draft service delivery framework for cet colleges 2016 service delivery... · web viewservice...

Draft Service Delivery Framework for CET Colleges

SERVICE DELIVERY FRAMEWORK FOR COMMUNITY COLLEGES

JUNE 2016

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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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