fewer journals than MMAN students, and MPP students tended
to use older publications than MMAN students.
Although it was not the intention of this study to investigate the quality of references, it cannot
be ignored that many of the reference lists compiled by MMAN and MMP students were not
in compliance with generally accepted referencing rules and principles. Examples ranged from
style and punctuation errors to incomplete, inaccurate and even unrecognisable references.
The trends and comparisons revealed by this study will give the SBS a rare opportunity to get
a broader perspective of how its master’s students as a group, or a subgroup, use research
literature. The results will also assist academic supervisors, trainers and policy makers of the
SBS to identify collective deficiencies in students’ knowledge and skills in the use of research
literature, and to make timely changes to their research policy and training.
The full study is available on:
https://www.researchgate.net/publication/327222145_Literature_used_by_master's_student
s_of_a_private_higher_education_institution
Dr Adriaan Swanepoel is a Part-Time Research Supervisor at the Southern
Business School in Krugersdorp: [email protected]
Research Bulletin on Post-School Education & Training: Number 7
23
Ms Bulelwa Plaatjie is the Acting Executive Manager: Research Information
Monitoring and Evaluation at the Health and Welfare Sector Education and
Training Authority (HWSETA): [email protected]
Ms Dineo Mokheseng is a Monitoring and Evaluation Officer at the Health and
Welfare Sector Education and Training Authority (HWSETA):
13. Student Experiences of Training Offered by HWSETA Accredited Training Providers
(Bulelwa Plaatjie and Dineo Mokheseng)
The Health and Welfare Sector Education Training Authority (HWSETA) conducts an annual
survey on learners undergoing training through HWSETA-accredited Skills Development
Providers (SDPs). The purpose of this 2017 survey was to get the views and training
experiences of learners, which will assist in improving the quality of learning offered by
providers.
The data for the study was collected through face-to-face interviews using a semi-structured
data questionnaire which had mainly quantitative questions and a few qualitative ones. 589
learners from 25 institutions took part in the survey.
Learners were mostly positive about the training received, the quality of workplace mentorship
and other aspects of their training. However, the survey also showed areas which can be
improved upon. A sizeable proportion of the learners expressed dissatisfaction and concerns
about the delay in receiving assessment results, sufficiency of training aids, post-training
employment prospects, administration, and timely dissemination of certificates. The need for
clear communication, improved course content, and financial support were also highlighted.
The full report is available on:
http://www.hwseta.org.za/wp-content/uploads/2018/11/Student-experience-of-training-
offered-by-training-providers-accredited-by-the-HWSETA_final_report.pdf
Research Bulletin on Post-School Education & Training: Number 7
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14. Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL
Classrooms (Nhlanhla Mpofu and Lizette DeJager)
The purpose of this study was to identify beginner teachers’ sources of knowledge for teaching
literature in the English Second Language (ESL) classroom. Teacher knowledge research in
ESL has tended to overlook the existence of English Literature as a stand-alone subject.
This study does not dispute the place of literature in language learning, but contends that the
knowledge base for teachers of the subject English Language differs from that of teachers for
the subject English Literature. From the available studies on teacher knowledge, two
epistemological positions, namely theoretical and experiential, exist to explain the sources of
teaching knowledge. Both these positions are used in this study to understand the exchange
between theoretical principles and teacher expertise in the way that these two types of inputs
interact and refine each other in ESL teaching.
A qualitative case study was carried out to determine the sources of beginner teachers’
knowledge. The findings highlighted that beginner teachers source their teaching knowledge
from the theory of education, the nature of the subject, and the problematic areas encountered
in teaching English literature. Although acknowledging theoretical and experiential knowledge
as sources of their teaching practices, the beginner teachers in this study indicated that their
construction developed from past, present and anticipated classroom experiences. That is,
teaching knowledge construction draws from multiple sources that included previous
educational experiences, present English literature experiences and anticipated classroom
experiences.
The study acknowledges the strong relationship between theoretical knowledge in teaching
and the role of teachers in the construction of their teaching knowledge from classroom-based
experiences. These findings emphasise teaching knowledge as emanating from personal,
practical, reactional and contextual experiences which has implications for teacher preparation
programmes. The initial teacher training institutions might use the information from this study
to better prepare pre-service teachers by exposing them to multiple contexts which have the
potential to develop their professional practices.
Research Bulletin on Post-School Education & Training: Number 7
25
The full working paper is available on the Springer website via the following link:
https://link.springer.com/article/10.1007%2Fs42321-018-0003-7
Dr Nhlanhla Mpofu is a Senior Lecturer (English) at Sol Plaatje University (SPU):
Dr Lizette De Jager is a Senior Lecturer (English) and the Teaching and Learning
Coordinator for the Department of Humanities Education at the University of Pretoria
(UP): [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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15. ECD SSP 2019-2020 Update (Rosemary Wildsmith-Cromarty)
This report provides an investigation into the supply and demand of scarce and critical skills
in the Early Childhood Development (ECD) sector. The research aimed to identify gaps or
discrepancies in the data that informs the Education and Training Development Practices
Sector Education and Training Authority (ETDP SETA) Sector Skills Plan (SSP).
Findings include the scope and nature of ECD provisioning across all nine provinces where
enrolment figures for the 0 – 4 age group are quite low for centre based ECD’s, and tend to
be lower in the more rural provinces such as the Eastern Cape, North West, Northern Cape
and KwaZulu-Natal. However there are more children in the urban areas requiring ECD
facilities than in the rural areas. By contrast, enrolments for children in the 5 – 6 age group at
educational institutions are far higher. Recent statistics on subsidies for children in ECD
centres for 2013 – 2015 are unavailable.
The economic performance of this sector in terms of contributing to the economy is low as it
still requires structural, management and financial support itself. Employers are mainly small
business owners for the 0 – 4 age group who run crèches or playgroups, or school principles
for the 5 – 6 age group who attend Pre-Grade R and Grade R. In addition, Non-Governmental
Organisations (NGOs) receive funding to pay staff working in the ECD field on their projects.
Centres are either fully registered, conditionally registered or unregistered depending on
whether they meet the criteria for full registration, which is a complex and costly process.
Statistics for updating the Labour Market Profile are scarce and not very reliable. However,
according to 2012 statistics received from the provinces, there are approximately 36,522 ECD
practitioners, mostly female, and mostly with Grade 12 level qualifications.
The urban-rural divide is 55% as opposed to 44% which reflects the demographic spread. The
demand for ECD centres is in the urban areas, reaching the poorest quintile which is probably
in townships where the most number of unregistered centres have been recorded. In addition,
poor rural children are not attending centres either. Statistics also show that most children
between 0-4 years are in non-centre, home based facilities. This has implications for home
stimulation programmes, currently run by the NGO sector. Some pre-school facilities are
offered at formal schools in addition to Grade R. Total provincial enrolments for Grade R varies
significantly across provinces but numbers are increasing which has implications for the need
for more Grade R specialised teachers. There is also a large discrepancy in numbers between
Grade R and Pre-Grade R enrolments which means that the pre-grade R classes are not
Research Bulletin on Post-School Education & Training: Number 7
27
necessarily feeding into Grade R, but that children go directly to Grade R without going through
any preschool early learning programme.
Conditions of employment for this sector are not good as most centres in poorer areas struggle
to pay salaries and ECD practitioners only receive stipends, especially if they are on
learnership programmes. ECD managers, supervisors and practitioners need to upgrade their
qualifications with ECD related courses. ECD knowledge and expertise is seriously lacking in
the sector, from government officials to assistant care workers. More career pathways need
to be developed for students wishing to specialise at higher levels. Three recent qualifications
have been gazetted and will be offered through TVET colleges or other channels. These are
the NQF Level 4 Occupational Certificate: ECD Practitioner; the NQF Level 5 National
Certificate: ECD and the NQF Level 5 National Diploma: ECD. This should address knowledge
deficit and expertise in this sector. Finally, the TVET colleges across provinces are
increasingly offering relevant ECD qualifications.
The full report is available on:
http://www.etdpseta.org.za/education/ecd-ssp-2019-2020-update
Professor Rosemary Wildsmith-Cromarty is an Education, Training and
Development Practitioner (ETDP) Research Chair on Early Childhood
Development at the North West University: [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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16. The Economics of Hairdressing (Tsiliso Tamasane)
This article highlights the contribution of the hairdressing industry to the South African
economy. It is based on a research report on hairdressing provisioning in Technical and
Vocational Education and Training (TVET) colleges that was commissioned by the Services
Sector Education and Training Authority (Services SETA) and undertaken in collaboration with
the Department of Higher Education and Training (DHET) in 2016-17.
This analysis looks at the hairdressing industry in relation to Gross Domestic Product (GDP –
value added in the national economy); additional capital investments (use of equipment,
buildings, and other social and economic infrastructure); income generated for the benefit of
low-income households (incremental income available to low-income households) as a
specific measure of poverty alleviation; fiscal impact (government revenue/expenditure); and
balance of payments (imports and exports).
The economic contribution of the hairdressing industry to the South African economy was
measured using the 2015 Social Accounting Matrix (SAM) / Input-Output Model, which is
based on Statistics South Africa (Stats SA) data and includes industry input-output
relationships at a national level. Furthermore, the measurement of the contribution of
hairdressing industry to the South African GDP took into account the distinction between
direct, indirect and induced economic effects when analysing the impact of a particular industry
on the economy. The impact was measured in terms of gross output, sales, income,
employment and value add.
Key findings in relation to:
Contribution to Economic Growth – the total impact of the hairdressing industry on South
Africa’s GDP is estimated to amount to approximately R24.85 billion which amounts to 0.62%
of South Africa’s total GDP.
Contribution towards Capital Utilisation – an estimated amount of R15.61 billion in capital
is used in the hairdressing industry towards the South African economy. The total capital
formation of the hairdressing industry amounts to R69 billion, which translates to 8.35% of
total Gross Fixed Capital formation of the South African economy.
Impact on Households – on average, of the total household income of R15.99 billion, R2.51
billion is destined for low-income households.
Research Bulletin on Post-School Education & Training: Number 7
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Fiscal Impact – the fiscus receives R8.75 billion per annum as a result of the business
economy generated by the hairdressing industry. This translates to 8.9% of tax revenue
generated by non-financial enterprises into which industries such as the hairdressing industry
are categorised.
Impact on Balance of Payments – the study estimates that the positive impact of the
hairdressing industry on South Africa’s balance of payments amounts to approximately
R12.56 billion.
The full report is available on:
http://www.dhet.gov.za/Skills%20on%20Hairdressing%20SA/Project%20Hair_Economic%20
Report_17112016.pdf
Dr Tsiliso Tamasane is the Sector Skills Plan (SSP) and Strategic Plan (SP) Manager,
at the Services Sector Education and Training Authority (Services SETA):
Research Bulletin on Post-School Education & Training: Number 7
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17. Understanding Perceptions towards Stipends in HWSETA Work-Based Training
Programmes: A Reflection from HWSETA Stakeholders (Mpho Phago and Sipho
Buthelezi)
This research project sought to understand stakeholder (learners, employers and the Health
and Welfare Sector Education and Training Authority (HWSETA) representatives) perceptions
towards stipends for those learners participating in HWSETA workplace-based training
programmes (learnerships, internships and WIL).
