Reflections on articulation policy and developments at national level:

Sectoral plan updates and key issues for the future

Presentation to the 3rd NQF Research Conference

4-5 September 2019

Presenter: Dr MJ Maboya

PRESENTATION OUTLINE

• Purpose

• Background

• Reflections on the Articulation Policy

• Sectoral plan updates and Key Issues for the Future

• Recommendations

• Conclusion

2

PURPOSE

To present to the 3rd NQF Research Conferencesome reflections on articulation policy anddevelopments at national level, focusingspecifically on sectoral plan updates and key issuesfor the future, for consideration and discussion.

3

4

BACKGROUND

THE SIZE & SHAPE OF THE BASIC EDUCATION SECTOR - SCHOOLING

DEPARTMENT OF BASIC EDUCATION9 PROVINCIAL DEPARTMENTS OF EDUCATION

75 DISTRICTS889 Circuits

25, 154 SCHOOLS23, 289 (Public)

1, 865 (Independent)

437, 449 EDUCATORS398, 789 (Public)

38, 660 (Independent)

12, 819, 542 LEARNERS12, 230, 194 (Public)

589, 348 (Independent)

11 official languages 57+ million people

2,4 million children currently attending ECD centres, about

700, 000 receive a subsidy

24 171 centres in South Africa

110 000 practitioners who are currently employed at ECD

centres.35 210 of these practitioners have at least an NQF Level 4

qualification

The average child-to-practitioner ratio is 22:1

THE ECD SECTOR AT A GLANCE

7

REFLECTIONS ON THE ARTICULATION POLICY

OVERVIEW OF DBE REFLECTIONSThe DBE fully supports and embraces the Articulation Policy

• Clarification of the three main purposes for qualifications: generalacademic (formative) professional (mix of academic and technical/vocational); and occupational (technical and vocational) is highlyappreciated.

• The integration of occupational qualifications across all PSETinstitutions is fully supported as it is reflective of the vision of the NDPto increase the country’s skills base, amongst others.

8

OVERVIEW OF DBE REFLECTIONS• Seamless implementation of the sector priorities, including but not

limited to professionalisation of ECD practitioners and artisans,Introduction of a qualification at the end of Grade 9 anddiversification of learning pathways enabled

• The DBE appreciates efforts to promote consistency in respect ofqualifications nomenclature as this will improve communicationacross the system.

9

SECTORAL PLAN UPDATES AND KEY ISSUES FOR THE

FUTURE

SECTOR PRIORITY AREAS

Sector Priorities

Improving the foundational skills of literacy and numeracy

Implementation of a curriculum with skills and competencies for a changing world

Equip teachers with skills and knowledge to teach literacy and numeracy

Implementation of standardised assessments to reduce failure, repetition, and drop-out rates; and introduce multiple qualifications

Urgent implementation of the two-years of ECD before Grade 1

SECTOR PRIORITY AREAS

In the context of the Articulation Agenda

• Forced the sector to consider having the sector articulation management system in place

• Rethink how we go about in implementing priority areas in a more efficient manner

• Reposition the sector as an important player in the Articulation agenda

12

ECD

State of the Nation Address February

2019

“This year, we will migrate responsibility for ECDcentres from Social Development to Basic Education,”and

“Proceed with the process towards two years ofcompulsory ECD for all children before they enterGrade 1.”

ECD PRACTITIONER LANDSCAPE• Unqualified and underqualified practitioners represent the majority

in the sector.

• The ECD workforce is largely female and Black African across all jobtitles (principals, supervisors, practitioners and assistantpractitioners), women make up more than 98% of staff in registeredcentres.

• Nearly half (44%) of the staff at ECD centres are practitioners.Assistant practitioners only make up 5% of staff. Principals accountfor 12% of staff and supervisors account for 5%.

• The sector will need 110,000 centre-based practitioners and 140,000assistants to provide sufficient access for children in centres by2030*.

•

* Assuming 69% of children 0-5 are in centres

Snapshot of ECD Centres: Practitioner Qualifications

Assistant Practitioner Principal Supervisor

Qualifications: < Grade 12 48% 45% 36% 36%

Grade 12 39% 42% 43% 44%

ABET 1 – 4 6% 7% 9% 8%

Post-matric diploma 2% 2% 5% 4%

Degree 0% 1% 2% 1%

Other 4% 3% 5% 6%

Total 100% 100% 100% 100%

Specialisation: None 88% 74% 55% 51%

Certificate 11% 23% 35% 41%

Diploma 1% 3% 9% 7%

Degree 0% 0% 1% 1%

Total 100% 100% 100% 100%

Percentage of ECD Practitioners with Appropriate QualificationsBased on 2013 ECD Audit

