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Draft Service Delivery Framework for CET Colleges
SERVICE DELIVERY FRAMEWORK FOR COMMUNITY COLLEGES
JUNE 2016
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Draft Service Delivery Framework for CET Colleges
SERVICE DELIVERY MODEL FOR COMMUNITY COLLEGES
TABLE OF CONTENTS
1. INTRODUCTION AND CONTEXTUAL BACKGROUND
2. OBJECTIVES OF THE SERVICE DELIVERY FRAMEWORK FOR CET COLLEGES
3. LEGISLATIVE MANDATE
4. RATIONALE FOR SERVICE DELIVERY FRAMEWORK FOR CET COLLEGES
4.1 INTERNATIONAL OBLIGATIONS : SUSTAINALBE DEVELOPMENT GOALS
4.2 OTHER INTERNATIONAL POLICY IMPERATIVES
4.3 NATIONAL MANDATE
5. DHET STRATEGIC PLAN
5.1 STRATEGIC GOALS
5.2 OTHER STRATEGIC PRIORITIES
6. PRINCIPLES UNDERPINNING THE CET COLLEGES
7. PILLARS FOR SERVICE DELIVERY MODEL FOR CET COLLEGES
7.1 INSTITUTIONAL PLANNING AND LANDSCAPE FOR CET COLLEGES
7.2 THE EDUCATION TRAINING AND DEVELOPMENT FRAMEWORK
7.3 EXPANDING ADMISSIONS AND REGISTRATIONS
7.4 IMPROVING SUCCESS- QUALITY MANAGEMENT SYSTEM
7.5 STUDENT SUPPORT SERVICES
7.6 COMMUNITY MOBILISATION
8. PRINCIPLES FOR PARTNERSHIPS AND COLLABORATIONS
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Draft Service Delivery Framework for CET Colleges
8.1PILOTING CET COLLEGES MODELS AND DIFFERENTIATION
9. INVESTMENTS IN CET COLLEGES
9.1 FUNDING FRAMEWORK
9.2 STAFFING MODELS
9.3 CAPACITY BUILDING
9.4 THE ROLE OF ICT
9.5 INFRUSTRUCTURE DEVELOPMENT
10 MONITORING AND EVALUATION
11 CONCLUSION
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Draft Service Delivery Framework for CET Colleges
ACCRONYMS AND ABBREVIATIONS
AET – ADULT EDUCATION AND TRAINING
AIDS –ACQUIRED IMMUNE DEFICIENCY SYNDROME
CBO- COMMUNITY BASED ORGANISATION
CET ACT – CONTINUING EDUCATION AND TRAINING ACT, 16 0F 2006
CET COLLEGES – COMMUNITY EDUCATION AND TRAINING COLLEGES
DARD- DEPARTMENT OF AGRICULTURE AND RURAL DEVELOPMENT
DCGTA-DEPARTMENT OF CORPORATE GOVERNANCE AND TRADITIONAL
AFFAIRS
DOH –DEPARTMENT OF HEALTH
DOL - DEPARTMENT OF LABOUR
DDP – DISTRICT DEVELOPMENT PLAN
DHET – DEPARTMENT OF HIGHER EDUCATION AND TRAINING
DPW- DEPARTMENT OF PUBLIC WORKS
DSBD-DEPARTMENT OF SMALL BUSSINESS DEVELOPMENT
ETD – EDUCATION TRAINING AND DEVELOPMENT
FBO-FAITH BASED ORGANISATION
HIV- HUMAN IMMUNODEFICIENCY VIRUS
ICT –INFORMATION AND COMMUNICATION TECHNOLOGY
IEC – INDEPENDENT ELECTORAL COMMISSION
IDP – INTEGRATED DEVELOPMENT PLAN
MTSF – MEDIUM TERM STRATEGIC FRAMEWORK
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Draft Service Delivery Framework for CET Colleges
NDP – NATIONAL DEVELOPMENT PLAN
NEET- NOT IN EMPLOYMENT OR IN EDUCATION AND TRAINING
NPO-NON PROFIT ORGANISATION
NQF- NATIONAL QUALIFICATIONS FRAMEWORK
PDP- PROVINCIAL DEVELOPMENT PLAN
PED – PROVINCIAL EDUCATION DEPARTMENT
PSET – POST SCHOOL EDUCATION AND TRAINING
PQM-PROGRAMME QUALIFICATIONS MIX
RPL – RECOGNITION OF PRIOR LEARNING
SDG-SUSTAINABLE DEVELOPMENT GOALS
TVET –TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
SEDA-SMALL ENTERPRISE DEVELOPMENT AGENCY
SETA- SECTORAL EDUCATION AND TRAINING AUTHORITY
SMME- SMALL MEDUIM & MICRO ENTEPRISE
UNESCO-UNITED NATTIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL
ORGANISATION
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Draft Service Delivery Framework for CET Colleges
1. INTRODUCTION AND BACKGROUND
The Department of Higher Education and Training (DHET) was created to advance the national
vision of a coherent, comprehensive and differentiated post-school system, which is capable of
contributing to the lives of individuals, the national economy and to the development of an
equitable and capable South African society; by effectively planning, regulating, resourcing and
coordinating the provision of post-school education and training system for learning
opportunities for youth and adults .