The study used a qualitative method, which entailed conducting semi-structured interviews
largely with learners. Learners who had completed any HWSETA work-based training
programme in the past 12 months (2016/17 financial year) were identified as potential
participants. Based on the SETA’s Quarterly Monitoring Reports (SQMR) data set, the target
population size was 2747 for all work-based training programmes completed in the proposed
timeframe. From this target population, the proposed sample was 135 surveys; however only
10 learners participated in the study. Initially, the aim was to reach a huge number of learners
and employers, however, due to time constraints, this was not possible. Mainly, employers
were not interviewed, because they were not available.
The research found that many learners applied for workplace-based training programmes to
gain experience; the stipend was not a motivating factor as they had applied either as a means
of gaining experience or as part of a requirement for their studies. Nonetheless, all the learners
interviewed agreed that receiving a stipend provided welcome encouragement. According to
some, the amount was small, but the situation would have been worse without a stipend. Most
were grateful and stated that it made a difference and helped them a lot. Some learners see
it as a form of motivation to keep working and pushing hard to complete the workplace-based
training programme. The learners reported receiving a stipend amount of between R1000 and
R3000. The stipend was used to cover expenses such as transport, rent, groceries and
toiletries. There were some learners saving up to further their studies or pay off debt from their
educational institutions.
Some learners indicated that their experiences would have been the same even without a
stipend. This applied mainly where the experience was a requirement to graduate. The opinion
was not unanimous. While some learners reported that they would have taken the opportunity
without a stipend, others stated that they would have likely dropped out should no stipend
have been provided. This is because the stipend made it possible for them to participate in
the programme, particularly with regards to their transport requirements to and from the place
Research Bulletin on Post-School Education & Training: Number 7
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Ms Mpho Phago was a Researcher at the Health and Welfare Sector Education
and Training Authority (HWSETA): [email protected]
Dr Sipho Buthelezi is a Research Manager at the Health and Welfare Sector
Education and Training Authority (HWSETA): [email protected]
of employment. Low stipend amounts have resulted in drop-outs in many of the HWSETA
workplace-based training programmes. Therefore, some employers offer an additional amount
to top-up the stipend.
The HWSETA representative interviewed was responsible for the management of
discretionary grant projects which is mainly responsible for the skills development of the
employed and unemployed within the health and welfare sector. These include bursaries for
the employed and unemployed, Work Integrated Learning (WIL), and internships. The
representative talked to the challenge of HWSETA not having any policy or guideline with
regards to determining how stipend amounts should be calculated and allocated to various
programmes. Furthermore, no official benchmark exercise has been conducted by the
HWSETA to assess current alignment with employers in the sector and other SETAs.
The study recommends a benchmarking exercise to enable the HWSETA to compare its
stipends against other employers and SETAs. There is also a need for a policy or standard
operating procedure, which will enable a more structured process when determining stipend
amounts. One of the recommendations is that the stipend amounts have to be increased to
take into account the fact that many learners come from poor families, and they rely on
stipends to participate in the programmes.
The full report is available on:
http://www.hwseta.org.za/wp-content/uploads/2018/11/Research-report-Stipends-Study.pdf
Research Bulletin on Post-School Education & Training: Number 7
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18. A Proposed Learner Support Model for Basic Training in the South African Police
Service (Daléne Schoeman)
The South African Police Service (SAPS) is mandated by the SAPS Act (Act 68 of 1995) to
provide training to its employees. The focus is on skills development relevant to the work
environment, for instance basic training. Thus the SAPS is an accredited service provider,
required to accept responsibility for training its employees and the success of its trainees.
Learner support services contribute to and ensure learner success.
Learner support can be defined as a comprehensive and rigorous system supporting learning
through the provision of a broad spectrum of services (academic and non-academic) that are
meant to enable learners to optimise their learning experience.
A helical model for learner support in the SAPS is proposed by the researcher. According to
Tait (2000:3)11, the following must be considered in the planning of a learner support
framework:
(1) Learner characteristics, such as gender, age group, previously employed/unemployed,
income range, educational background, place of origin in relation to geographical position,
special needs, language, ethnic and cultural characteristics, and the level of technological
communication knowledge and skills;
(2) The technological support needs of learners and the technological infrastructure of the
institution;
(3) The requirements of the learning programme, for instance the assessment strategy and
the number of learners enrolled (Tait, 2000:5);
(4) The location of the institution with regard to the geographic position of learners; and
(5) The different management systems, for example the quality assurance processes of the
learner support services and the financial budget committed to learner support, “and the ways
in which reward for such investment can be defined in terms of student persistence,
robustness of assessment and examination systems, and quality of learning experience” (Tait,
2000:6-7).
11 Tait.A. (2000). Planning Student Support for Open and Distance Learning. Open Learning, 15 (3).
Research Bulletin on Post-School Education & Training: Number 7
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Proposed model for learner support
This model is founded on the helical building process lifecycle model (The National BIM
Committee: Institute of Building Science, 2015:1)12. Whereas learner support is generally
explained as a linear process in the literature, the proposed model of learner support presents
it as a cyclical process with continuous feedback and “cycle-cycle knowledge accumulation”.
The most important elements of this model are a learning programme (which forms the “central
knowledge core”), learner support activities and the academy providing the service.
Continuous interaction and integration have to take place among these elements (The
National BIM Standard Committee: Institute of Building Science, 2015:1).
The full study is available on:
https://repository.up.ac.za/bitstream/handle/2263/52965/Schoeman_Reconceptualising_201
6.pdf;sequence=1
Dr Daléne Schoeman is a Part-Time Moderator at Southern Business School (SBS):
12 The National BIM Standard Committee: Institute of Building Science. (2015). National BIM Standard – United States. Online: www.buildingSMARTalliance.org and www.nationalbimstandard.org.
Research Bulletin on Post-School Education & Training: Number 7
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19. Analysing the Credibility of Local Government Workplace Skills Development
Planning (Dovhani Thakhathi)
In facilitating skills development, the Local Government Sector Education and Training
Authority (LGSETA) has the responsibility of ensuring that the local government sector has
the Sector Skills Plans (SSPs) and that they are implemented within the precincts of the
legislative framework. As such, the LGSETA relies on the municipalities to develop and submit
their Workplace Skills Plans (WSPs) and the Annual Training Reports (ATRs) in order to
determine credible information on what kind of skills are available, and which skills are needed
in the sector.
This paper analyses the credibility of the workplace skills planning, presenting some of the
challenges with the process and proposing possible recommendations.
Some municipalities believe that the process of submitting the WSP is ritualistic and that they
are submitting WSP for the sake of compliance and this makes them pay less attention to the
importance of skills development. Also, linked to this is the lack of support by management. If
skills development is not prioritised, staff do not take the process seriously.
Another challenge is that the WSP template is complex and cumbersome, as it requires a lot
of time to do it well.
Another further challenge noted is that sometimes training providers that do not offer the
relevant training to address municipality needs, are selected.
The training within the municipality is implemented according to the WSP. However, it is limited
by budget constraints. As such, the municipality does not train all the employees planned in a
given financial year. They have a challenge with ad hoc training requests, which tend to be
expensive.
Research Bulletin on Post-School Education & Training: Number 7
35
The full paper is available on:
https://www.dropbox.com/s/svl2rar5sn7wd0q/Analysing%20credibility%20of%20the%20local
%20government%20workplace%20skills%20development%20planning.docx?dl=0
Prof Dovhani Thakhathi is a Full Professor of Public Management at the University
of Fort Hare (UFH): [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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20. Authentic Summative Assessment: The Next Steps (Marco MacFarlane)
Assessment is a central part of any education system, and there is no schooling system in the
world that does not engage in some form of learner assessment. Some systems concentrate
on formative assessments, which prioritise the knowledge that can be gained through the
process of assessment itself. As a learner grapples with the problems in the tests, the thinking
skills that are developed and the knowledge gained through the process of being assessed
are the primary goals of formative assessments. Many have said that this form of testing is
assessment for and as learning. In contrast, where formative assessment is about the process
of being assessed, summative assessment is about the outcome. Where a formative
assessment will be focused on the process of learning taking place, a summative assessment
aims to ascertain that such learning has taken place, and normally attempts to quantify such
learning as a mark or percentage. A formative assessment helps you to learn – a summative
assessment allows you to prove that you have learned.
From this brief discussion, it is clear that all education systems require a mix of both formative
and summative assessments – but any system that must provide documentary proof of a
learner’s achievements must almost always culminate in a summative assessment. South
Africa’s National Senior Certificate (NSC) is no different in this regard, in that it has numerous
formative assessments that take place during the school year, and it culminates in a set of
examinations that provide the bulk of the marks that determine the type of certificate that a
learner is awarded. Indeed, some 75% of a learner’s final result is made up purely of the
examination/summative assessment. These final results have dramatic and far-reaching
consequences for learners, and quite literally determine the kinds of opportunities that are
available for them in their adult lives – from tertiary education to employment. Given the crucial
nature of such summative assessments, it is essential to ensure that decisions that are made
about learners are based on the best possible information. Every examination begins with a
plan or guideline about how it needs to be constructed, and what sorts of content and skills
need to be assessed.
As part of its mandated responsibilities to ensure the quality and consistency of school-level
assessment in South Africa, Umalusi has conducted a large number of projects that focus on
the quality assurance of assessment. A recent project took a global view of assessment, and
attempted to provide a picture of how a selection of top-performing school systems around the
world dealt with their final summative assessments. Umalusi wanted to know how their
examination guidelines are constructed, what they assess, what kinds of claims can be made
Research Bulletin on Post-School Education & Training: Number 7
37
Mr Marco MacFarlane is a Senior Researcher at the Council for Quality Assurance
in General and Further Education and Training (UMALUSI): [email protected]
about learners, and how examples of international ‘best practice’ can be used to supplement
and improve local assessment guidelines. The selection of countries surveyed included
Finland, Singapore, Canada, Kenya and Ghana. Of the various guidelines, a common thread
that emerged was the need for increased detail in the guidelines – especially when it comes
to question types and marking guidelines. Most of the countries in the sample provided
guidelines that went into great detail about how many questions of each type needed to be
included per content area. In addition, a common thread throughout the set of guidelines
surveyed, was a focus on how each type of question would be marked, and how learners
could demonstrate competence. Rather than following a traditional form of providing a
question, then providing a memorandum of correct answers, most guidelines go into depth
about how learners are expected to answer each question type. They provide examples of
what a correct, partially correct, and incorrect answer would look like in context, and often
delineate what kinds of skills a learner would need to possess in order to correctly answer
each question. The project concluded by providing a new template for assessment guidelines
that represents a synthesis of the insights gained from the international survey and marries
these with the existing assessment guidelines currently in use.
