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By Buti Manamela
I welcome and appreciate the opportunity to providereflections on the Department of Higher and Training’s (DHET’s) strategic thinking around the theme of the dialogue today: ‘Reimagining Education for a Better Future’.
The guiding theme is fundamental to the department’smandate and mission, and foundational to the vision of the future articulated in the National Development Plan (NDP) 2030.
NDP: Education and Skills
In every pillar and strategic goal of the NDP, successful implementation depends on good quality education and skills. High-quality education and skills are the differentiators between economic inclusion and exclusion, as well as gainful employment and unemployment.
The NDP proposes expanding the country’s skills basethrough quality education and vocational training. This includes early childhood education, a well-functioning schooling system and Further Education and Training(FET) geared towards enabling our people to fulfil theirhighest potential.
The ultimate goal, and the measure of our collective success, is preparing young people to participate in and contribute meaningfully and productively within society.
The NDP concludes that there must be clear linkages between schools, FET Colleges, Universities of Technology, Universities and other providers of education and training.
By 2030, the Department wants 2.6 million students to walk through the corridors and hallways of Technical and Vocational Education and Training (TVET) Collegesin pursuit of better future work prospects.
As a proud product of a TVET College, I have a positive perception of these institutions as viable options where young people can engage in further training to acquirethe skills necessary for the world of work.
TVET Colleges: Centres of Excellence
As the focus of the dialogue today is on embedding skills-based education at the basic phase, I would like to highlight the training aspect of the Department of Higher Education and Training’s mandate and the relevant associated initiatives.
In March this year (2024), I attended the Basic Education Lekgotla, where we collectively shared and exchanged ideas about ‘Equipping learners with the knowledge and skills for a changing world’. I will expand more on the Department of Higher Education and Training’s programmes which promote skills-based learning at the basic level later on.
The education ecosystem resides at the nexus of theinclusive society and globally competitive economy we are attempting to co-create as a government collectivewith key partners and stakeholders.
A capable, well-capacitated and credible post-school education and training landscape across the board has the potential to catalyse economic growth, drive job creation and foster inclusion. It is, therefore, essential to collaborate with partners and stakeholders.
Addressing the plight of young people is front and centre to the attainment and achievement of a prosperous and productive future wherein education outcomes, skills and employment are well aligned.
The role of TVET Colleges in equipping the youth through training with the practical skills that are suitable and relevant for the workplace cannot be overstated.
In September, we observed Community Education and Training (CET) Month, which creates awareness aboutCET Colleges. Young people who are not in employment, education or training live and walk among us in our communities.
The CET Month initiative encourages a community approach to get young people back into the fold of Further Education and Training.
We are in the midst of rolling out the Fourth Industrial Revolution (4IR) Centres of Excellence at 16 TVET Colleges around the country. The first beneficiary was Maluti TVET College in the Free State and the second Ekurhuleni East TVET College.
The Department is next targeting Lovedale in the Eastern Cape; Majuba in KwaZulu-Natal; West Coast in the Western Cape; Northern Cape Urban in the Northern Cape; Taletso in the North West; Waterberg in Limpopo; and Ehlanzeni in Mpumalanga.
The Centres of Excellence concept and programme is a flagship partnership and collaboration which brings together at the skills training table the Department, selected Sector Education and Training Authorities (SETAs) and TVET Colleges.
The Centres of Excellence model is a pragmaticexample of how the Department is ‘Reimagining Education for a Better Future’ by focusing on imparting TVET College lecturers and students with the requisite advanced skills for the age of the 4IR.
Youth who are not in employment, education or training are part of the intended beneficiaries of the 4IR Centres of Excellence initiative. The Department wants young people to improve their chances of employability and participating productively in our economy.
The Centres of Excellence form part of continuing efforts to create a capable and component citizenry which is equipped to cope with the demands of a changing world and innovate.
Policy Perspective
Allow me to venture into the past in order to demonstrate how the future we are preparing for now,has long been imagined.
In June 2018, the Department gazetted the Draft National Artisan Development Strategy and Implementation Plan 2017.
A few years earlier, in June 2014, the Department published the White Paper for Post-School Education and Training. Consider also that there exists theNational Plan for Post-School Education and Training 2021-2030.
The Department’s work is enabled by legislation, including the Skills Development Act. The Artisan Development Strategy reflects the content of Chapter 2 of the National Skills Development Act.
In the Draft National Artisan Development Strategy and Implementation Plan 2017, the Department recognised that: “Education is generally good insurance against unemployment and for an individual to stay in employment.” However, “too few [people] work”.
The Artisan Development Strategy forms part of the Department of Higher Education and Training mission to develop capable, well-educated and skilled citizens through relevant and appropriate training.
The Department of Basic Education is a co-partner inthe Department of Higher Education
and Training’s efforts to train artisans in South Africa’s 50 TVET Colleges. The NDP envisages that South Africa will by 2030 train 30,000 (Thirty Thousand) artisans.
The overriding view in the Department of Higher Education and Training, as expressed in official policy proposals and positions, is that the Department of Basic Education is critical to the success of intended initiatives.