The President appointed the Minister for Higher Education and Training under the Presidential
Act of 11 May 2009 and established the Department of Higher Education and Training in terms
of Proclamation No. 48, 7 July 2009.
Subsequent to this the Proclamation No.44 of 2009, published in Government Gazette No.32367
of 1 July 2009, which transferred the administration of the Adult Education and Training Act,
2000 (No.52:200) and the Further Education and Training Act, 2006 (Act 16:2006) to the
Minister of Higher education and Training.
The legislative responsibility for the Adult Education and Training (AET) was transferred to the
Minister of Higher Education and Training through the Higher Education and Training
Amendment Laws Act , 2010 ( Act No.25 : 2010)
The White Paper on Post Education and Training published in November 2013 promulgates the
establishment of a single, coordinated post education and training system with a vision to:
Build a fair , equitable , non-racial , non-sexist, and democratic South Africa
Expand access , improve quality and increase diversity of provision
Build a stronger and more cooperative relationship between education and training
institutions and the workplace
Build a system that is responsive to the needs of individual citizens and of employers in
both public and private sectors as well as broader societal and development objectives
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Draft Service Delivery Framework for CET Colleges
The repealed AET Act (2000) gave way to the Continuing Education and Training (CET) Act,
2006 which establishes the new institutional type namely Community Education and Training
(CET) Colleges a third institutional tier for the Post School Education and Training System.
The CET Colleges are new institutional type in the Post School education and Training which
cater for youth and adults who did not complete their schooling or never attended school thus do
not qualify to study at TVET Colleges or Universities.
The migration of the function of Adult Education and Training (AET) sector from the Provincial
Departments of Education (PEDs) to the Ministry of Higher Education and Training took effect
on 01 April 2015.
The National Policy on Community Colleges establishes the overarching institutional policy
framework for the establishment of CET Colleges.
The first 9 CET Colleges established with the administrative and management responsibilities of
the 3276 Community Learning Centers across the 9 provinces
2. OBJECTIVES OF SERVICE DELIVERY FRAMEWORK FOR CET COLLEGES
CET Colleges are complex to manage and they demand a high level of sophistication in terms of
management and administration become and stay relevant and responsive to local needs. This
framework serves as guide for CET Colleges to:
Craft their service delivery models within their fiduciary obligations.
Translate the Macro Policies to Micro level for effective service delivery.
Promote CET Colleges as a new game changer in the PSET system which is dynamic,
flexible and proactive in addressing socio- economic challenges at a Micro level.
Ensure CET Colleges are multi-dimensional in planning, management, governance and
administration.
Ensure CET Colleges are able to create a demand for relevant and quality ETD the
programmes through their response to local community needs.