The full report is available on:
https://www.dropbox.com/s/siztskcoexhhyrf/Unpacking%20assessment%20guidelines%20fo
r%20improved%20practice_201803.pdf?dl=0
Research Bulletin on Post-School Education & Training: Number 7
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21. The National Skills Fund and Green Skills: Towards a Generative Mechanism
Approach (Gideon George Sauls)
The aim of the study was to investigate the role of the National Skills Fund (NSF) in responding
to green skills training for the sake of better integration and optimal effectiveness in relation to
the green economy in South Africa. The NSF is a multi-billion rand fund for skills development,
with the responsibility to respond effectively to the country’s skills development needs. Part of
the NSF’s mandate is to ensure the development of green skills in South Africa, with special
reference to the allocation of grants, as a key mechanism in ensuring adherence to properly
governed skills development funding requirements. This study considers the identification of
green skills funding as a skills planning and implementation challenge within the post-school
education and training context, the NSF, the green economy and related skills debates, both
locally and globally. The study contributes to a growing body of research in South Africa that
seeks a wider systemic perspective on green skills concerns. The NSF is a critical component
of the wider skills system and is a significant system element influencing further emergence
of a coherent national system for green skills development. Providing further rationale for this
study is the 2011 finding of the International Labour Organisation, that the green skills
development system in South Africa is re-active and poorly systematised, a finding that was
also noted in the first ever Environmental Sector Skills Plan for South Africa undertaken by
the Department of Environmental Affairs in 2010.
The following main findings were identified:
It emerged that the responsiveness of the NSF to green skills is emergent, essential
and yet multifaceted due to competing stakeholder interests, expectations and claims;
Key strategic relations with critical role players within South Africa’s skills levy funding
matrix emerged as a fundamental requirement towards the achievement of the NSF’s
organisational mandate to respond effectively to national green skills needs and
expectations;
Contracting is the central mechanism driving the NSF grant-making process. Related
to this is the finding that partnerships emerged as the most versatile and underutilised
mechanism that cuts across all four of the NSF grant-making phases;
The NSF’s current method of making sense of funding policy indications as per national
policy documents is too reductionist because the method betrays an alignment-
mirroring form of sense-making awareness that uncritically endorses substratum
philosophical assumptions like Human Capital Theory (HCT) and associated
neoclassical economic theories embedded in the policy frameworks. These
Research Bulletin on Post-School Education & Training: Number 7
39
assumptions contradict and potentially limit engagement with wider theories and policy
frameworks for guiding skills development that are oriented towards the wider common
good as argued by non-anthropocentric orientations in critical realism and the green
skills sector.
In summary, an argument is put forward that the NSF is a key funding mechanism towards
green skills delivery in South Africa, but that this funding mechanism is under-utilised and
inadequately mobilised for transitioning towards sustainability in South Africa. The study
recommends that, in pursuit of better integration and optimal effectiveness thereof and in line
with the fund’s legislative, organisational and public mandate, a consensual negotiation skills
planning mechanism be considered from an institutional collective action response platform.
The full report is available on:
https://www.dropbox.com/s/cmf4iawvho43ptc/Gideon%20Sauls%20thesis%20Final%20April
%20Graduation%20Version%202018%20%282%29.docx?dl=0
Dr Gideon George Sauls is a Deputy Director in the National Skills Fund (NSF):
Research Bulletin on Post-School Education & Training: Number 7
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22. Together Moving Post-School Education and Training Forward: 2017/2018
Department of Higher Education and Training Interns (Qaqamba Matha)
In 2002 Cabinet approved the Human Resource Development (HRD) Strategy for the Public
Service, which included an Internship Framework and a Scarce Skills Strategy (DPSA: 2006).
The framework seeks to establish an effective and efficient internship programme aimed at
bridging the gap between academic study and competent performance (DPSA: 2006).
Over the years the Department of Higher Education and Training (DHET) has implemented
measures to combat the increasing unemployment rate amongst the youth by introducing an
internship programme to assist unemployed graduates to gain real life work experience that
could help them improve their chances of employment.
The Department reviews the implementation of this programme every three years. In March
2008, it was discovered that the programme failed to offer unemployed graduates structured
skills. It is for this reason that this study sought to confirm whether the programme has
improved over the years, by investigating the relevancy of skills gained via the programme, as
perceived by those benefitting from the programme. The 2017/2018 cohort of Departmental
interns were approached in this regard.
The article used a quantitative research method for data collection. Questionnaires were
emailed 100 interns, out of which 22 (15%) responded.
Findings revealed that the interns benefited from the programme in that their skills sets were
advanced in one way or the other. However, some interns had confirmed that their
qualifications were not linked to the functions in which they were placed.
Many interns also confirmed that twelve months was not enough; the reason being that most
entry level jobs require at least two to three years of experience. This then raises questions of
the usefulness of the programme to the graduates which suggests that the programme is not
fulfilling what it has set out to do. NB. Since the conclusion of this study, the Department’s
internship programme has increased to two years.
The findings also show that some interns were not properly mentored but they were managed.
Research Bulletin on Post-School Education & Training: Number 7
41
Ms Qaqamba Precious Matha is an Independent Research Consultant, and a
Senior Administrator at the Department of Higher Education and Training:
Based on the above findings it is evident that the 2017/2018 DHET internship programme did
benefit a lot of interns in terms of advancing their skills set. However a need for a proper
mentorship programme has been identified.
The full study is available on:
https://www.researchgate.net/publication/327765218_TOGETHER_MOVING_POST-
SCHOOL_EDUCATION_AND_TRAINING_FORWARD_20172018_DEPARTMENT_OF_HI
GHER_EDUCATION_AND_TRAINING_INTERNS
Research Bulletin on Post-School Education & Training: Number 7
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EVALUATION REPORTS
Research Bulletin on Post-School Education & Training: Number 7
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1. Evaluation of the NSDS III 2011-2016 (Olwethu Nyewe)
The National Skills Authority (NSA) conducted an evaluation of the National Skills
Development Strategy (NSDS) III which started in October 2016 and concluded in August
2018. Qualitative and quantitative methodologies were used. Data collection methods
included: desk research; learner and financial data analysis; one-on-one and interviews and
focus group interviews; a survey of employers; tracer studies of learners; and case studies of
NSDS implementation. There were also regular stakeholder workshops to present data and
engage on its meaning. A participative approach was consistently employed.
The strategy was viewed as an enabling framework, flexible enough for different stakeholders
to use according to their particular sectoral needs. The primary implementation structures for
the NSDS are the 21 Sector Education and Training Authorities (SETAs) as they play a role
in driving skills development. Some 273 research projects were commissioned by the SETAs
and Department of Higher Education and Training (DHET) in the period 2011-2016. There are
indications that this research was not effectively translated into policy or implementation by
SETAs and DHET staff as a means to add to the planning capabilities of the skills system.
The study shows that the skills development research and planning improved as the SETAs’
Sector Skills Plans (SSPs) were aligned with their strategic plans and Annual Performance
Plans (APPs). There is now a significant academic focus in universities on TVET and skills
development, which had not been there before. SETAs are now playing a brokering role to
improve the capacity for skills planning, development and training. Work has been done with
the public Technical and Vocational Education and Training (TVET) colleges to strengthen
capacity to deliver occupational programmes although faced with resistance with employer
confidence. However, some TVET colleges have been instrumental in artisan training,
ensuring public private partnerships.
In terms of funding, the skills development levy brought an income of about R63 billion over
the period 2011-2016 which went to SETAs and the National Skills Fund (NSF). Approximately
1.1 million enrolments were recorded across learning programmes offered by the SETAs and
330,000 funded by NSF, resulting to over 1.4 million beneficiaries of skills development.
With regards to transformative imperatives the study noted that large and medium firms
engage more in skills development than small firms. The majority of those accessing funded
Research Bulletin on Post-School Education & Training: Number 7
44
Ms Olwethu Nyewe is Deputy Director at the National Skills Authority (NSA):
skills development are young people. Funding was also provided for worker education
although the area was faced with a number of challenges. According to the employers, there
had been an increase in the proportion of skilled and management posts filled by black people
(and to a lesser extent, women), and also an increase in the number of people with disabilities
employed in the organisations. However, the interviews with organised labour and disability
stakeholders are refuting the results as disability targets have not been achieved for training.
It can be agreed that the NSDS III was relevant and effective to the challenges it sought to
address. Good progress has been made in some of the goals and, more attention needs to
be put on those goals that were not well implemented such as putting more resources on
informal sector funding. A number of recommendations have been made to address all the
shortfalls in the skills development system, which can be implemented either short, medium
or long term.
The full report is available on: www.nsa.org.za
Research Bulletin on Post-School Education & Training: Number 7
45
2. An Evaluation of the HWSETA Internship Programme (Menziwokuhle Mthethwa
and Bulelwa Plaatjie)
This study aimed to evaluate the appropriateness, efficiency and effectiveness of the Health
and Welfare Sector Education and Training Authority (HWSETA) internship programme.
The study found that the HWSETA internship programme was appropriate in that it aligned
with the HWSETA strategic goals, stakeholders, and beneficiaries. The programme also
performed well against transformative and equity indicators for race, gender, and age. This
highlights the responsiveness of HWSETA internship programme, as an intervention, in
redressing inequities linked to class, race, gender, and age, as identified in National Skills
Development Strategy (NSDS) III.
Concerning efficiency, the findings illustrated that a gap exists between planning and
implementation. This gap has affected the level of delivery (outputs) for this programme as
out of the 2238 graduates that had enrolled in the internship programme, only an average of
50% (1109) had completed.
In terms of effectiveness, of all tracked graduates (572) that had entered and completed the
internship programme in the NSDS III sample, 57% (324) found employment, 20% (114)
furthered their studies, and 12% (69) volunteered post the programme. This finding indicates
that more than half of the graduates in the NSDS III sample progressed mainly to employment,
280 of which found employment in occupations aligned to their qualifications. While this
performance of the programme accounts for more than half of learners finding employment in
the sample, it is far below the standard of success set at an 80% employment rate.
The nature of the employment found by the 324 graduates was as follows:
Sector that employed the most graduates: Three quarters of graduates, 75% (243),
were employed by the public sector;
Employment rate by the same employer that offered on the job training: Just above
two thirds of graduates, 68% (220), were employed by the same employers that provided
internship positions;
Duration of employment contract: A majority of graduates, 70% (226), were employed
on permanent contracts, followed by 19% (61 graduates) that were employed on fixed
Research Bulletin on Post-School Education & Training: Number 7
46
Mr Menziwokuhle Mthethwa is the Impact Assessment Practitioner at the Health
and Welfare Sector Education and Training Authority (HWSETA):
Ms Bulelwa Plaatjie is the Acting Executive Manager: Research Information
Monitoring and Evaluation at the Health and Welfare Sector Education and
Training Authority (HWSETA): [email protected]
term contracts, and a minority of graduates, 11% (36), were employed on part-time
contracts;
Salary level earned per moth: Almost half of the graduates, 46% (150) earned salaries
above R12800 per month; and
Fringe Benefits received over and above salary: Almost three quarters of graduates,
71% (230), received employment contracts that offered a pension fund; and just above
half, 53% (172), received employment contracts that offered a medical aid fund.
