Getting Skills Right Community Education and Training in South Africa

Foreword
Acronyms and abbreviations
Table of contents
Executive summary
Assessment and recommendations
Chapter 1.  The urgency of lifelong learning in South Africa
	1.1. Many South Africans do not have access to the labour market
	1.2. Educational attainment is on the rise, but dropout remains high
	1.3. Few adults participate in training activities after leaving initial education
	1.4. Government funding priorities lie with higher education
	1.5. Skills imbalances need to be addressed
	Notes
	References
Chapter 2.  The history and current state of Community Education and Training in South Africa
	2.1. Adult (basic) education and training
	2.2. Basic skills and second chance Matric programmes
		The Kha Ri Gude Literacy Campaign managed to substantially reduce illiteracy among adults
		A second chance programme has been put in place to support students retaking the Matric examination
	2.3. Building a Community Education and Training system
	Notes
	References
Chapter 3.  What should be the role of Community Education and Training?
	3.1. Background
	3.2. Second chance programmes
		Basic skills programmes & primary and lower secondary education for adults with low foundational skills
			Recommended action steps
		Upper secondary education for adults wanting to obtain the Senior Certificate
			Recommended action steps
		Short remedial courses can help adults close basic skills gaps
			Recommended action steps
	3.3. Vocational skills programmes
	3.4. Non-formal programmes
		Recommended action steps
	3.5. Information, guidance and recognition of prior learning
		Giving information and guidance to adults about different training options
		Recognising existing skills to give more flexibility
			Recommended action steps
	Note
	References
Chapter 4.  Financing Community Education and Training
	4.1. Background
	4.2. Potential funding sources
		Different levels of government contribute to the financing of training opportunities
			Recommended action steps
		The National Skills Fund should become a key contributor to CET development
			Recommended action steps
		Sector Education and Training Authorities need to spend their funds more efficiently
			Recommended Action steps
		Other potential funding sources need to be considered
			The Unemployment Insurance Fund could expand its funding of training opportunities
			The Expanded Public Works and Community Works Programmes need a training component
			Tuition fees could be charged, depending on students’ income
			Cooperation with NGOs and social impact investors to obtain additional funding
			Recommended action steps
	4.3. Priority funding areas
		Poor infrastructure in Community Learning Centres limits their further development
			Recommended action steps
		More and better trained staff is needed in the CET system
			Recommended action steps
		Teaching and training materials adapted to the needs of adults need to be developed
			Recommended action steps
		A sound administration system is imperative for the functioning of CET institutions
			Recommended action steps
	Notes
	References
Chapter 5.  Aligning Community Education and Training with local needs
	5.1. Background
	5.2. Flexibility in programme offering and content
		Recommended action steps
	5.3. Using available skill needs information
		Recommended action steps
	5.4. Involving key local stakeholders
		Recommended action steps
	5.5. Taking outcomes and feedback into account
		Recommended action steps
	Note
	References
Chapter 6.  Ensuring quality in Community Education and Training institutions
	6.1. Background
	6.2. Tackling challenges in preparing and qualifying CET lecturers and leaders
		Building a workforce that is adequately prepared and qualified
			The sector suffers from a lack of attractiveness due to poor working conditions
			Many teachers are not adequately prepared
			Vocational lecturers face specific challenges
			Flexible and alternative pathways to enter the lecturing workforce
		Strengthening the leadership of institutions
			Responsibilities of leaders are wide and broadening
			Effective school leadership is key to education quality
			Many countries have recently developed demanding programmes for the development of education institution leaders
			Recommended action steps
	6.3. Building a quality framework and strengthening quality assurance mechanisms
		Current quality assurance arrangements for CET fall short
		Developing a quality framework through consultation with stakeholders
		Implementing accreditation processes to clarify quality standards for institutions
		Monitoring the system to inform the organisation of the network
		Building a good data collection and monitoring system
			There are very ambitious plans to build a monitoring system based on data
			Good data can help link funding to outcomes
			Recommended steps
	References
		Annex A. Recent CET (draft) legislation
Annex A. Recent CET legislation
	Curricula
	Staffing and quality of teaching and learning
	Administration and student support
	Infrastructure
	Monitoring and evaluation