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Draft Service Delivery Framework for CET Colleges
3. LEGISLATIVE MANDATE
CET Colleges derive their legislative mandate from the
Higher Education and Training Act,
Continuing Education and Training Act , 2006
National Policy on Community Colleges , 2015
White Paper on Post School Education and Training , November 2013
4. RATIONALE FOR SERVICE DELIVERY FRAMEWORK FOR CET
COLLEGES
4.1 INTERNATIONAL OBLIGATIONS
Sustainable Development Goals
For South Africa to remain globally competitive it is imperative she continue to subscribe to
international policy prescriptions for socio- economic development. The 17 Sustainable
Development Goals becomes the Blueprint for all Nations to contribute to sustainable
development.
Goal 4 states “Ensure inclusive equitable education and promote lifelong learning opportunities
for all”
Sub goals 4.6 sates “by 2030, ensure that all youth and at least a % of adults both men and
women achieve literacy and numeracy’
Programmes like Mass Literacy Campaign – KhaRi Gude are the champions that facilitate the
breaking of adult illiteracy in South Africa. Over and above this, CET Colleges should be
provide lifelong learning for all beyond the functional literacy programmes.
4.2 OTHER INTERNATIONAL POLICY IMPERATIVES
In 2013 the UNESCO hosted an international conference on Learning Cities in Beijing, China, in
2013. The outcome of the Beijing Declaration on Building Learning Cities outlines the role of
lifelong learning in promoting inclusion, prosperity and sustainability in cities and it affirms
commitments to twelve actions for developing learning cities. The outlined below focuses on
areas relevant to the role of the CET Colleges as follows:
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Draft Service Delivery Framework for CET Colleges
1. Empowering individuals and promoting social cohesion
Ensuring that every citizen has the opportunity to become literate and obtain
basis skills
Encouraging and enabling individuals to actively participate in the public life of
their city
2. Enhancing economic developments and cultural prosperity
Stimulating inclusive and sustainable economic growth
3. Promoting sustainable development
Promoting sustainable development through active learning in all settings
4. Promoting inclusive learning in the education system
Expanding access to and participation in adult education and technical and
vocational training
Improving the flexibility of lifelong learning systems in order to offer diverse
learning opportunities and meet a range of proficiencies
5. Revitalizing learning families and communities
Establishing community based learning spaces and providing resources for
learning in families and communities
Ensuring that community education and learning programmes respond to the
needs of all citizens
Mobilising communities to participate in community learning , giving special
attention to vulnerable and disadvantaged groups , people with disabilities and
senior citizens
6. Facilitating learning for and in the workplace
Helping public and private organisations to become learning organisations
Providing appropriate learning opportunities for unemployed youth and adults
7. Extending the use of modern learning technologies
Developing policy environments favourable to the use of ICT in learning
Training administrators , educators, to use technologies to enhance learning
Expanding citizen’s access to ICT tools and learning programmes
Developing e-learning resources
8. Enhancing quality learning
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Draft Service Delivery Framework for CET Colleges
Promoting a paradigm shift from teaching and learning and mere acquisition of
information to the development of creativity and learning skills
Employing appropriately trained administrators, and educators
Providing support to learners with special educational needs
9. Fostering a culture of learning throughout life
Acknowledging the importance of learning in informal and non-formal settings
and developing systems that recognise and reward all forms of learning
Recognise the role of communications, media, libraries, museums, sports &
cultural, community centres as learning space.
Organise and support public events that encourage and celebrate learning
Provide adequate information , guidance and support to all citizens and stimulate
them learn through diverse pathways
10. Strengthening political will and commitment
Developing and implementing well-grounded and participatory strategies for
promoting lifelong learning for all
11. Improving governance and participation of all stakeholders
Establishing inter-sectoral coordination mechanism to involve governmental
organisations and the private sector in building learning city
12. Boosting resource mobilization and utilisation.
Encouraging greater financial investments in lifelong learning by government,
civil society, private sector organisations and individuals.
Encourage citizens to contribute their talents, skills, knowledge and experience
on voluntary basis.