The study established that the HWSETA internship programme is appropriate to the strategy
of the HWSETA, its stakeholders and beneficiaries; but is however, not efficient in its
implementation. The primary reason for programme implementation failure was a failure to
manage the stakeholder relationships necessary for workplace capacity (more
decommissions). The primary reason for programme ineffectiveness, as it relates to
outcomes, was prioritisation of qualifications, and not being required by the statutory body to
undergo an internship. This finding is supported by evidence showing that more than two-
thirds of employment from the programme is from beneficiaries with qualifications in the health
sector, and that were a requirement by the statutory body to undergo an internship. Thus, it is
recommended that unemployed graduates with qualifications from the health sector be
prioritised at an 80% level, from recruitment. The positive outcome of this programme is the
rate of employment of graduates in internships by the same employers that gave them
workplace experience. It is therefore recommended that the implementing officials of the
internship programme address the identified inefficiencies in order to improve deliverables.
The full report is available on:
http://www.hwseta.org.za/wp-content/uploads/2018/11/An-evaluation-of-HWSETA-graduate-
internship-programme_final_report.pdf
Research Bulletin on Post-School Education & Training: Number 7
47
3. Evaluating the Performance of the Learnership Programme Strategy for the
Unemployed: 2011/12 to 2015/16 (Daphney Mogopudi and Bulelwa Plaatjie)
During the National Skills Development Strategy (NSDS) III period, spanning from 2011/12 to
2015/16, the Health and Welfare Sector Education and Training Authority (HWSETA) put in
place a strategy to facilitate the employment of unemployed learners funded to acquire
qualifications through learnerships. This strategy was actioned as a condition for participating
in discretionary grant funded learnerships for the unemployed. All employers who participated
in learnerships for the unemployed, committed (through Memorandums of Agreement (MOAs)
with the HWSETA) to permanently employ those learners that successfully completed
learnerships within their organisations. In cases where employers could not employ these
learners, the agreement was that they would find employment in sister organisations. This
study, thus, aimed to evaluate the performance of this strategy. The study also sought to probe
the challenges that may have impeded some organisations from employing these learners.
The evaluation used quantitative methodology informed by the strategic approach. Data
triangulation was applied to allow for evidence-based evaluation. The evaluation has indicated
that the learnership programme outcomes are not aligned with the MoA learnership strategy
where 100% of the learners should be employed upon successful completion of the
learnership.13 However, this evaluation shows that the overall employment rate is 64%.
This evaluation analysed the health and welfare sectors, separately, as they vary in relation
to organisation size, number of learners and absorption rate. The employment rate of learners
who completed learnerships in the health sector was three thirds, with 57% of the health sector
organisations employing 100% of the learners as stipulated in the MoA learnership strategy.
The employment rate in the welfare sector was one third with 20% of the employers adhering
to the learnership strategy.
The challenges reported by both the health and welfare sectors included delayed certification,
leaner dropouts, and unavailability of vacant positions. In addition, large size organisations
had high rates of employment (over 40% of the organisations in the health sector had a
company size of more than 150+ and 60% of the organisations in the welfare sector had an
13 13 Memorandum of Agreement, learnership 2015/16; approved October 2015; ref: LEN-EOI-2015-2016.
Research Bulletin on Post-School Education & Training: Number 7
48
Daphney Mogopudi is the Monitoring and Evaluation Officer at the Health and
Welfare Sector Education and Training Authority (HWSETA):
Ms Bulelwa Plaatjie is the Acting Executive Manager: Research Information
Monitoring and Evaluation at the Health and Welfare Sector Education and
Training Authority (HWSETA): [email protected]
organisational size of 0-49), which could be a contributing factor to the capacity to employ.
Moreover, less than a quarter of the organisations in the welfare sector indicated that they are
no longer participating as an employer but as a training provider, due to the inability to secure
employment upon learner completion. This indicates that this strategy can negatively affect
future participation and programme sustainability for employers in the welfare sector. There
is, however, an indication of sustainability in the health sector due to high employment rates
of learners upon completion.
The following lessons were derived from the evaluation: Firstly, we are operating at a 64%
compliance rate. The health sector seems to be leading in terms of compliance and capacity.
Further enquiry is required on how the welfare sector can be supported. Secondly, monitoring
needs to be strengthened. This suggests that the study’s overall findings are critical at
programme and systemic level. At a programme level, the study has shown that employers’
capacity to absorb unemployed learners is shaped by the internal dynamics of their respective
workplaces such as their financial position, demand opportunities, and company size. The
structure of the learnership programmes also require support at a systemic level. This study
has shown the danger of homogenising ideas about skills development and learnerships which
does not take into account the variance between sectors nor their diverse structural
challenges. Allais, Marock and Ngcwangu (2017)14 show that human resources development
requires a holistic approach, one which embraces all aspects of human development.
The full report is available on:
http://www.hwseta.org.za/wp-content/uploads/2018/11/Evaluating-the-perfomance-of-the-
HWSETA-learnership-programme-strategy-for-the-Unemployed-Daphney-mogopudi-
Final.pdf
14 Allais, S., Marock, C., and Ngcwangu, S. (2017). Planning, Plumbing, or Posturing? Explaining the weakness of human
resource development structures and policies in South Africa. Journal of Education and Work, 30 (1): 13-25.
Research Bulletin on Post-School Education & Training: Number 7
49
4. Evaluation of the HWSETA Accelerated Artisanship Programme in Partnership with
SSACI (Menziwokuhle Mthethwa and Bulelwa Plaatjie)
The National Artisan Development programme seeks to advance artisanship as a career
choice by professionalising the artisanal skill development system (Department of Higher
Education and Training, 2013).15 The programme seeks to support the training of unemployed
learners in trades that are in demand in order to increase the number of qualified artisans for
the health and social development sector and the nation. The partnership of Health and
Welfare Sector Education and Training Authority (HWSETA) with Swiss South African
Cooperation Initiative (SSACI) intends to increase training capacity.
This evaluation of HWSETA accelerated artisanship programme in partnership with SSACI
assesses programme appropriateness, efficiency, effectiveness, and sustainability. The
evaluation study adopted Theory-Based Approach (TBA) to explicitly bring forth the
programme’s theory and logic. A variety of methods, quantitative and qualitative, were used
to conduct the evaluation from secondary and primary sources respectively.
Evaluation findings confirmed the alignment of HWSETA accelerated artisanship programme
to National Skills Development Strategy (NSDS) III and HWSETA policy prescripts such as
Monitoring and Evaluation Reporting Plan (MERP) and Annual Performance Plan (APP). The
findings showed that all stakeholders involved performed efficiently in their roles and duties
with the exception of HWSETA. The shortfalls of the HWSETA encompassed, first, planning
processes for the programme, which were found to be slow and inefficient. Second, non-
communication of transformation and equity targets (such as gender and learner
geography/location) to implementing partner (SSACI) which resulted in these targets not being
met.
The HWSETA accelerated artisanship programme in partnership with SSACI was ineffective
in relation to artisanal training capacity to place learners in apprenticeships with host employer
organisations. This partnership was effective in achieving programme outcomes
(employment), as 71% of qualified artisans found employment in less than a month, on
average, after completing their apprenticeships.
15 Department of Higher Education and Training (DHET). (2013). The Decade of the Artisan 2014- 2024: National Flagship Advocacy
Programme. Pretoria: DHET.
Research Bulletin on Post-School Education & Training: Number 7
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Mr Menziwokuhle Mthethwa is the Impact Assessment Practitioner at the Health
and Welfare Sector Education and Training Authority (HWSETA):
Ms Bulelwa Plaatjie is the Acting Executive Manager: Research Information
Monitoring and Evaluation at the Health and Welfare Sector Education and
Training Authority (HWSETA): [email protected]
Failure of meeting transformative imperatives perpetuates the historical patterns of
discriminating against women in artisanal trades, and also results in biased recruitment and
selection of learners who were likely to have a better socio-economic status. It is, therefore,
recommended that, standards of success must be communicated explicitly to all stakeholders
so that performance expectations across all programme stages are clear.
The full report is available on:
http://www.hwseta.org.za/wp-content/uploads/2018/11/Evaluation-of-the-HWSETA-
accelerated-artisanship-programme-in-partnership-with-SSACI_2012-to-2016_publication-
report.pdf
Research Bulletin on Post-School Education & Training: Number 7
51
CURRENT & PLANNED
RESEARCH & EVALUATIONS
Research Bulletin on Post-School Education & Training: Number 7
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1. Tracing the Outcomes of SETA-Funded Learnerships, Apprenticeships and
Internships (Michael Rogan)
Earlier this year, the Banking Sector Education and Training Authority (BankSETA)
established a research chair at Rhodes University in the Eastern Cape. The broad aim of the
chair is to inform the approach to monitoring and evaluation in the SETA context. One of the
projects under the chair is a tracer study of recent completers of SETA-funded learnerships,
apprenticeships and internships. While many of the SETAs have been conducting research
on the outcomes of Workplace-Based Learning (WBL) programmes for some time, this
research chair project presents an important opportunity to conduct a SETA-wide study on the
outcomes of WBL programmes.
All 21 SETAs will be following up with recent completers from the three WBL programmes
(learnerships, apprenticeships and internships). The research teams aim to investigate
whether these programmes resulted in employment and, if so, whether the skills and
knowledge acquired during the programme are being used optimally. Since the study is being
conducted across all SETAs, it will provide important insights into which programmes seem to
be the most effective in providing skills which are in demand in the labour market.
Given the high levels of unemployment in South Africa, and particularly among the youth,
understanding the match between training and employment is crucial. It is anticipated that this
will be the first coordinated and centralised tracer study in the SETA sector and that the same
blueprint will be followed on a regular basis in order to identify whether and how employment
outcomes among WBL are changing over time. The final project report for the tracer study will
be available on the BankSETA and Rhodes University websites and the initial results will be
presented in a future edition of the Research Bulletin.
Prof Michael Rogan is an Associate Professor in the Neil Aggett Labour Studies
Unit (NALSU) within the Institute of Social and Economic Research (ISER) at
Rhodes University: [email protected]
Research Bulletin on Post-School Education & Training: Number 7
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2. ‘Beyond access’: Multidimensional Factors Shaping University Preparation and
First-Year Experiences (Adesuwa Vanessa Agbedahin and Faith Mkwananzi)
In the current context of various global, national, local and institutional inequalities and social
injustices, inclusive access to education at all levels cannot be overemphasised. In South
Africa, access to Higher Education (HE) and funding (mainly for the historically disadvantaged
individuals) are two of the conspicuous issues that take prominence in the plans of
government, opposition parties, universities and high schools. Within this debate, students
take centre stage, especially first-year university students and matriculants. However, what is
often given less attention are the multidimensional implicit and explicit factors, processes,
mechanisms, and stakeholders that shape the trajectories of students’ access to, and
experiences in HE, particularly in the context of diversity.
