1 / 55

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

DEPARTMENT OF HIGHER EDUCATION AND TRAINING. 2019/20 Annual Performance Plan and budget Briefing to the Select Committee on Education and Technology, Sports, Arts and Culture 17 July 2019. Presentation Outline. Mandate of the Department of Higher Education and Training

arick
Download Presentation

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. DEPARTMENT OF HIGHER EDUCATION AND TRAINING 2019/20 Annual Performance Plan and budget Briefing to the Select Committee on Education and Technology, Sports, Arts and Culture 17 July 2019

  2. Presentation Outline • Mandate of the Department of Higher Education and Training • Post-School Education and Training Landscape • DHET Budget Programme Structure • DHET five-year goals (2015 -2020) • Overview of 2019/20 Annual Performance Plan • Programme level plans and targets • 2019/20 Budget

  3. Mandate of the Department of Higher Education and Training • The core mandate of the Department is derived from Section 29 of the Constitution, which states that “Everyone has the right- • to a basic education, including adult basic education; and • to further education, which the state, through reasonable measures, must make progressively available and accessible”. • The 2014-2019 MTSF entrusted the Department with the responsibility of ensuring “A skilled and capable workforce to support an inclusive growth path” • The National Plan for Post-School Education and Training (NPPSET) identifies the following six goals for the PSET system: • Expand access to PSET • Improve responsiveness of the PSET system to the world of work • Improve interface between PSET and the world of work • Improve the quality of PSET • Improve the efficiency and success of the PSET system • Build an integrated and coordinated PSET system

  4. Overview of the Post-School Education and Training Landscape

  5. Vision and Mission Vision Leading Post-School Education and Training for growth MISSION To provide national strategic leadership in support of the Post-School Education and Training system for improved quality of life of South Africans VALUES • Integrity • Accountability • Commitment and Responsiveness • Proactive behaviour • Continuous learning • Rationality • Team work • Emotional intelligence

  6. DHET Budget Programme Structure The Department has six Budget Programmes as follows: 1) Administration The Ministry, Director-General and Departmental support functions 2) Planning, Policy and Strategy Mainly responsible for the development, implementation and monitoring of Departmental policies and the HRD strategy for South Africa 3) University Education Mainly responsible for the university sector, NSFAS, CHE and national institutes for higher education 4) Technical and Vocational Education and Training Mainly responsible for the TVET sector 5) Skills Development Mainly responsible for the skills sector, including the national skills development strategy, skills development policy and management of the skills levy 6) Community Education and Training Mainly responsible for the Community Education and Training sector

  7. DHET Budget Programme Structure

  8. Goals of the current Strategic Plan: 2015 - 2020 • The 5 Year goals of the Department (2015-2020): • Sound steering frameworks • Improved capacity and services • Strong stakeholder network • Excellent business operations in the Department • Good oversight • Areas of focus over the five year period covered by the Strategic Plan: • Steering mechanisms development and implementation (legislation, regulations, policies etc.), ensuring • access to education and training of the highest quality; • that there are no barriersin receiving education and training, especially in relation to disability, gender, race and geographic location • Provision of teaching and learning support (academic success) • Infrastructure development and maintenance (geographic spread) • Oversight monitoring (ensure responsiveeducation and training)

  9. Overview of 2019/20 Annual Performance Plan The 2019/20 Annual Performance Plan is informed by: • The current five year Strategic Plan. It is the last APP for the period covered by the current Strategic Plan • The focus of the core delivery Programmes (Prg 3, 4, 5, & 6): • Oversight on system performance in terms of access, success, transformation, institutional governance, etc. • Development of mechanisms to address deficiencies or challenges in specific areas identified in the system (steering mechanisms) • Continue to provide teaching and learning support • Oversight on the various funding grants • Infrastructure development and maintenance

  10. Overview of 2019/20 Annual Performance Plan • Key delivery outputs of the Department for 2019/20 include: • To ensure filling of vacancies, resolving disciplinary cases, payment of invoices from creditors and the achievement of a clean audit opinion from the AG • Produce oversight reports on the PSET system in respect to: • Institutional governance • Teaching and learning • Examinations and certification in TVET college programmes • The financial health of universities • Research outputs of universities • Institutional funding grants • Partnerships • Student leadership capacity development • Infrastructure development • Regulatory compliance of education institutions including the private higher institutions • National Skills Development Strategy III • Career Development Services and Open Distance Learning • Social inclusion in higher education