CET Colleges also play a significant role in the international state in terms of education, training
and development. Source Guidelines for Learning Cities –UNESCO document
4.3 THE NATIONAL MANDATE
The establishment of the CET Colleges as a new game changer in the PSET system is to forge
and accelerate transformation and social cohesion through achievement of the objectives of the
White Paper on PSET as follows:
To promote education and social justice
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Draft Service Delivery Framework for CET Colleges
To synergies a coordinated PSET system
Expand access, increase diversified programmes , enhance student success and improve
quality of the education for all
Promote work integrated learning
Relevant and Responsive Curriculum
CET Colleges must be able to define transformation by the type of services they render to lower
and, semi-skilled people including the public in general. They are meant to primarily break the
back of adult illiteracy and subsequently progressively propel towards more to lifelong learning
and vocational education based programmes which are demand driven to channel learners to
either further learning, or promote or employment or assist them to create jobs through their
SMMEs, but more so lifelong learning programmes that promote paradigm shift and improve
personal development.
According to the Ministerial Task Team Report on Community Education and Training Centers
2012: The two disadvantaged groups are adults and young people who are outside of the formal
economy and formal workplaces, who are not in educational institutions who have few
opportunities for access to first or second-chance learning, let alone lifelong learning
These groups include close to 12 million adults with less than grade 9 education in 2007;
including the nearly 3 million young people not in employment or in education and training
(NEETs) between the ages of 18-24 years who are also in need of education and training
opportunities (Baatjes, 2008)
The findings of the 2011 South African Census reveal that 15 918 454 South Africans aged 20
years and above, have not completed Grade 12. This figure represents 60% of the population in
the said cohort.
Census 2011 data further sheds some light on the numbers of youth and adult learners nationally,
including leaners with disabilities as follows: NB; revised stats
a) 665 874 or 8.6% have no schooling;
b) 790 134 or 12.2% have some primary schooling;
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Draft Service Delivery Framework for CET Colleges
c) 413 895 or 4.6% have completed primary schooling; and
d) 481 577 or 33.9% have some secondary but did not complete grade 12.
e) 2,870,135 or 7,5% of the total pollution are people living with disabilities
According to the White Paper on Post School Education and Training (WP-PSET) (DHET,
2013a), community colleges that shall be established will cater for a diverse range of needs from
the economy and the community. Community colleges should provide the following educational
opportunities:
Completion of school for second chance learners who did not complete schooling
Continuing education for those who want to acquire labour market skills or further their
education post literacy and post-secondary education
Reskilling for those who want to pursue another area of work
Developing skills for sustainable livelihoods including entrepreneurship
Community based needs for example community health care, parenting and childcare,
early childhood development, caring for the aged, home based care for HIV & AIDS, and
skills for self –employment
CET Colleges must be key in driving the objectives of the various sector plans as
Poverty eradication plans
Rural Development plans
Infrastructure plans
ICT
Provincial Socio- economic strategies
Districts Development plans
Social Accord, just to mention a few.
DHET STRATEGIC PLAN 2015/16- 2019/20
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Draft Service Delivery Framework for CET Colleges
5. The DHET subscribe to NDP outcome 5 as: A SKILLED AND CAPABLE WORKFORCE TO SUPPORT INCLUSIVE GROWTH PATH
OUTCOME 5 has the following sub- outcomes:
1. A credible institutional mechanism for labour market and skills planning
2. Increase access and improve success in programmes leading to intermediate and
high level learning
3. Increase access to and efficiency of high level learning occupationally directed
programmes in needed areas
4. Increased access to occupationally directed programmes in needed areas and thereby
expand the availability of intermediate level skills with a specific focus on artisan skills
5.1 The DHET strategic plan is driven by 7 strategic goals as follows:
Strategic Goal 1: Increase the number of skilled youth by expanding access to education and
training for the youth.
Strategic Goal 2: Adequately capacitated individual institutions for effective provision or
facilitation of learning
Strategic Goal 3: Increase the number of students successfully entering the labour market upon completion of training
Strategic Goal 4: Expand research, development and innovation capacity for economic growth
and social development
Strategic Goal 5: A college curriculum that is responsive to the demands of the market place
and can transform and adapt quickly and effectively to changing skills needs, with a special
emphasis on artisan training.
Strategic Goal 6: A credible institutional mechanism for skills planning to support an inclusive
economic growth path
Strategic Goal 7: A highly effective, professional, efficient administration informed by good
corporate governance practices
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Draft Service Delivery Framework for CET Colleges
5.3 CET COLLEGES STRATEGIC GOALS
CET Colleges core mandate is derived from the sub out come as below
Sub-outcome 5 .2: Increase access and success in programmes leading to intermediate and high level learning
Strategic Goal 1: Increase the number of skilled youth by expanding access to education and training for the youth.