This paper emanates from the findings of a capability approach informed research project on
access to HE with a particular focus on aspirations, choices, and opportunities. Drawing on
53 interviews with South African first-year university students with different biographies, and
from diverse socioeconomic and educational backgrounds, the paper explores students’ pre-
university access and first year university experiences. It aims to examine the nexus between
students’ preparedness for academic and social university life (or lack) and their lived
university experiences. The paper starts by analysing the first year students’ claim that their
high schools and teachers ensured ‘academic preparation only’ and ‘not preparation for
university life’ and problematises this. To do this, we draw on the overall research data set
and present a few cases to highlight this claim. This is followed by a discussion of cases of
students with experiences of university preparation and questions who prepared them and
what they were prepared for and deliberations on the implications. The paper then presents
the outcome of the investigation of their resultant university negotiating-coping-manoeuvring
mechanisms with or without adequate preparation for university social and academic life.
Over and above the role and contribution of high schools and their teachers, the paper
highlights the influence of various factors, processes, stakeholders, and mechanisms involved
in university preparation and emphasises the need for a holistic approach in promoting access
to HE (which this paper argues is ‘beyond access to university’). Acknowledging human
diversity and ethical individualism, the focus is on a few student cases with a mix of specific
features such as quintal 1-3, quintal 4-5 schools, gender, race, age, home language and
course of study in the university. Highlighting the role of various stakeholders, processes and
mechanisms, the paper argues that between students’ pre-university life and their actual lived
Research Bulletin on Post-School Education & Training: Number 7
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university experiences lies an active interplay of multifaceted and interconnected factors. This
interplay in the context of human diversity, in time and in space, can potentially determine
students’ capabilities, actual functionings, and wellbeing. Furthermore, this interplay may not
only potentially determine the students’ capabilities, actual functionings and wellbeing in the
first year, but future capabilities, realised functionings and wellbeing, upon graduation (if they
do) and beyond university life.
The full paper is under review by the African Education Review Journal (Tailor and Francis
Online) and will likely be published in 2019.
Dr. Adesuwa Vanessa Agbedahin is a Postdoctoral Research Fellow: South
African Research Chairs Initiative (SARChI) Chair in Higher Education and
Human Development (HEHD) Research Programme, University of the Free
State: [email protected] / [email protected]
Dr. Faith Mkwananzi is a Postdoctoral Research Fellow: SARChI Chair in Higher
Education and Human Development (HEHD) Research Programme, University of
the Free State: [email protected] / [email protected]
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3. Understanding the Expanded Socio-Economic Value of Work-Based Learning
through a Cost Benefit Analysis Evaluation (Glenda Raven)
Despite significant investment in post school education and training, socio-economic
development in South Africa remains constrained by inadequate skills, both quantitatively and
qualitatively. Work-based learning is recognised as a key strategy to support the development
of skills for accelerating equitable, inclusive and sustainable growth towards the vision of the
National Development Plan. However, many role players argue that benefits derived from
significant investments in work-based learning are not clearly evident and remain inadequate.
Work-based learning approaches differ, with some making significant investments in quality
offerings, others focused more on maximising the number of beneficiaries and others reflecting
a mix of quality and quantity considerations. However, how do we best answer the question:
what is the appropriate level of investment that realises the maximum socio-economic benefit?
Cost benefit analyses are often used to inform investment decisions and determine the
effectiveness and impacts of programmes. However, this methodology is difficult to apply in
educational contexts, where costs and benefits might be hidden, not immediately and / or
latently evident, could be non-financial and not easily quantifiable and measurable, amongst
other challenges. These limitations might not only potentially compromise decisions made for
work-based learning and its intended outcomes, but could also gloss over significant benefits
derived from related investments.
This research study (part of the Monitoring and Evaluation research chair at Rhodes University
– funded by the Banking Sector Education and Training Authority) seeks to develop a cost
benefit analysis tool to inform investment and expenditure decisions and consequent offerings
of quality work-based learning. More importantly, it aims to surface the full spectrum of socio-
economic benefits for the individual, the economy and society, more broadly, through which
to assess the efficacy of investments made in work-based learning.
Using a critical realist theoretical framing, the study draws on existing work-based learning
programmes, including the World Wide Fund (WWF) Environmental Leaders Graduate
Internship Programme (DHET, 2017)16, to identify and understand the role of specific
16 Department of Higher Education and Training (DHET). (2016). Research Bulletin on Post-School Education and Training: Number 5. Pretoria: DHET.
Research Bulletin on Post-School Education & Training: Number 7
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‘mechanisms’ Pawson and Tilly, 1997, Dalkin et al, 2015)17 that interact within context and
contribute to the intended outcomes – transformation, skills development, increased
employability and employment, qualifications, amongst others – of quality work-based
learning. Through stakeholder interaction, it will seek to determine associated direct, indirect,
financial and non-financial costs and benefits associated with these offerings to inform the
development of a cost benefit analysis tool, through which quality work-based learning might
be evaluated to inform future financial, conceptual and programmatic decisions for quality
work-based learning programmes. The ultimate outcome of the research project is to expand
and strengthen work-based learning for increased socio-economic impact.
The final project report for this study will be available on the BankSETA and Rhodes University
websites and the initial results will be presented in a future edition of the Research Bulletin.
Dr Glenda Raven is the Senior Manager of the Environmental Leaders Programme
at the World Wide Fund for Nature, South Africa (WWF-SA): [email protected]
17 Pawson, R. & Tilley, N. (1997). Realistic Evaluation. London: SAGE; Dalkin, S.; Greenhalgh, J.; Jones, D.; Cunningham, B.; Lhussier, M.
(2015). “What’s in a Mechanism? Development of a Key Concept in Realist Evaluation”. Implementation Science. 10 (1).
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4. Rhodes Research to Support M&E in a SETA Environment (Eureta Rosenberg)
In 2018 Rhodes University responded to a call to research Monitoring and Evaluation (M&E)
suitable for a Sector Education and Training Authority (SETA) Environment. This resulted in
the establishment of a new research programme at Rhodes, to be rolled out in 2018-2020,
funded by Banking SETA (BankSETA) and Services SETA, and supported by the Department
of Higher Education and Training (DHET).
The programme consists of nine individual projects, aimed at developing frameworks,
methods, guidelines, tools and capacity for M&E of SETAs’ work and impacts. Two of the
projects (Tracing the Outcomes of SETA-Funded Learnerships, Apprenticeships and
Internships; and Tracer Study Guidelines; and Understanding the Expanded Socio-Economic
Value of Work-Based Learning through a Cost Benefit Analysis Evaluation) are also reported
in this edition of the Research Bulletin.
M&E in the national system is a crowded landscape, and there is already capacity to do M&E
in South Africa. What is new about this initiative?
Firstly, it reviews the M&E remits in several different structures that all pertain to SETAs, and
look at reducing duplication. At the same time, it addresses the fact that despite extensive
monitoring and reporting, some important evaluative questions about our post-school
education and training system and how to strengthen it, remain unanswered.
Secondly, this research explores innovative methods to address the need for evaluation at
multiple levels: from single initiatives by individual SETAs, to a composite national picture.
Feasibility is important – what kinds of M&E can SETAs and their research partners
realistically undertake?
Thirdly, it aims to ensure that M&E actually support transformation agendas. There are times
when drives to improve performance and accountability through managerialism and
compliance control, threaten to swamp the transformative intent of the Post-School Education
and Training (PSET) system. Performance management should serve transformation, not
inundate it. Is a balance possible and if not, what is the alternative?
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Prof Eureta Rosenberg is the Chair in Environment and Sustainability Education;
Director of the Environmental Learning Research Centre; Rhodes University:
The answers to such fundamental questions need to inform M&E tools and design. M&E is
not just a technical activity, it is deeply strategic, normative and ideological. Making sure that
we align processes with our actual intentions, may be where our collective capacity could still
grow.
For these reasons research in M&E for SETAs is very significant, and we invite contributions
in support of the intentions outlined here. The National Skills Authority (NSA) has asked that
the interim findings of this research be shared in one or more colloquia. These will be
scheduled for mid- and end-2019. Until then, interested parties are welcome to contact the
author.
The final project report for this study will be available on the BankSETA and Rhodes University
websites and the initial results will be presented in a future edition of the Research Bulletin.
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Ms Nokuthula Sibia is the Assistant Manager of Research at the Agriculture Sector
Education and Training Authority (AGRISETA): [email protected]
Mr Frikkie Fouche is the Acting Chief Executive Officer (CEO) and Senior Manager
of Skills Planning at the Agriculture Sector Education and Training Authority
(AGRISETA): [email protected]
5. Traceability Studies on AgriSETA Learning Programmes for a Period of Three Years
Post Training (Nokuthula Sibia and Frikkie Fouche)
The Agriculture Sector Education Training Authority (AgriSETA) has been in existence for the
past 13 years, after the merge between Primary Agriculture Education and Training Authority
(PAETA) and the Sector Education Training Authority for Secondary Agriculture (SETASA) in
2005. AgriSETA offers various learning programmes to learners namely: Bursaries,
Internships, Graduate Placement, Artisan Development, Learnerships, New Venture Creation,
Adult Education and Training (AET), Skills Programmes and Leadership Development. These
learners’ programmes have been given to a vast number of learners since the existence of
AgriSETA. However, there has been no research done to trace the learners funded through
the various programmes. Hence the aim of this study is to trace the progress of the learners
whom participated in the learning programmes over a three year period from 2015 to 2017,
primarily focusing on the following sub-sectors: Tobacco; Seed; Red Meat; Grain and Cereals,
Horticulture; Sugar; Milling, Pet Food and Animal Feed; Poultry; and Fibre. The advantage
and benefit of this study to AgriSETA is to measure the effectiveness of the programmes in
the respective sub-sectors and at the same time see if learners are progressing post training.
Thus, the research will also contribute towards the agricultural training and development
industry.
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6. Water Sector Skills Supply-Demand Forecasting in Local Government (Ashwin
Seetal)
Water sector skills shortages are of serious concern continentally, regionally and nationally.
Its impact on all aspects of the water management value chain have been assessed, with
evidence being increasingly documented. While the diagnosis of the problem is clear and
easy, intervention measures to resolve the problem have proven difficult.
The Local Government Sector Education and Training Authority (LGSETA) commissioned a
proactive planning intervention to forecast specific municipal skills needs in relation to supply
dynamics. This supports their mandate and the National Skills Development Strategy (NSDS)
III which states “…there is a need for each sector to define the skills sets they need and at
which levels … in order to meet the demands of that sector and the corresponding SETA. …..
each sector has its own profile of skills demands not only because of the specific service it
provides, but also with regards the spatial and demographic specifics ..…”.
The study was configured into three iterative phases:
Phase I – collation of information on: (a) skills forecasting models through literature reviews;
and, (b) the current water system in local government and identification of sector issues
(interviews and questionnaire assessments were conducted in 66 municipalities across the
country);
Phase 2 – the development of a proof-of-concept prototype model, using outputs from Phase
1 and supplementary data and information. There was emphasis on the model configuration,
definition of user specifications and selection of an appropriate, representative demonstration
municipality having adequate data; and
Phase 3 – prototype model refinement and implementation planning.