  11. Overview of 2019/20 Annual Performance Plan • Develop steering mechanisms (for example): • Policy on Gender Based Violence • Guidelines for DHET bursary scheme • Produce management information and statistics on performance • of the system • 5. Produce research reports to inform decision making in relation to • policy, planning and institutional funding • The following slides provide programme level plans for the year

  12. Programme Level Plans for 2019/20 • Programme 3: University Education • The objective of the branch is: • To develop and coordinate policy and regulatory frameworks for an effective and efficient university education system • Provide financial support to universities, the National Student Financial Aid Scheme and to National Institutes for Higher Education • Key NDP 2030 Targets that the Branch seeks to achieve are: • Increasing student enrolments in Higher Education to 1.62 million per annum • Produce and retain a new generation of university academics, transforming the historical and social composition of the academic work force • 75% of academics at public universities should have PhDs • 100 additional young (black and/or women) entrants to workforce per annum • Increase the number of doctoral graduates from universities to 100 PhDs per million per annum i.e. 5 000 per annum

  13. Programme 3: University Education • Key Targets of the Branch for 2019/20 • Produce a draft regulatory framework for university fees to regulate fees universities charge their students • Develop guidelines for student funding for the DHET bursary scheme for poor and working class students at public universities • Develop guidelines on international scholarships offered by government departments • Develop Ministerial Statement on University Enrolment Planning for 2020 – 2025 • Develop a plan for piloting the Central Application System for universities • Produce oversight reports on: (1) financial health of universities; (2) institutional governance; (3) effective use of the infrastructure and efficiency grants for 24 universities; (4) effective use of new universities earmarked grant; (5) PHEI compliance with the regulations; (6) research outputs of 26 universities; (7) Foundation Provision Grant; (8) Ministerial enrolment planning targets; (9) University Capacity Development Programme; (10) TLDCIP; (11) Cohort study report on higher education; and (12) BRICS partnership report

  14. Programme 3: University Education • Key Targets of the Branch for 2019/20 • Revise and approve the Student Leadership Capacity Development Programme • Allocate 100 new Generation of Academics Programme lecturer posts to universities, of which 80% must be black and/or woman South African citizens under the age of 45 • Support 50 academic and professional staff at universities to undertake Doctoral studies through the University Capacity Development Programme • Implement four International Scholarships Programmes through international country- level partnership agreements to assist students to study abroad

  15. Programme 3: University Education • University Education System Targets

  16. Programme 3: University Education • University Education System Targets

  17. Programme 3: University Education University Education System Targets *2018 academic year, verified though HEMIS audits by October 2019 except for teacher education where an additional verification process will take place in the 4th quarter. **2018/19 NSFAS Annual Report ***For the 2019/20 financial year verified by the end of March 2020 ****For the 2019 academic year

  18. Programme 4: TVET • Programme 4: Technical and Vocational Education and Training (TVET) • The objective of the branch is: • To plan, develop, implement, monitor, maintain and evaluate national policy, programme assessment practices and systems for Technical and Vocational Education and Training • Key NDP 2030/MTSF Targets that the Branch seeks to achieve are: • Increase enrolments in TVET colleges to 2.5 million per annum • Enrol 5000 TVET students in need of support in foundation programmes • Establish appropriate training opportunities for TVET college staff • 30% TVET lecturers undergoing specified hours of work in their industry for specified periods every two years from 2019 • Establish TVET college campuses and expand as per demand estimates and agreements