5.4 OTHER KEY STRATEGIC PRIORITIES National Development Plan 2030 and MTSF
The Provincial and Districts Development Plans
Municipal Integrated Development Plans and the Ward based plans
6. PRINCIPLES UNDERPINNING THE CET COLLEGES
The establishment and operations of CET Colleges are founded on a set of principles:
a) Expansion of access to education and training to all youth and adults, especially
those who have limited opportunities for structured learning, including learners
with disabilities;
b) Provision of good quality formal and non-formal education and training
programmes;
c) Provision of vocational training that prepares people for participation in both the
formal and informal economy;
d) Close partnerships with local communities, including local government, civil
Society Organizations, employers’ and workers’ organizations and alignment of
programmes with their needs;
e) Partnerships with government’s community development projects;
f) Local community participation in governance; and
g) Collaboration and articulation with other sections of the post-school system.
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Draft Service Delivery Framework for CET Colleges
7. PILLARS FOR CET COLLEGES SERVICE DELIVERY FRAMEWORK
The service delivery framework shapes the institutional characteristics of CET Colleges in
increasing access and improving success for CET Colleges. The CET Colleges should strive to
not only provide teaching and learning but brand themselves to be the service providers of
choice. For CET Colleges to make significant impact they should be able to provide increased
access to the following group of people:
Below NQF level 1 – Functional Programmes
NQF level 4 – Intermediate Programmes
Above NQF level 4 – Post Secondary Qualifications
7.1 INSTITUTIONAL PLANNING AND LANDSCAPE FOR CET COLLEGES
The WP-PSET, read with the Medium Term Strategic (MTSF) and the National Development
Plan (NDP): Vision 2030 states that CET college system needs to expand access to 1-million
students by 2030 while simultaneously improving quality. The ultimate institutional landscape
for the CET Colleges is that 52 CET Colleges will be located within the 44 district municipalities
and 8 Metropolitans.
Local Municipalities will have Campuses in the form of Community Learning Centers and
Satellites. The planning for this sector demands a clear targets depicted by the Provincial
Deprivation Indices with clear demographic profiles for both rural and urban dynamics
including the levels of high concentration of illiteracy and poverty rates, medium skills per
district municipality.
If Community Colleges are to redefine community transformation, districts demographics
information are key for a responsive and relevant Community Education system. Provincial
Growth Development Plans (PGDP) already have this information and CET Colleges will have
to tap into this information to craft their long and short term plans for institutional planning
prioritizing the establishment of CLC and Satellites in areas declared as high poverty in nature.
The process for the establishment and closure of CLCs and Satellites campuses should be done
according to the approved policy. The CLCs and Satellites are meant to bring to learning
opportunities within the closer proximity where they can be easily accessible.
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Draft Service Delivery Framework for CET Colleges
7.2 EDUCATION, TRAINING AND DEVELOPMENT STRATEGY FRAMEWORK
A comprehensive Education, Training and Development (ETD) Programme Strategy Framework
informed by macro policy directives must guide the diversified Programme provision for CET
Colleges. The CET Colleges’ strategic plans must be a combination of macro and meso socio-
economic policy directives to micro plans that informs the College’s Programme Qualifications
Mix (PQM) on a five term basis. The planning framework must assist to indicate Colleges to
progressively shift from illiteracy programmes to show expansion of structured learning to a
more diversified approach juxtaposed to formal and non -formal packages, with clear vocational
streams from foundational , to intermediate and post- secondary qualifications without cloning
the TVET Colleges’ programmes. CET Colleges can position themselves to offer qualifications
that are Para based. These can include Teacher Aid, Nurse Aid, and Para Legal qualifications
just to mention a few. The Colleges PQM should promote diversified programmes per CLC and
Satellite or differentiation for specific programmes. The PQM should assist CET Colleges define
capacity for lecturer qualification, skills and competencies in need. The CET Colleges Skills
Development Plans must be underpinned by the skills demand and should project future
reskilling developments plans that are in line with the Colleges transitions from foundational
courses to intermediate and post-secondary provisions. The ETD Framework will also assist to
redefine the relevant professional body for CET Professional staff.