The study confirmed the poor availability of water sector skills data. Additionally, the Phase 1
interview information confirmed sector issues reported in other studies. Although skills supply-
demand forecasting models exist locally and internationally, there is none for specifically local
government water sector skills supply-demand forecasting.
A proof-of-concept prototype model was developed and is currently undergoing initial testing,
prior to further refinement and development in the study Phase 3. The lack of data was the
biggest challenge in selecting and configuring the model using open source software.
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Mr Ashwin Seetal is a Specialist at the Council for Scientific and Industrial Research
(CSIR): [email protected]
The model development was beset with challenges not fully anticipated during the study
planning process. However, the pioneering nature of the study in a data scarce environment
required different, more pliable configuration approaches to maintain the level of confidence
and value of the model outputs. There is interest in deploying the model in other water sector
capacity-poor countries, and the intention to expand the model to include other sectors in local
government (waste, electricity/power, transport/roads).
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7. Research Programmes on LMI and TVET (Rakal Govender)
The Department of Higher Education and Training (DHET) will be undertaking two large-scale
research programmes on the subjects of Labour Market Intelligence (LMI); and Technical and
Vocational Education and Training (TVET). These programmes will run for five years from
March 2019 - March 2024. The National Skills Fund (NSF) is supporting this initiative by
funding the service providers that will undertake the research for each programme.
Rationale for the Research Programme on LMI
South Africa faces the challenge of high levels of unemployment, on the one hand, and
persistent concerns about the quality and availability of skills, on the other. Skills mismatches,
real and perceived, are widely regarded as constraining economic growth and development,
and a barrier to social inclusion and poverty reduction. Improved labour market information
and intelligence and the effective use of LMI to inform policy, planning and funding decisions,
is seen as critical, and government has committed accordingly to the development of an
evidence-based mechanism and methodology for national skills planning. As such the
Department identified the following themes for further research:
The identification of skills needs and shortages for the short, medium and long term
Relationship between education and the economy/labour market
Occupational classifications and their relationships to qualifications
The identification of interventions required to address skill needs and shortages
General Labour market analysis
Identifying skills for sustainable livelihoods in local communities
Partnerships between Education and Training (E & T) and Industry
Analysis of financing in the Post-School Education and Training (PSET) system
Rendering of system monitoring and reporting
Capacity building on LMI
Rationale for Research Programme on TVET
The White Paper on PSET notes the Department’s highest priority as the strengthening and
expansion of TVET colleges, transforming them into attractive institutions of choice for school
leavers. Considerable resources have been invested in the TVET subsector in an effort to
realise this goal. As such, there is a need to investigate whether the TVET subsector is on
course to achieving it goals.
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In an effort to assess whether the TVET subsector is performing at its optimal and headed
towards the provision of strong and attractive public colleges, the following themes have been
identified by the Department as areas of policy interest in the sub-sector:
Responsiveness of TVET colleges to the world of work
Access to TVET colleges
College Evaluation
Curriculum and Assessment
Staffing: Lecturers
Teaching and Learning
Improving TVET Governance
Practical work
Conclusion
Research in these areas will allow the Department to gauge the realities on the ground and
determine what additional support is needed to address any identified challenges and
maximise any opportunities.
Reports emanating from these research programmes will be made available on:
www.dhet.gov.za
Ms Rakal Govender is the Acting Director of Policy, Research and Evaluation at
the Department of Higher Education and Training: [email protected]
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EVENTS
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1. 2018 SAAEA Conference: “Local context in Global Context: Encouraging Diversity
in Assessment” (Celia Booyse)
Under the auspices of the Southern African Association for Educational Assessment (SAAEA),
the member countries namely: Botswana, Lesotho, Malawi, Mozambique, Namibia, South
Africa, Swaziland, Tanzania, Zambia and Zimbabwe, are tasked with the responsibility of
hosting an annual conference. As this baton moves from one Southern Africa Development
Community (SADC) country to another, it symbolises the fraternal bond that binds all of us
together. This bond is further strengthened by our common desire to cultivate and maintain
strong professional relations between and among member countries. Umalusi, representing
the South African section of SAAEA, hosted the 12th SAAEA Conference from 13 – 16 May
2018. The conference was held at The Capital Hotel at Menlyn Maine and hosted delegates
from across the SADC sub-region and even representation as far as India. The delegates
comprised education specialists, test developers and administrators, curriculum specialists,
researchers, and various stakeholders with an interest in the region’s education system.
SAAEA was established primarily to provide a platform for test developers and administrators,
curriculum specialists and researchers to exchange good practices of conducting educational
assessment within the SADC sub-region. The Association seeks to:
- Encourage and facilitate dialogue and debate among member states and institutions
concerning educational assessment issues;
- Promote cooperation among educational assessment agencies within the SADC sub-
region;
- Provide a forum where test developers, curriculum specialists and researchers can
exchange ideas and good practices on matters related to educational assessment.
Thus, the focus of the 2018 conference was on the following sub-themes:
i. Beyond a technical approach to assessment
ii. Sustainable assessment practices and standards
iii. Innovative assessment: Opportunities and challenges
iv. Diversifying assessment: diverse learners and diverse assessment practices
v. Assessment and the development of critical thinking
vi. The impact of stake holding on effective assessment
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Dr Celia Booyse is the Senior Manager for Statistical Information and Research at
the Council for Quality Assurance and Further Education and Training (UMALUSI):
The SAAEA 2018 conference encouraged deeper thinking about assessment practices and a
move beyond a mere technical approach. Both keynote addresses emphasised the role of
assessment to develop critical, process thinking and to develop assessment approaches and
practices that have the potential to develop learners throughout their program of study and
into their lives and careers beyond school leaving. A new focus was placed on innovative
assessment, learner engagement and diversifying assessment. The latter pointed to
assessment of learners within culturally diverse classes; group work assessment and
assessment issues related to inclusivity policies.
It became clear that it is high time to establish multi-institutional and multi-agency partnerships
towards an inclusive and quality education system. Also to link activities and programmes that
positively affect livelihoods and the social economy; mobilising community action to ensure
quality schooling and community development. Moving forward a holistic approach to
teaching, learning and assessment should become a priority!
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2. Re-envision Vocational Education and Training as a Solution to Unemployment:
Takeaways from the 2016 African Scholars Forum (Kolawole Samuel Adeyemo)
This summary analyses the contribution made by speakers during the 2016 African Scholars
Forum (ASF) held in Pretoria, on the role of Higher Education (HE) in job creation in Africa.18
Dr Kendra, a Fulbright scholar from the United States, noted that we do not yet fully understand
the role of HE (and lecturers), and this lack of understanding may continue to create
communicative barriers between HE, the private/public sectors, and the unemployed. Rear
Admiral SS Lassa from Nigerian High Commission in Pretoria wanted us to become aware of
the communicative dissonance in the broader society. This dissonance limits a full
understanding of the multilayered factors that are leading to the high unemployment rates.
According to Mr Moses Molauzi from the Department of Education, this view helps us
understand and redress the disparity in the distribution or allocation of resources for black
schools in South Africa. What is missing in particular, is a closer investigation of the resources
those students bring to HE and which we are not making use of. Dr Kendra gave an example
of the instinct to measure black students at Houston Baptist University (HBU) in Texas. This
is a deficit model but a resource-rich model that accounts for the untapped learning resources
developed despite being marginalised and disproportionately prepared for higher learning.
Similarly, Professor Jacqueline Oduol from the United States International University in Kenya
made a number of suggestions for the way forward. One of her most salient points – know the
vision of your organisation – should be applied for any and all organisations but should not be
assumed to be an automatic response.
In a similar vein, Mr Gilbert Mabasa, Rector of Bulawayo Polytechnic in Zimbabwe, challenged
all to re-invision vocational technical programmes as a solution to unemployment. His point
about internships, though alternative, sheds light on the complacency and drudgery that is
often inherent in seeking a “job” instead of creating innovation, or creating “work”. His opinion
in this regard is that “some of us are highly educated slaves”. In other words, as we have seen,
some graduates do not last in jobs because the job does not feed their hidden creativity. And
it is possible that their hidden innovative self would have benefited from programmes such as
TVET. According to Professor Niaz Khan from the University of Dhaka, who provided some
18 The ASF is a unique event that is the result of the coordinated efforts of scholars representing various regions of Africa. It is
organised by the Kola Scholars (TKS), a research organisation that is committed to enhancing the global competitiveness of African societies through knowledge production.
Research Bulletin on Post-School Education & Training: Number 7
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insights on Bangladesh HE, major challenges that have been identified are the poor quality of
the private education sector and the use of outdated curricula in public universities.
In conclusion, Dr Kendra emphasised that mentorship is the missing yet crucial element in
African countries. Therefore, we need to help prepare students for success in and outside the
classroom, as well as develop proper expectations for learning and goal-setting. This should
include a diverse group of experienced thinkers (professional, emotional, and entrepreneurial).
In relation to faculty mentoring, major gaps are identified in black faculty in HE (especially
black women). We need to recruit such faculty members aggressively. Successful recruiting
requires offering sustained support of various kinds. Black female faculty need a safe space
for discussing the macroaggressions experienced in the workplace. There is also a major
issue with gender biases that must be addressed in order to meet the needs of the greater
black academic population. Finally, business owners should be grooming the next generation
to fill vacancies by offering more internship opportunities. Not just for business students,
although they use this model more successfully. Other employers in the community should
seek out students in their second or third years and build proper expectations for students and
employers. Hence, employers need professional development in ways to mentor young
employees/interns. We should not assume that employers know what to do with students, as
it would seem they expect new hires to come to the job knowing how to function, without
allocating the probation period given to most employees elsewhere. Finally, we all need to
realise that the role of HE is varied and therefore student motivation is also varied. Innovators
in society need to mentor future innovators. There seems to be little patience for the changing
and shifting of values and ideas that usually happens in HE for students in particular.
Therefore, a mentorship programme may be the perfect place for students to assess ways in
which they might create jobs with their innovations.
Dr Kolawole Samuel Adeyemo is Senior Lecturer in the Department of Education
Management & Policy Studies, University of Pretoria, South Africa:
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3. What Kind of Mathematics Does South Africa Need? (Marco MacFarlane)
This article refers to the content of two seminars on the kind of Mathematics South Africa
needs. The seminars were collaboratively hosted in by Umalusi, the Centre for Education and
Policy Development (CEPD), and the University of Witwaterstrand (Wits), School of
Education. The first seminar was held on 31 March 2017 at Wits, and was entitled: How Does
Mathematical Literacy Equip South Africans to Live in the 21st Century? The second seminar
was on: What kind of Mathematics does South Africa need? This took place on 5 July 2017 at
Wits. This article is based on the content of the presentations delivered at these seminars.