In the Artisan Development Strategy, the Department of Higher Education and Training identifies the Department of Basic Education as a key partner and collaborator.
That is so because the Department of Basic Educationis the custodian of technical high schools, schools of skill and academic schools which create the pipeline of learners who feed into the artisan development system.
In the Artisan Development Strategy, the Department of Higher Education underscores the need for greater clarity between the technical, vocational and occupational offerings in the Department of Basic Education’s CAPS curriculum and artisan training without further onerous requirements.
In the Draft Plan, the Department of Higher Education and Training dispels the misconception that career guidance begins in high school. In fact, the policy calls for an earlier introduction of career options to primary school children, who are exposed to more information in the modern world.
The Department suggests in the Draft Plan that, starting at Grade 6 level, learners must be invited to attend career-related events.
Decade of the Artisan
In addition to 30 years of democracy, 2024 also marks the 10-year anniversary of the Decade of the Artisan, a collaboration between the Department of Higher Education and Training and the Department of Basic Education.
When the Department of Higher Education and Training embarked on the Decade of the Artisan, we also established TVET College Open Week.
The Draft Plan had the foresight to include primary school children, starting in Grade 4, as attendees to Decade of the Artisan initiatives and World Skills South Africa festivities for early exposure to skills-based careers and training options.
Part of the Draft Plan features a proposal to include youngsters in basic education in the Try a Skill programme, which enables the young to “touch and feel” certain occupations.
The Department of Higher Education and Training acknowledges in the Draft Plan that more work isneeded to expand the partnership with the Department of Basic Education to include the SETAs, school governing bodies, NGOs and community-based organisations.
Furthermore, the Draft Plan highlights the need to spotlight and better publicise the Department’s work in this space. Greater effort is required to inform partners, prospective participants and stakeholders.
I believe I have successfully and persuasively shown that the Department of Higher Education and Training has been ‘Reimagining Education for a Better Future’. Equally important to note is the Draft Plan’sconsideration and inclusion of skills-based education and training in basic education.
The work is being done in the background, but few seem aware about what is taking place. This is an area we need to strengthen as a Department to ensure wider reach of our programmes and deeper collaboration.
In the Draft Plan, the Department estimates the cost of training an artisan at R400,000 (Four Hundred Thousand Rand). Hence the emphasis on the importance of collaborating with partners and stakeholders. This requires collective effort.
Training and Employability
It remains my conviction that TVET Colleges are the best-placed institutions to train artisans, who are in constant and consistent demand in the labour market. This was my position when I entered into the post-school education and training landscape, it is unchanged today.
I have previously referenced the Swiss-South Africa Cooperation Initiative’s (SSACI’s) study on the employability of graduates possessing artisanal skills – in other words, trained artisans. The Swiss-South Africa Cooperation Initiative’s research reflected that 76% of trained artisans found work while another 6% became entrepreneurs.
Considering that the youth are overrepresented in the category of individuals who are not in employment, education or training, it is imperative that they are exposed to training programmes which enhance participation in the labour market.
It truly is cool to be an artisan in the 21st Century, and TVET Colleges are the appropriately placed institutions to get the requisite training. This is a mantra I communicate often to learners who are still forming ideas about which career paths to follow post-schooling.
Future of Education, Skills and Work
In 2022, the Cabinet adopted the Decadal Plan, which aims to resolve the societal grand challenge on the future of education, skills and work. Although no longer in direct line of sight of the Department of Higher Education and Training, we are a critical part of the Decadal Plan’s goals coming into fruition.
It also bears repeating that every pillar and strategic goal of the NDP requires a capable and competent education and training sector. Without appropriate education and skills, there can be no growth, inclusivity or greater chances of employability.
The Department of Higher Education and Training’s mandate and mission render it integral to the successful attainment of the NDP’s strategic goals.
The Department not only concerns itself with the immediate challenges of the day, but also casts its imagination beyond the horizon of the limitations of today to reimagine alternative possibilities and opportunities.
The dialogue today correctly poses the question about the benefits of the early introduction of skills-based education and training in basic education.
The Draft National Artisan Development Strategy and Implementation Plan 2017 provides a conclusive answer: Yes, we have partnered and collaborated with the Department of Basic Education on skills-based education. This is a flagship programme, which serves as an example of successful inter-departmental collaboration and partnership.
It is pleasing for the Department to note that partners and stakeholders are equally consumed about the task of equipping the youth with the relevant and appropriate education and skills for a fast-changing world.
Every facet and corner of the South African economy relies upon an educated and skilled labour force to thrive and innovate. The Department has shown itself prepared and ready to deliver on its mandate and mission to ensure improvements and continued success.
I end on the NPD’s vision, which reads: “Young people deserve better educational and economic opportunities.The 21st Century presents humankind with exceptional opportunities and unprecedented risks.”
Higher Education and Training Deputy Minister Buti Manamela was addressing the Skills Development Dialogue hosted by Inside Education and Sibanye Stillwater on Thursday.
INSIDE EDUCATION