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Draft Service Delivery Framework for CET Colleges
7.3 EXPANDING ACCESS- ADMISSIONS AND REGISTRATIONS
The ETD Framework for CET Colleges should define the pipeline plan for programmes for
admissions. For CET Colleges not to only increase access their impact should be measured by its
success to provide opportunities for further education and learning. The pipeline plan should
define variables that lead employment so as to direct admissions to demand driven enrolments.
The National Policy on admissions in CET Colleges defines the process of learner admissions
within the Departments Central Application Process and Colleges’ registration policies.
CET Colleges must be seen as Colleges for all in that access to these colleges must cater for the
categories as outlined in paragraph 7. The approved RPL Policy should assist Colleges to design
RPL and Articulation services. The role of the national coordination of Recognition of Prior
Learning services is to detect all forms of learning to accelerate learning and learner placement,
career pathing and progression.
The promotion of African Languages in CET Colleges especially in the sub levels literacy
programmes to strengthen and improve functional competencies for improved student
performance.
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Draft Service Delivery Framework for CET Colleges
7.4 IMPROVING SUCCESS - QUALITY MANAGEMENT SYSTEM
CET Colleges have inherited the reputation of high dropout, low performance and high attrition
rates. For CET Colleges to provide quality education they need to subscribe to quality
management systems.
QMS for CET Colleges must be able to profile their institutional characteristics in terms of their
expenditure partners (are they keeping the main thing, the main thing –investment on teaching
and learning), performance (student attendance, number of courses and instructional time ),
institutional capacity (quality of governance, management and staff and College functionality
level ), Resources (infrastructure, funding and funding streams) nature of programmes and
qualifications (quality, demand driven, relevancy and responsiveness ), success rate (student
performance rate on courses , progression rate, employment and self-employment rates ; reports
on M&E – socio-economic impact in terms of behavioral change due to LLL programmes).
CET Colleges will have do quality assure some of their programmes to ensure they carry
national recognition.
The systems of CET Colleges must be benchmarked at both international and national
standards.
Tools for quantitative and qualitative reports should be in line with the monitoring ad evaluation
policy.
7.5 STUDENT SUPPORT SERVICES
The National Policy on Student Support Services for CET Colleges defines roles and
responsibilities and areas for student support.
7.6 COMMUNITY MOBILISATION AND PARTICIPATION
Community Education should be community driven and should support community participation
because of the value that it brings in enhancing the lives of the local community. The governance
model of Community Education should reflect the participation of all socio-economic clusters at
a local level with greater participation of local municipality. Communities must develop a strong
sense of ownership for their CET Colleges and take charge of governance and support the
management.
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Draft Service Delivery Framework for CET Colleges
8. PRINCIPLES FOR PARTNETSHIPS AND COLLABORATIONS
8.1. 1Transversal agreements with Sister Departments
DHET has to establish a Co-operative Academy as this has been removed under the
provisions of Co-Operative Institutions in terms of the Co-operatives Amendment Act
No. 6 of 2013. This positions the CET Colleges as one of the delivery sites for the
provision of Small and Medium Enterprise Developments in partnership with the
Department of Small Business Development.
Department of Women to provide an oversight on monitoring the participation of
women in development programmes in the CET Colleges. It can also lobby for the
utilisation of CET Colleges space to campaign and advocate for partnerships with
relevant agencies and SETA like Transnet , CETA, MQA, for programmes like : Women
in :- Construction , Transport , Mining, Agriculture , Technology etc.
Department of Social Development – to ensure funding for NPO, CBO, and FBO
support the works of the CET Colleges, ensure People with disabilities do access CET
Colleges and CET Colleges are a service provider of choice to provide organisational
development programmes for the NPOs.
The Department of Science and Technology in rolling out the Centre of
Entrepreneurship and Technology sites.
Department of Rural Development and Land Reform in spearheading programmes
like cooperatives for land and land utilization through the training programmes for
Communal Property Associations.
