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No. 569

STAATSKOERANT, 3 JULIE 2015

GOVERNMENT NOTICES GOEWERMENTSKENNISGEWINGS

No. 38924 9

DEPARTMENT OF HIGHER EDUCATION AND TRAINING DEPARTEMENT VAN H?ER ONDERWYS EN OPLEIDING

DEPARTMENT OF HIGHER EDUCATION AND TRAINING

3 July 2015

CONTINUING EDUCATION AND TRAINING ACT, 2006 (ACT NO. 16 OF 2006)

NATIONAL POLICY ON COMMUNITY COLLEGES

I, Bonginkosi Emmanuel Nzimande, Minister of Higher Education and Training, hereby determine National Policy on Community Colleges in terms of section 41B (4) of the Continuing Education and Training Act, 2006 (Act No. 16 of 2006) and publish the policy as set out in the

Schedule hereto.

Dr BE Nzimande, MP

Minister of Higher Education and Training

Date:

IG]tit(

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10 No. 38924

GOVERNMENT GAZETTE, 3 JULY 2015

higher education & training

Department: Higher Education and Training

REPUBLIC OF SOUTH AFRICA

NATIONAL POLICY ON COMMUNITY EDUCATION AND TRAINING COLLEGES

APRIL 2015

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STAATSKOERANT, 3 JULIE 2015

No. 38924 11

Table of Contents

ACRONYMS AND ABBREVIATIONS

2

SECTION 1: INTRODUCTION

3

SECTION 2: DEFINITION OF COMMUNITY EDUCATION

3

SECTION 3: BACKGROUND AND CONTEXT

4

SECTION 4: PRINCIPLES UNDERPINNING THE ESTABLISHMENT OF COMMUNITY

EDUCATION AND TRAINING COLLEGES

8

SECTION 5: LEGISLATIVE AND POLICY CONTEXT

9

SECTION 6: PURPOSE OF THE POLICY

9

SECTION 7: APPLICATION

10

SECTION 8: ESTABLISHMENT OF A COMMUNITY EDUCATION AND TRAINING

COLLEGE

10

SECTION 9: PROCESS OF ESTABLISHING COMMUNITY EDUCATION AND TRAINING

COLLEGES

10

SECTION 10: MERGER OF COMMUNITY EDUCATION AND TRAINING COLLEGES

11

SECTION 11: GOVERNANCE

12

SECTION 12: MANAGEMENT

12

SECTION 13: EMPLOYMENT OF STAFF

13

SECTION 14: FUNDING FRAMEWORK

14

SECTION 15: PROGRAMMES AND QUALIFICATION OFFERINGS

14

SECTION 16: INFRASTRUCTURE FOR COMMUNITY EDUCATION AND TRAINING

COLLEGES

16

SECTION 17: QUALITY ASSURANCE

16

SECTION 18: MONITORING AND EVALUATION

17

SECTION 19: COMMENCEMENT

17

11Page

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GOVERNMENT GAZETTE, 3 JULY 2015

ACRONYMS AND ABBREVIATIONS

ABET Adult Basic Education and Training

AET

Adult Education and Training

CETCAC Community Education and Training College Administrative Centre

CBO

Community -Based Organisation

CLC

Community Learning Centre

CSO

Civil Society Organisation

DHET Department of Higher Education and Training

DoE

Department of Education

DoL

Department of Labour

ECD

Early Childhood Development

EMES

Education Management Information System

ETDP

Education Training and Development Practices

FBO

Faith Based Organisation

FETC

Further Education and Training Colleges

FET

Further Education and Training

GETC General Education and Training Certificate

HET

Higher Education and Training

Human Resources Development

IEB

Independent Examinations Board

NDP

National Development Plan

NGO

Non -Governmental Organisation

NPO

Non -Profit Organisation

NQF

National Qualifications Framework

NSDS National Skills Development Strategy

PALC Public Adult Learning Centre

PED

Provincial Education Department

SAQA South African Qualifications Authority

SETA Sector Education and Training Authority

TVET Technical and Vocational Education and Training

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SECTION 1: INTRODUCTION

No. 38924 13

1.1 The administration of the Adult Education and Training Act, 2000 (Act No.52 of 2000) and the Continuing Education and Training Act, 2006 (Act No. 16 of 2006) was transferred to the Minister of Higher Education and Training, through Proclamation No.44 of 2009 which was published in Government Gazette No.32367 of 1 July 2009.

1.2 The legislative responsibility for the Adult Education and Training (AET) sector was transferred to the Minister of Higher Education and Training (DHET) through the Higher Education and Training Amendment Laws Act , 2010 ( Act No.25 of 2010).

1.3 The Continuing Education and Training Act, 2006 intends to establish Community Education and Training Colleges (CETCs) as another institutional type within the Post -School Education and Training system.

1.4 The implications of the CET Act, 2006 are to repeal the Adult Basic Education and Training Act, 2000. This implies that the CET Act, 2006 will be the legislation governing CETCs and Community Learning Centres (CLCs).

1.5 The National Policy on Community Education and Training Colleges serves as an nitial process to establish the overarching institutional policy framework for the establishment of CETCs.

1.6 The policy acts as a transitory policy framework for the migration of the function of AET sector from the Provincial Departments of Education (PEDs) to the DHET with effect from 01 April 2015. This migration would affect all learners and personnel and other resources in the sector.

SECTION 2: DEFINITION OF COMMUNITY EDUCATION

2.1 Community is defined as being located within and contributing to local needs and local development, building social agency and social cohesion (Ministerial Task Team (Report: 2012).

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2.2 The focus on community in the CETCs and CLCs is as much a matter of location (easy access for youths and adults) as it is a matter of orientation, locating this sphere of adult and youth education in communities with strong links to communities in their varied forms, to NGOs and CBOs, to local government and the local economy and labour markets.

SECTION 3: BACKGROUND AND CONTEXT

3.1 Education is an essential component of reconstruction, development and transformation of any society. Post 1994 the South African integrated education system has played a significant role in accelerating racial integration through universal access to primary and increasingly secondary education, the expansion of early childhood development and increased access to tertiary institutions.

3.2 Notwithstanding the achievements in education over the first twenty years of

democracy, it is observed that the system still produces and reproduces inequalities through gender, class and racial divide. These inequalities continue to undermine the vision of the South African Constitution of a prosperous, democratic, non -sexist, non racist and equal society.

3.3 The challenges of inequalities based on gender, class, race, disability, geographic location, age and health status persist with regard to access to educational opportunities in the adult education and training sector.

3.4 The provision of education and training alone is not sufficient to significantly reduce these inequalities but the commitment to establish pro -poor institutional structural frameworks and funding modalities are key elements that can assist to accelerate the attainment of the vision of the National Development Plan's (NDP) 2030 agenda that of an egalitarian and prosperous society.

3.5 According to the Ministerial Task Team Report on Community Education and Training Centres (CETCs) 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 and lifelong learning.

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