  19. Programme 4: TVET • Key Targets of the Branch for 2019/20 • Ensure that 65% of TVET colleges comply with approved financial governance standards • Ensure that 70% (R1,038,800,000) of TVET Colleges maintenance budget is spent in terms of approved infrastructure maintenance plans • All (100%) Public TVET Colleges examination centres should conduct national examinations and assessments in compliance with national policy • Issue certificates to qualifying candidates following publication of results within 3 months • Revise TVET Funding Norms to steer the TVET system based on changes in landscape due to the phasing in of occupational programmes as well as fee-free higher education • Develop CET Act regulations for TVET Colleges to strengthen the regulatory framework and to align more with the PFMA • Produce oversight reportson the performance of TVET Colleges in enrolments, teaching and learning

  20. Programme 4: TVET • TVET System targets for 2019/20

  21. Programme 4: TVET • TVET System targets for 2019/20

  22. Programme 5: Skills Development • Programme 5: Skills Development • The objective of the branch is to promote and monitor the national skills development strategy, develop skills development policies and a regulatory framework for an effective skills development system • The key NDP 2030 Target that the Branch seeks to achieve in respect to Artisan Development is to increase the number of qualified artisans produced per annum to 30 000 • The branch has prioritised the following for 2019/20: • Put systems in place to ensure that the approved National Skills Development Planis implemented by April 2020 • Conduct strategy, policy and systems analysis to inform the implementation of the National Skills Development Plan • Implement a Skills Education Training Management Information system to collect skills information for performance reporting purposes

  23. Programme 5: Skills Development • Key Targets of the Branch for 2019/20 • To conduct trade test within 60 days from the receipt of application • Register 30 000 new artisan learners • Achieve 65% trade test pass rate • Achieve 24 000 new artisan learners qualified • Produce oversight reportson: • the implementation oftheNational SkillsDevelopment StrategybySETAs on a quarterly basis • the implementation ofgood governance standards bySETAs • System performance on skills development

  24. Programme 6: Community Education and Training • Programme 6: CET • The objective of the branch is to plan, develop, implement, monitor, maintain and evaluate national policy, programme assessment practices and systems for community education and training • The key NDP 2030 Target that the Branch seeks to achieve is to increase enrolment in CET colleges to 1 million per annum • Key Targets of the Branch for 2019/20: • Develop a report on the CET College sector performance for the 2018/19 financial year against targets set in policy, legislation and annual performance plans • Produce a draft progress report on the CET College sector performance for the 2019/20 financial year

  25. Programme 6: Community Education and Training • Progress report on the CET College sector performance for the 2019/20 financial year will focus on the implementation of the following areas: • Piloting of the concept of community education and training • Teaching and learning support framework • Implementation of the Strategy for Forging Partnerships • Service delivery framework for CET Colleges • Governance and financial policies • CET College Infrastructure maintenance plans • Access to and success in CET programmes • Financial Performance of the CET College sector • Monitoring and evaluation policy for CET Colleges • Annual reporting policy • The above reports culminate in a comprehensive System Performance report on CET Colleges

  26. M&E Policy for CET Colleges • The M&E policy was approved in September 2016 to guide the Department in delivering on its mandate to support and perform an oversight function on CET Colleges • The aim of the M&E Policy is to provide standards to monitor, measure and evaluate the impact and the quality of access to and success in the CET programmes by adults, and out-of-school youth • The policy focuses on the function clusters for monitoring and evaluation of the CET system, namely (a) education, training and development, (b) planning, institutional development and support, (c) financial management capacity and systems and (d) Infrastructure development and maintenance • Using the M&E policy as a guide, the Department supports and monitors implementation of national policies, guidelines and the development of plans and interventions to improve quality and efficiency of the CET system

  27. Service Delivery Framework • The Service Delivery Framework (SDF) for CET Colleges was developed in 2017 and distributed to CET colleges in 2018 • The SDF is meant to provide colleges with guidance on positioning themselves to deliver on the mandate of CET by understanding the nature of programmes they need to deliver informed by national priorities and local government plans, the target group for CET colleges and the importance of partnerships • Focal areas for support and monitoring in 2019 • Increasing access and improving success • Programme diversification • Focus on innovation and responsive programmes as per community needs • Physical and ICT infrastructure • Student support services • Community mobilisation and participation • Advocacy strategies • Strategic partnerships