Department of Public Works in Collaboration with Cooperative Governance and
Traditional Affairs on Expanded Public Works Programme and district and local
municipalities for youth and education programmes and infrastructure and learning
space.
Collaborations with Workers Movement and the Department of Labour for Worker
Education Programme and employment services
Collaboration with Department of Health for Community Health Programmes
Department of Basic Education with Technical High Schools for CET Based Vocational
Skills Programmes that are not SETA driven
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Draft Service Delivery Framework for CET Colleges
The quick wins must be derived from the already existing agreements. A strategic partnership
with clear targets and timeframes and funding mechanisms must be in place.
8.1.2 Intra Collaboration with DHET
a) Sharing of Space and Resources. For CET Colleges to effectively function, a
collaboration with Skills Branch and TVET branch remains critical.
b) There must be identified skills centres for practical learning and available
funding for skills provision. Skills branch to craft guidelines for the compliance of
CET Colleges to skills funding and the role of SETAs to support CET Colleges.
c) The National Strategy for Township and Rural Revitalisation should spearhead
the skills development of local communities with CET Colleges central to
delivery and implementation.
d) Partnerships with Universities for research for CET Colleges , development and
quality assurance of CET Community Based programmes
8.2 COLLABORATIONS WITH INDUSTRIES & PROFESSIONAL BODIES
The fallacy for employers is that they are not keen to employ CET Colleges qualifications.
Partnerships with industries and professional bodies should be seen as a strategic move to
strengthen the reputation of the CET Colleges and improve the prospects of students’
employability. This will also position CET Colleges as reputable service provider providing
programmes of high quality.
8.3 COLLABORATIONS WITH OTHER AGENCIES
IEC- to develop and facilitate Voter Education and Citizenship Programmes in Collaboration
with CET Colleges through their accessible sites to the local communities.
SEDA – To provide mentorship and couching programmes for emerging entrepreneurs and
cooperatives development,
NYDA- CET Colleges are easily accessible. It is recommended that NYDA establishes
information desks in all CET Colleges as part of student support services
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Draft Service Delivery Framework for CET Colleges
8.3 COLLABORATIONS AND PARTNERSHIPS WITH NGOS, FBOS AND CBOS
For CET Colleges infrastructure to promote quality education and training, institutional capacity
building and organizational development services and piloting of CET College Models.
9. INVESTMENT IN CET COLLEGES
For CET Colleges to provide effective and efficient service delivery to local communities the
following to prioritized as major investment
9.1 Funding framework
DHET inherited a grossly underfunded Programme 6. Given the magnitude of the role of the
CET Colleges in the PSET System, the DHET has to move quickly to develop funding
framework that is both prescriptive but be descriptive in nature that will promote effective
service delivery.
9.2 Staffing models
Staffing Model for CET should cater for permanent, part time and contract based employments
to cater for diverse and flexibility of provision without losing its identity.
9.3 Capacity for CET Colleges
CET Colleges are complex in nature and therefore demand high levels of leadership and
governance skills and competencies. Efficiency and effectiveness will be guided by developing
synergized systems that minimizes risk by reducing additional intervention programmes.
9.4. Physical and ICT Infrastructure
CET Colleges must invest in physical infrastructure to accommodate students and progressively
move away from platooning in the main stream schools. Investment on ICT will enable CET
Colleges to progressively shift towards providing various modes of curriculum delivery (contact
sessions, distance learning and e-learning). Operational efficiency should promote global
competitiveness in terms of admissions and registration processes, administrative support
functions, student support services, communications, assessment systems, etc.
12 MONITORING AND EVALUATION
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Draft Service Delivery Framework for CET Colleges
The National Policy on Monitoring and Evaluation for CET Colleges supports the Service
Delivery Framework through the identified areas of Monitoring and Evaluation.
13 CONCLUSION
Service Delivery Framework for CET Colleges prescribes the roadmap towards an effective and
efficient service delivery in the CET Colleges. It remains the responsibility of the CET College
to ensure that the College’s strategic plans reflects the implications of the service delivery
framework in terms of their plans, resourcing and partnerships. It also has implications for the
policy instruments for further development to support this policy framework.
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