Minimum requirements for ECD practitioners, educators and managers

CURRENT REQUIREMENTS• Children’s Act 38 of 2005 – regulations

– Applicant must possess NQF Level 1 ECD qualification (minimum);

– Appropriate ECD qualification; or

– Three years experience in ECD

• Children’s Act 38 of 2005 – Norms and Standards

– Supervisor / Manager – NQF Level 4 ECD qualification

– Practitioner – NQF Level 1 ECD qualification

• Minimum Requirements for Teacher Education Qualifications (MRTEQ)

– Grade R - NQF Level 6 ECD qualification

PROPOSED FUTURE REQUIREMENTS• ECD – birth to 3/4 (2030)

– Supervisor / Manager – NQF Level 6 ECD qualification

– Practitioner – NQF Level 4 ECD qualification

• Grade RR – 4/5 (2030)

– Educators at Level NQF Level 7 (BEd)

• Grade R – 5/6 (2024)

– Educators at NQF Level 7 (BEd)

ISSUES FOR CONSIDERATION• Collaboration between the different Quality Councils and education

and training providers to increase access to ECD programmes

• Implore Recognition of Prior Learning systems - experience andlearning in the workplace.

• Core learning programmes for all practitioners in ECD, includingHealth Professionals and Social Workers on Child Development andthe National Curriculum Framework embedded in the pedagogy ofplay.

ISSUES FOR CONSIDERATION…(2)• Accreditation and recognition of ECD Massive Open On-line Courses

(MOOC) at all levels.

• Development of partnerships with Education and Training providers for on-going professional development support on ECD.

• Investigate the potential of new, more accessible, and higher-qualitymodels for degree programmes.

• Research conducted to ensure that all ECD educators have the coreknowledge and competencies needed to effectively teach four andfive-year-olds.

GET

GENERAL EDUCATION CERTIFICATECURRENT SITUATION

No accurate indicator of theperformance of the South AfricaEducation System at the end of thecompulsory schooling (GET band)

Difficult for learners to articulate toLearning Programmes offered at TVETColleges or Occupational programmes

FUTURE PLANS

Introduction of a GEC to:

– Provide accurate indicator on theperformance of the South AfricaEducation System at the end of theGET band.

– Provide reliable data for systemicarticulation of learners into academic,vocational and occupational learningprogrammes, within and between thequalification sub-frameworks;

– Provide standardised benchmarksagainst which schools can comparetheir internal assessment standards.

– Full scale implementation of the GECexamination in 2022.

21

ISSUES FOR CONSIDERATION• National advocacy and communications drive must be led by the

DBE in partnership with the Career Development Services, SAQA,the three QCs and education and training providers, to informlearners about occupational and vocational learning pathwayopportunities for learners with the GEC.

• Timeous registration of the qualification on the NationalQualifications Framework.

22

FET

INTRODUCTION OF THE THREE STREAM MODEL

CURRENT SITUATION – SCHOOLING SYSTEM

• A single general academic educationpathway, approximately 90% of learnersfollow this route leading to the NSC.

• Does not meet the diverse needs andinterest of the young people of the country;

• Inefficiencies - high dropout rates, lowthroughput.

• Unnecessary repetition of post Grade 12students who are being placed in NC(V) 2) atTVET colleges

• Limited access to Vocational andOccupational qualifications

FUTURE PLANS• Diversification of learning pathways

within the schooling system.

• Increase enrolments in the vocational and occupational learning pathways to at least 60% by 2030.

• Strengthening the vocationallearning pathway for multiple exit opportunities.

• Introduction of occupational learning pathway at FET level.

• Increase the number of technical high schools

24

ISSUES FOR CONSIDERATION

NQF family to work together to ensure that:• Learners are able to take multiple pathways to reach their preferred

learning and work pathways.

• There is maximum efficiency in the education and training system e.g.post - Grade 12 learners placed appropriately at TVET colleges

• Institutions to be flexible in their support of learners as theytransition along their particular individual pathways.

• Professionalisation of artisans for employment in the schooling sector.

• There are innovative mechanism to promote workplace basedlearning

• There is sharing of learner datasets for tracking and monitoringstudents articulating into various institutions

25

IN CONCLUSION

26

“The different parts of the education system shouldwork together allowing learners to take differentpathways that offer high quality learning opportunities.

There should be clear linkages between schools,FET colleges, universities of technology,universities and other providers of education andtraining. There should also be clear linkagesbetween education and training and the world ofwork.”

(National Planning Commission: National Development Plan, November 2011)