  28. Governance and Financial Policies • The Department has the responsibility to provide support and monitor the proper utilisation of State funds • In appreciation of the fact that CET Colleges are new and have no capacity for policy development, the Department developed 29 Governance policies and presented them to councils of CET colleges in 2017 for adoption or adaptation • The policies are designed to assist colleges to implement standardised systems and controls • In 2018 the Department embarked on a project to build capacity of colleges on financial management and all 9 CET Colleges are in possession of assurance certificates as required by the PFMA and the Councils have adopted the policies • 2019 marks the first year of implementation of the policies by colleges • Focal areas for support and monitoring in 2019: • Mediation of the policies to councils • Support the adaptation of policies to address the college dynamics • Evaluate and support the composition of Council subcommittees who are key in implementation and compliance with policies • Training on Internal Audit and Risk Management for the Council and Audit and Risk Committee

  29. CET College Infrastructure Maintenance • The CET college sector is characterised by disparate sites and facilities which are in various levels of disrepair. Most CLCs are operating from schools some without formal agreements • Focal areas for support, monitoring and reporting in 2019: • Build capacity of management in infrastructure maintenance • The CET colleges are new and do not have institutional history of setting up maintenance systems for infrastructure • Colleges will be capacitated to prepare basic site layouts for college sites of activity; compiling immovable asset registers;assess and interpret the status of bulk and essential services; andprepare cost estimates • Spatial Planning Information System • The intention is to assist colleges with the capability of putting together spatial, economic, enrolment and programme offering information • The spatial informationwill be captured into a database which links the sites to the wards and 2011-16 poverty indices as well as linking the sites to a spatial footprint using verified GPS (Global Positioning System) coordinates

  30. CET College Infrastructure Maintenance • Development of site plans • The National Immovable Asset Maintenance Management Standard(NIAMMS) requires that immovable assets must be identified and designated in a manner that supports the allocation of resources and the tracking of maintenance • The colleges will be monitored and supported to convert Google Earth Pro photos into a Word document to be able to produce a scale sketch plan of each CET college site • Property location and descriptions of the 54 pilot sites and determination of their infrastructure maintenance needs • Focal areas for immediate support in infrastructure needs • Formalising rental agreements • Identifying underutilised/unused state buildings for CLCs to move into

  31. Annual Reporting Policy • The annual reporting policy for CET Colleges was approved and gazetted in March 2018 • Colleges are required to submit annual reports at the end of September on an annual basis • The annual reports are analysed based on the following information: • Performance information achievements as per Strategic Plan and APP, other significant achievements, college achievement as per expected outcomes and the strategy to deal with underperformance where applicable • Governance and management-Composition of the council and its sub-committees, reports by sub-committees, report of the accounting officer and the statement of Council Chairperson • The report of Council on risk assessment and management of risks • Financial information the audited annual financial statements (AFS)

  32. Programme 6: Community Education and Training • The branch has also prioritisedthe following for 2019/20: • Strengthening the capacity of the 54 CLCs to pilot the CET concept over the next 5 years • Developing financial management systems for CET Colleges so that they comply with the standards set in the PFMA, 1999 and its Regulations • Developing norms and standards for funding CET Colleges • Improving strategies for increasing access to and success in CET programmes • Finalise the CET plan, which seeks to improve efficiency and effectiveness of CET colleges through the gradual rationalisation and consolidation of CLCs and Satellite Learning Centres • CET System Targets

  33. CET Enrolment Targets: 2019

  34. New National Norms and Standards for Funding CET Colleges • In April 2015, the National Norms and Standards for Funding CET Colleges was put in place as an interim measure when the function became a national competence • Draft Policy on the new National Norms and Standards for Funding CET Colleges was published on 12 April 2019 for public comment. • In a nutshell, the new funding norms address issues relating to the following, amongst others: • Funding for personnel costs (both lecturing and support staff in colleges) • Non-personnel and non-capital funding (college operational costs) • Infrastructure Funding (new, refurbishment and ongoing maintenance) • Programme vs. enrolment funding • Earmarked funding (for e.g. special needs in education, rural, student support services, etc.) • Integrated funding to include other funding streams