Mathematics occupies a central place in both our educational system and in the eyes of the
public at large. Our system also plays host to several different types of mathematics that have,
to a greater or lesser degree, specialised purposes that aim to mould learners and set them
on certain paths in life. Each subject a learner undertakes at school level is intended to open
doors for them, whether they lead to further study or a vocation or occupation. The following
questions could be asked: What doors are the different types of Mathematics opening for
learners in South Africa? A host of important questions flow from this, especially once we
begin to take into account the rapidly changing world we find ourselves in today. The skillset
required for the 21st century is in flux, and we can only vaguely discern exactly what skills will
be required as we gaze into our educational crystal ball. What we know for sure is that problem
solving and dynamic thinking will be at the forefront of the required skills going into the 21st
century. As technology advances at a breakneck pace, whole categories of occupations are
changing in response. Some occupations will become redundant, while yet other whole new
categories as yet unimagined will emerge. In this uncertain future, a learner with solid
fundamentals and a dynamic set of thinking skills will be well equipped to deal with the
rollercoaster that the 21st century looks set to be. Before we can look ahead, however, we
must take stock of where we find ourselves, and try to discern if the foundations that we are
laying for our learners will give them the platform that they need to launch as they emerge with
our qualifications.
Some of the following questions were raised during the seminars:
Does the discipline instil dynamic problem-solving skills in learners, or is it primarily
instrumental in nature?
Is the breadth and depth of the curriculum pitched at an acceptable level?
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Mr Marco MacFarlane is a Senior Researcher at the Council for Quality Assurance
in General and Further Education and Training (UMALUSI): [email protected]
Are the intended outcomes in each subject in synergy with the expected skills in wider
society?
Some of these questions we could answer with a fair degree of certainty because Umalusi
has for several years been conducting in-depth curriculum analyses in order to understand
how each of our various curricula function. Others are more speculative, since we never truly
know what will be required once we have opened the doors to tomorrow instead of just
surmising what might lie behind them. We also know that the disciplines of pure mathematics,
mathematical literacy, and technical mathematics are each intended for a different purpose,
but fundamentally those purposes emerge from the bedrock that requires our learners to have
an underlying grasp of numerical principles that will allow them mobility and success.
Mathematics has a focus on analytical skills and ‘pure’ mathematics – where numerical
functions are emphasised and contextual factors are often unnecessary or omitted altogether.
This type of mathematics prepares learners for working in complex numerical disciplines at
tertiary level and beyond, but of course much of the content has little direct application in
everyday living. Technical Mathematics has a more practical bent, in that it covers much of
the same ground as Mathematics, but it aims to tailor the content and the problem solving
approaches to practical/industrial contexts. This discipline leads directly into education or
employment of a technical nature, but the context specific nature also makes it an imperfect
fit for a learner that does not intend to pursue education or employment in such spheres. It is
inarguable, however, that numerical skills are a pre-requisite for modern living – and as such
Mathematical Literacy provides a highly grounded interpretation of Mathematics that focuses
on its use in daily living. Thus the subject offering for Mathematics in South Africa attempts to
cover many bases, and caters for those who aim to be Mathematicians as well as those who
just need to understand what the 1% VAT increase is all about.
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4. Research Seminar on Knowledge, Curriculum, and Preparation for Work (Refiloe
Mohlakoana and Rakal Govender)
On the 15th of March 2018, the Department of Higher Education and Training (DHET) held a
research seminar on Knowledge, Curriculum, and Preparation for Work which was based on
the soon-to-be published book of the same name. The book was based on papers presented
at an International Symposium on Knowledge and Work held at the University of the
Witwatersrand (Wits) in 2016. The purpose of the seminar was to: (a) introduce the book by
presenting some of the chapters therein; and (b) facilitate an improved understanding of
pedagogical issues in vocational and pedagogical education.
Professor Stephanie Allais, South African Research Chairs Initiative (SARChI) Chair on Skills
Development, introduced the book by highlighting that it critically examined curricula of
educational programmes aimed at preparing people for work. It also considered ways of
thinking about the relationships between different forms of work and forms of education, with
a focus on the curriculum of preparation for work and the ways in which different types of
knowledge affect its quality and organisation. She concluded that the book goes beyond the
curriculum as the analysis is situated in economic and social change, and the structural nature
of unemployment.
Professor Yael Shalem, Associate Professor of Education at Wits School of Education,
addressed the chapter in the book, entitled: When Is Vocational Education Educationally
Valuable? She highlighted the challenge of developing education programmes that prepare
people for work, particularly in a country where unemployment is extremely high and work is
exploitative. She questioned what kinds of curricula are educationally valuable in programmes
that aim to prepare people for work; and when is vocational education merely training and
when is it education, in the full sense of the term? To this end she presented four criteria:
Applied theoretical knowledge: Curricula need to strengthen the conceptual structure of
the subject and build opportunities to study applied theoretical knowledge.
Preparation for occupation: Curricula for programmes that aim to prepare for work need to
be rooted in a pathway to an occupation.
Curriculum design logic: Two key design principles regulate the content coverage in a
curriculum – (a) logical grammar; and (b) logical sequence.
Broad general knowledge: Curricula which prepares for work should also include subject
matter that broadens general knowledge.
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Ms Refiloe Mohlakoana is the Assistant Director of Research Coordination at the
Department of Higher Education and Training: [email protected]
Ms Rakal Govender is the Acting Director of Policy, Research and Evaluation at
the Department of Higher Education and Training: [email protected]
Dr Lynn Hewlett, senior lecturer at Wits School of Governance, and the Centre for
Researching Education and Labour (REAL), talked to the chapter on Conversion or Diversion?
Curriculum and non-cognate Master’s degrees in Applied Disciplinary Fields. She addressed
[the challenge of creating a coherent curriculum for the occupational field of public
management, which draws on a range of disciplines some of which are weak in structure and
evidence. She showed how attempting to use pedagogy as an integrative logic without a clear
focus on curriculum as knowledge provides little clarity about what it is that is being
integrated].19
Mr Alan Ralphs, Education Specialist, University of the Western Cape (UWC), presented on
Understanding Transitions between Work and Formal Qualifications: The Case of Recognition
of Prior Learning (RPL). [The research draws on data collected in interviews with academics
from a research-oriented university in South Africa; and a vocationally-oriented university in
Canada. The interviews sought to gather perceptions on the feasibility of recognising learning
from work under different knowledge and curricular conditions. The chapter brings together
types of knowledge and curriculum, pedagogic agency and regulatory and professional
bodies, showing how these factors play a role in enabling and/or constraining the recognition
of specialised forms of experiential knowledge].20
The book is available for purchase on: https://brill.com/view/title/36464?format=HC
19 Allais, S and Shalem, Y. (Eds). (2018). Knowledge, Curriculum, and Preparation for Work. P 8. Johannesburg: Brill Sense. 20 Allais, S and Shalem, Y. (Eds). (2018). Knowledge, Curriculum, and Preparation for Work. P 9. Johannesburg: Brill Sense.
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5. 2018 Department of Higher Education and Training Research Colloquium: Radically
Transforming Technical and Vocational Education and Training Colleges through
Research (Beverly Nompumelelo Skosana and Rakal Govender)
On the 12 & 13 September 2018, the Department of Higher Education and Training (DHET)
hosted its 5th Annual Research Colloquium. The DHET together with its entities (i.e. the 21
Sector Education and Training Authorities (SETAs), the 3 Quality Councils, the South African
Qualifications Authority (SAQA), and the National Student Financial Aid Scheme (NSFAS))
jointly hosts an annual Research Colloquium on Post-School Education and Training (PSET).
The purpose of the 2018 Research Colloquium was to deepen the conversation around TVET,
amongst stakeholders, by sharing research findings, and promoting research utilisation and
dissemination.
The topic of the Colloquium was proposed by the Eastern Cape Research Round Table (EC-
RRT), which comprises TVET college lecturers who were keen on undertaking research on
TVET. The EC-RRT requested the DHET to focus this years’ Research Colloquium on TVET
because of its significance in the PSET landscape, and given the limited pool of researchers
focusing on this matter. The Colloquium showcased and shared new and cutting-edge
research on key dimensions of TVET, thus providing an opportunity for stakeholders to reflect
on policy and practice. The 2018 Colloquium was held in East London at the Premier Regent
Hotel, hosting over 298 attendees. The location of the Eastern Cape was proposed by the EC-
RRT as a means of promoting wider geographic participation in the event.
The conference kicked off with a pre-colloquium excursion that took place on the 11th of
September 2018. Colloquium delegates visited the Buffalo City TVET college which
showcased some of the high-tech facilities and equipment students work with in gaining
practical exposure to their selected field of study. One of the courses showcased in this
endeavour was that of megatronics.
Day 1 of the Colloquium started on the morning of 12 September 2018. Day 1 featured four
sessions which included international and continental presentations from experts outside the
country. Panel discussions on Qualifications and Curricula at TVET colleges; and
Employability featured presentations from the University of the Western Cape (UWC), JET
Education Trust, the National Skills Authority (NSA), Harambee and the Swiss-South African
Cooperation Initiative (SSACI).
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Day 2 featured a panel discussion led by the EC-RRT on Teaching and Learning for Improved
Employability and Work Integrated Learning (WIL) at TVET colleges. This was followed by 2
sets of parallel commissions featuring three commissions in each session. The commissions
were on Partnerships, Curriculum; Quality Assurance: Assessment, Exams and Certification;
Entrepreneurship; 25 Year Review on TVET: Initial Findings; and Artisan Development and
Partnerships. Each commission featured two-three presentations followed by audience
discussion. Presenters came from government, universities, SETAs, research and training
organisations, quality councils and qualification bodies.
The report back of the commissions was the last session of Day 2 followed by the vote of
thanks to all sponsors, organisers and participants involved in the organisation of the event.
Close to 300 delegates were in attendance across the two days with most of the feedback
received indicating the relevance and value of this year’s Colloquium. Informative
presentations followed by rich and robust discussions made for one of our most successful
colloquia to date.
The proceedings report of the 2018 colloquium will be made available on the DHET website:
www.dhet.gov.za
Ms Nompumelelo Skosana is a Research Intern at the Department of Higher
Education and Training (DHET): [email protected]
Ms Rakal Govender is the Acting Director of Policy, Research and Evaluation at the
Department of Higher Education and Training: [email protected]
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RESEARCH PRACTICE
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1. SAQA’s ‘Articulation’ Research and Work (Heidi Bolton)
The National Qualifications Framework (NQF) is a means to integrate the system for
education, training, development and work in democratic South Africa, and to align it with
the Constitution of the country. ‘Articulation’ for lifelong learning is a central focus. The
South African Qualifications Authority (SAQA) recognises and supports a variety of types
of articulation. Systemic articulation comprises linked-up system elements/official learning
pathways; specific articulation is enabled through inter-institutional arrangements, and
articulation in individuals’ learning pathways is made possible when learners encounter and
navigate barriers and are supported in this.