  35. New National Norms and Standards for Funding CET Colleges • The new policy will provide a framework for the distribution of funds, such that amongst others, the following considerations will be made both at national and institutional level upon distribution of the allocated budget: • Cost of programmes • Geographical locations, particularly for rural colleges and distances between head office and Community Learning Centres (CLCs) • Number of CLCs administered by a college • Current and projected number of student enrolment for expansion. • Programmes and Qualifications Mix • Conditions of existing infrastructure and assets (maintenance and refurbishment)

  36. New National Norms and Standards for Funding CET Colleges • While the funding norms do not bring any additional or new funding, it will assist to close gaps in the following areas which are not being addressed in the current interim funding norms: • Fairness and equity to ensure equitable distribution of funds • The effects of the continued historical way of allocating • The different operational needs at institutional level • The need to uplift the standards in some colleges to ensure appropriate levels of functionality

  37. Teaching and Learning Support Framework • The areas of monitoring and support will focus on teaching and learning in relation to student attendance, performance and availability of learning and teaching support materials • Student performance analysis of results to inform improvement strategies • Lecturer development and support reskilling, continuous professional development and training for unqualified and underqualified lecturers • Piloting of the concept of community education and training • 2019 marks the first year of piloting the concept of CET. The pilot project will run for 5 years in 54 Community Learning Centres across the 9 CET Colleges with a focus on the following: • innovation and programme diversification in particular introduction of skills programmes • ICT infrastructure development • offering of programmes through partnerships

  38. Programme 2: Planning, Policy and Strategy • The objective of the branch is to manage the provision of planning, policy and strategy of key services • Budget sub-programmes: • Policy, Planning, Monitoring and Evaluation • International Relations • Legal and Legislative Services • Social Inclusion and Quality • Programme Management

  39. Programme 2: Planning, Policy and Strategy • Key targets for 2019/20 • Gazette proposed amendments to the NQF Act for public comment • Gazette policy framework on Gender-Based Violence in the PSET system • Produce the following monitoring reports: • National Qualifications Framework • Social Inclusion • Implementation of Open Learning in PSET • Produce the following information and research reports: • Report on Skills Supply and Demand • Report on Statistics on Post-School Education and Training • Have at least two new agreements on international scholarships with foreign countries

  40. Programme 2: Planning, Policy and Strategy • The branch has also prioritised the following for 2019/20 • Develop a Master Skills Plan • Monitor, coordinate and improve the implementation of the NQF Act • Institutionalise the function of Career Development Services • Develop and implement the National Open Learning System for PSET • Ensure that research, information and analysis on PSET is used by the Department to inform policy, planning and other decision-making • Ensure that international educational opportunities and donor funding is secured through international engagements • Coordinate and monitor Social Inclusion in the PSET system

  41. Programme 1: Administration • The objective of the branch is to provide overall management and administration of the Department • Key Targets of the Branch for 2019/20 • To fill 90% of approved vacancies in terms of the funded organisational structure • Resolve all (100%) disciplinary cases within 90 days per annum • Reduce the average number of days to fill an advertised position to 180 days from the date of advertisement • Process valid invoices and pay creditors within 30 days • Achieve an unqualified audit opinion from the Auditor-General of South Africa in respect of the preceding financial year • Approve a remedial plan on audit findings in the previous financial year • Improve on the 95% of network connectivity uptime

  42. Programme 1: Administration • The Branch has also identified other priorities for 2019/20 as follows: • Finalise and implement the Organisational Structure and Post Provisioning Norms for colleges • Improve performance management practices and ensure alignment with the departmental performance • Automate business processes and Enterprise Content Management • Implement the ICT strategy with special focus on improving TVET colleges and implementing a Cloud based IT examination system • Implement the Communication Policy and ensure corporate identity guidelines for TVET and CET Colleges are implemented • Facilitate the construction of the Head Office and the acquisition of regional office accommodation • Implement the Fraud Prevention, Ethics Management and Risk Management strategies to instill a risk free culture and ethical behavior