SAQA’s oversight of the implementation and further development of the NQF, and the
coordination of the NQF Sub-Frameworks, includes different articulation-related activities
such as, amongst others: (1) developing and maintaining the NQF Level Descriptors, and
(2) developing and implementing policy and criteria for (a) registering qualifications and
part-qualifications, (b) recognising professional bodies and registering their professional
designations, and (c) assessment, the Recognition of Prior Learning (RPL) and Credit
Accumulation and Transfer (CAT). SAQA also (3) collaborates with international
counterparts towards cross-country articulation, (4) provides evaluation and advisory
services with respect to foreign qualifications, (5) informs the public about the NQF, and (6)
conducts research to support this work.
SAQA has long-term research partnership projects to generate the understanding and
evidence needed for NQF policy development and implementation. The SAQA-Durban
University of Technology (SAQA-DUT) partnership project focuses on articulation between
Technical and Vocational Education and Training (TVET) and Higher Education, and
beyond. It includes seven in-depth case studies, the National Articulation Baseline study,
and building the ‘relational agency’ and boundary-addressing approaches needed for
strengthening articulation in the system. In the National Articulation Baseline Survey, the
26 public Higher Education Institutions (HEIs) and 50 TVET colleges were asked to
complete detailed questionnaires on their understandings of articulation, and their
articulation initiatives; a 98% response rate was achieved. Findings included the following:
There were high levels of awareness of systemic and specific articulation; there
was less mention of supporting individual learners.
All of the TVET colleges reported engagement in some articulation activities,
while over two thirds of public HEIs did so, and there were three large-scale
(province-wide) articulation initiatives.
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Two key factors contributing to articulation successes are (1) the reliance on an
articulation office, as opposed to an incumbent officer, and (2) the ‘resourceful
leadership’ needed to forge collaborations across perceived divides.
Just over half of the colleges and just under a third of HEIs track learners, however
systematic reporting criteria are needed.
Articulation scenarios were categorised as ‘developed’, ‘emerging’ or ‘latent’.
Table 1: Reported articulation seen through the lens of articulation scenarios
Types of institutions
Developed articulation scenarios
Emerging articulation scenarios
Latent articulation scenarios
Not sure Total numbers of articulation scenarios21
HEIs 8 9 7 1 25
TVET colleges 8 29 13 0 50
Total numbers of articulation scenarios
16 38 20 1 75
The research identified 12 distinct articulated pathways, scenarios which could be taken to
scale across the country, and a clear set of ‘articulation enablers’. The case studies provide
further detail. At the same time, SAQA conducted analyses of trends in actual learner
pathway movements, based on recorded learning achievements in the National Learners’
Records Database (NLRD). The first extensive learning pathway analysis commenced with
NLRD Trends Report 4 in 2017; four detailed sectoral analyses followed. This work has
been taken forward through stakeholder engagement in ten workshops, and collaborative
work on strengthening specific pathways in particular sectors, namely (1) Early Childhood
Development (ECD), (2) Engineering, and (3) Community Development. A national
workshop was hosted by SAQA on 4-5 September 2018, (a) to bring stakeholders together
to develop action plans for the way forward for articulation in the three fields, and (b) to
showcase successful articulation models and NLRD analyses of actual learner movements.
Dr Heidi Bolton is the Director of Research at the South African Qualifications
Authority (SAQA): [email protected]
21 Some HEIs and TVET colleges reported more than one articulation initiative; the numbers of scenarios therefore do not refer to the numbers of colleges and HEIs which responded to the survey.
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2. The New Age of BIG DATA (Nthabeleng Lepota)
Going back a 100 years in time, data has always been there. Data is not a new invention.
Before the computers and databases, there were paper transactions records, huge libraries
with archived files- all which are data. However, since the new age of digital technology,
according to an IBM Marketing Cloud Study, “90% of the data on the internet has been created
since 2016”! That is hard to imagine, right? And guess what? The amount of data created
continues to grow rapidly! But, one may ask, how is all this data generated? This data comes
from everywhere: sensors used to gather shopper information, posts on social media sites,
purchase transactions, and cell phone GPS signals etc. This data is BIG DATA.
Because of this massive generation of data that happens daily, the quantitative research also
grows, which in turn, makes the application of statistical software a crucial part of our daily
lives. Equally important are the experts in the field, statisticians and data analysts who help in
converting this unstructured, messy data into the form that is easy to read and understand. As
a result, data analysts are in demand in our country and also internationally. Expectancies of
researchers has also changed significantly since the new age of big data, it is impossible to
have a research organisation operating without the need of a statistician or an expert in a
quantitative field. Statisticians do not only play a role in research at the final stages of analysis,
but they are involved even before the research commences, assisting in defining a
representative sample, questionnaire designing etc.
There has been a significant shift from manual analysis with pen and paper to more efficient
electronic analysis with statistical software. Statistical software plays a very important role in
improving research studies. Small sized data may be handled manually or by using a pocket
calculator. If a large set of data exists, then a statistical package is required.
At Umalusi, we use a number of statistical software to make our job in statistical support a less
disheartening task and most importantly producing accurate results. Imagine calculating the
average score of Mathematics in South Africa of about 600,000 Grade 12 candidates or
counting the number of candidates registered for English First Additional Language per
province. That will take forever, and most probably end up with wrong conclusions due to
errors. However, with statistical software one can do that calculation with just a click of a
button, or not more than five lines with more advanced programming software.
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Popular programs include SAS, SPSS, R, Stata, and many others are commercially available
in the market depending on usage and familiarity. Although the old saying, “you get what you
pay for” is true about many things, free packages like R and Python are exceptions. R and
Python are available to users at no charge and uses a free software license. Additionally, data
analysis can also be done with a spread sheet program such as Excel, which is part of
Microsoft’s popular office package. Excel and other spreadsheets are user-friendly and
excellent for entering, coding and storing data.
One of the benefits of using software, other than computing statistics manually, include (but is
not limited to) improving quality and producing almost perfect results. The software helps in
reducing difficulties and inconsistencies in complicated calculations. Additionally, software has
powerful graphical tools and eliminates manual updating.
Every organisation in research should invest in high-quality software packages and trained
enthusiastic statisticians. High quality software ensures that you’ll be able to do more, do it
efficiently and accurately. Being able to be faster and better not only benefits the client, but it
benefits the employee, leaving them more time to focus on other projects.
Ms Nthabeleng Lepota is a Researcher at Umalusi:
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STATISTICS
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1. VitalStats: Public Higher Education, 2016 (Denyse Webbstock and Genevieve
Simpson)
This issue of VitalStats, Public Higher Education, 2016 marks the seventh year of the Council
on Higher Education (CHE) publishing this series. The series provides the latest audited data
available on the higher education sector in an easy to use format. VitalStats 2016 contains
data covering the period 2011 to 2016. Most of the graphs in the publication are based on
data extracted from the Higher Education Management Information System (HEMIS), and the
CHE expresses appreciation to the Department of Higher Education
and Training (DHET) for collecting and extracting these data for use by the CHE and for
providing the relevant financial and research data. The CHE is also grateful to the National
Student Financial Aid Scheme (NSFAS) for financial data and to Statistics South Africa (Stats
SA) for population data.
As in previous issues, the first four sections of the publication cover student data, showing the
size and shape of the sector with graphs indicating enrolments and numbers of graduates
according to race; gender; qualification type; field of study; institutional type and other relevant
categories. The fifth section of the publication (purple) provides data on staffing at public
universities, broken down into various categories. The sixth section (blue) comprises cohort
analyses of students that entered diploma, degree and postgraduate studies in 2011, tracking
their throughput rates for particular qualification types. Owing to the different regulation time
associated with the mode of study (distance and often part -time) at the University of South
Africa (UNISA), data for UNISA are considered separately in this section (as indicated on the
relevant graphs). The CHE would like to thank Charles Sheppard for carrying out the cohort
studies for this publication.
The final section of VitalStats includes financial and research output data, with new graphs
showing NSFAS allocations. The publication also includes a glossary based on HEMIS
definitions and appendices listing the Classification of Educational Subject Matter (CESM)
categories; the various universities by institutional type; a description of the cohort analysis
methodology and lists of the qualifications included in the analyses.
The role of the Monitoring and Evaluation Directorate staff, particularly Michael Gordon, in
developing VitalStats is greatly appreciated. The CHE welcomes any feedback on this
publication, which can be sent to Genevieve Simpson ([email protected]).
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Dr Denyse Webbstock is the Director of Monitoring and Evaluation at the Council
on Higher Education (CHE): [email protected]
Dr Genevieve Simpson is the Senior Manager for Research in the Monitoring and
Evaluation (M&E) Directorate at the Council on Higher Education (CHE):
The publication can also be downloaded from the CHE’s website: www.che.ac.za.
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2. Statistics on PSET in South Africa: 2017 (Nthabiseng Tema)
Since 2010, the Department of Higher Education and Training (DHET) has published seven
issues of the annual statistics report on Post-School Education and Training (PSET) in South
Africa. The statistics reports containing data for the years 2010, 2011, 2012, 2013, 2014, 2015
and 2016 are available on the Department’s website at www.dhet.gov.za.
The statistics report covers statistical information for public and private Higher Education
Institutions (HEIs), Technical and Vocational Education and Training (TVET) colleges, private
colleges, Community Education and Training (CET) colleges, and workplace-based education
and training facilitated by Sector Education and Training Authorities (SETAs). Statistical
information on student enrolment, graduation and staffing levels at PSET institutions, as well
as other relevant information pertaining to the PSET sector including workplace-based
education and training are also covered in the report. It also includes key financial statistics
pertaining to the National Student Financial Aid Scheme (NSFAS), the Skills Development
Levy, and funds allocated to key components of the PSET system.
Due to significant legislative and policy changes, the reports from 2015 onwards adopted the
nomenclature of CET colleges, as opposed to that of Adult Education and Training (AET)
centres, which was used in the previous statistical reports. The legislative changes also
affected how private colleges’ data was reported. Reports from 2015 onwards report on private
colleges reflecting a combination of private Further Education and Training (FET) colleges and
private AET centres.
The Department has developed a Management Information System (MIS) for TVET colleges
called Technical and Vocational Education and Training Management Information System
(TVETMIS), which colleges started using in 2016. This MIS enables the Department to collect
unit level record data of students and staff from TVET colleges. The reports from 2016
onwards will report on TVET colleges’ data using TVETMIS as opposed to aggregate
information collected through questionnaires prior 2016.
The report serves as an important resource for planning and for the allocation of budgetary
resources in the PSET sector. The report is also used as a reference document for reporting
processes in government, including the monitoring and evaluation of the PSET system. In
addition, it provides statistics for use in research, policy and decision-making at the different
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levels of the system, and by the public. It therefore makes a crucial contribution to the
achievement of the goals of the PSET sector. Researchers and other stakeholders are
encouraged to continue to use the report as a basis for further enquiry and analysis.
The 2017 statistical report will be available on the Department’s website by April 2019.
Enquiries can be directed to the Higher Education and Training Information System (HETIS)
Officer of the Department of Higher Education and Training, Ms Nthabiseng Tema at Tel: 012
312 6191/5961 or email: [email protected].
Ms Nthabiseng Tema is the Information Systems Management Director at the
Department of Higher Education and Training (DHET): [email protected]