  43. Programme 1: Administration • The Branch has achieved the following: • Vacancy rate is at 6.2% and the average number of days to fill vacancies is at 159 days • Finalised and approved the interim Organisational Structure for Head Office and Regional Offices • Finalised the Post Provisioning Norms for TVET colleges to be implemented in the next financial year • Developed the e-performance management system for roll-out in 2020/21 • Implemented e-leave management, submissions, invoice tracking, placement of orders as part of automation of business processes and digital ECM • Secured NSF grant and signed the MoU with SABEN and current processes of procurement for proposals in for the provision of Access Network Circuits Connecting Technical and Vocational Education and Training College Campuses to the South African National Research Network.SABEN will utilize the grant funding to cover the capital expenditures (up-front costs) for the envisaged connections • The new examinations system in final stages of development, to be implemented in 2020 • Corporate identity guidelines for TVET and CET colleges approved and presented to colleges; three Communication Fora (for SETAs, Colleges and Universities) established and operational • Secured the land and registered a PPP with National Treasury for the Head Office and the acquisition for four regional office accommodation completed (KZN, Free State, Northern Cape and Mpumalanga outstanding) • Established a Directorate for Fraud Prevention and Corruption, Ethics and Integrity Management

  44. Financial Information 2019 MTEF: Estimates of National Expenditure Budget structure Budget trends ENE allocations over the 2019 MTEF

  45. Budget Structure • The Department’s budget consists of two funding sources namely Voted funds and “direct charges” • Voted funds consist of the budgetary allocation through the National Revenue Fund while the direct charges consist of a direct commitment namely the skills levy revenue collected by SARS for the funding of SETAs and the NSF • As reflected in the Estimates of National Expenditure, the allocations over the 2019 MTEF are as follows:

  46. Budget Trends • The Department’s budget (Voted Funds) increases at an average annual rate of 12.6% over the 2019 MTEF increasing from R73 billion in 2018/19 to reach R104.4 billion in 2021/22 • It should be noted that the baseline budget of the Department increased substantially from the 2018 MTEF due to the roll-out of fee-free higher education for qualifying poor, vulnerable and missing middle students as well as increased subsidies for universities and TVET colleges • The baseline adjustments (additional allocations) since 2018/19 are R12.364 billion (2018/19), R25.334 billion (2019/20) and R29.548 billion (2020/21). These adjustments form part of the allocations in the 2019 MTEF and is integrated in the baseline for 2021/22

  47. Budget Trends • The increased baseline is a positive outcome of the Department’s continuous bids for additional funding • The emphasis of the increased baseline from 2018/19 is primarily for the funding of our poor and missing middle students as well as improved sector funding • This has resulted in a substantive increase on NSFAS funding which is totalling R103.393 billion over the 2019 MTEF period • The increased subsidies of universities is a strong push towards improved baseline funding of institutions and a substantive drive towards the sector’s funding as a percentage of GDP, from 0.67% in 2017/18 to an average of 0.77% over the 2019 MTEF • The TVET sector also benefits substantially from additional allocations. Institutional subsidies have more than doubled since 2018/19 and the sector has also been allocated an infrastructure grant that amounts to almost R4.9 billion over the 2019 MTEF

  48. Budget Trends

  49. Budget Trends/Skills Levy • The direct charges (skills levy) on the budget increase at an average annual rate of 9.6%over the 2019 MTEF increasing from R16.9 billion in 2018/19 to reach R22.3 billion in 2021/22 • The skills levy allocations over the 2019 MTEF based on the collection estimates by National Treasury are as follows: 2019/20: SETAs R15.007 billion NSF R3.752 billion 2020/21: SETAs R16.350 billion NSF R4.087 billion 2021/22: SETAs R17.846 billion NSF R4.461 billion

  50. Budget Trends • The Department’s budget is dominated by Programme 3: University Education, which represents 82 per cent of the budget in 2019/20 • This is mainly as a result of the subsidy payments to universities and the National Student Financial Aid Scheme • As a result, the budget is also dominated by transfer payments in terms of the economic classification of expenditure • Normal operational activity funding remains limited and all possible efforts are implemented to ensure that all required activities can be performed as effectively and efficiently as possible, especially the required monitoring, evaluation and control of the system as a whole • The next four slides provide a breakdown of the 2019 MTEF allocations per programme and economic classification as well as information on transfers and the operational activity funding

More Related