2017/18
AnnualPerformance Plan
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018
Department’s General InformationThe DeparTmenT of higher eDucaTion anD Training
preToria office
postal address:
Private Bag X174, Pretoria, 0001
physical address:
117 - 123 Francis Baard Street, Pretoria, 0002
Tel: 012 312 5911
fax: 012 321 6770
cape ToWn office
postal address:
Private Bag X9192, Cape Town, 8000
physical address:
103 Plein Street, Cape Town, 8001
Tel: 021 469 5175
fax: 021 461 4761
oTher uSefuL conTacTS
Departments call centre Toll-free: 0800 872 222
Departmental Website: www.dhet.gov.za
career advice helpline: 086 999 0123
career advice Website: www.careerhelp.org.za
national fraud hotline: 0800 701 701
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018
The Minister, Dr BE Nzimande, MP visits the Massive Open Online Varsity Lab in Orange Farm, Gauteng.
The Deputy Minister, Mr MC Manana, MP meeting with learners during the “Take a Girl-Child to work” Campaign.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
3ANNUAL PERFORMANCE PLAN 2017 | 2018
foreWorD BY The miniSTer of higher eDucaTion anD Training 5
officiaL Sign-off 7
parT a: STraTegic oVerVieW 10
1. SiTuaTionaL anaLYSiS 10
1.1 The PoST-SChool eduCaTion and Training SySTem aT a glanCe 10
1.2 enrolmenT in PuBliC higher eduCaTion inSTiTuTionS 11
1.3 enrolmenT in TVeT CollegeS 12
1.4 enrolmenT in CommuniTy eduCaTion and Training CollegeS 13
1.5 regiSTraTion and CerTiFiCaTion oF SeTa-SuPPorTed learning
ProgrammeS 14
1.6 PerFormanCe deliVery enVironmenT 15
1.6.1 uniVerSiTy eduCaTion 15
1.6.2 TeChniCal and VoCaTional eduCaTion and Training 24
1.6.3 SKillS deVeloPmenT 27
1.6.4 CommuniTy eduCaTion and Training 28
1.6.5 human reSourCe deVeloPmenT CounCil oF SouTh aFriCa 29
1.7 organiSaTional enVironmenT 30
2. reViSionS To LegiSLaTiVe anD oTher manDaTeS 31
3. oVerVieW of The 2017/18 BuDgeT anD 2017 mTef eSTimaTeS 32
3.1 eXPendiTure eSTimaTeS 32
3.2 relaTing eXPendiTure TrendS To STraTegiC ouTCome orienTed goalS 33
parT B: programme anD SuB-programme pLanS 36
4. DeparTmenTaL programmeS: STraTegic oBJecTiVeS, programme performance inDicaTorS anD annuaL TargeTS for 2017/18 36
4.1 Programme 1: adminiSTraTion 38
4.2 Programme 2: Planning, PoliCy and STraTegy 46
Contents
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 20184
4.3 Programme 3: uniVerSiTy eduCaTion 56
4.4 Programme 4: TeChniCal and VoCaTional eduCaTion and Training 68
4.5 Programme 5: SKillS deVeloPmenT 83
4.6 Programme 6: CommuniTy eduCaTion and Training 91
parT c: LinKS To oTher pLanS 100
5. LinKS To The Long-Term infraSTrucTure anD oTher capiTaL pLanS 100
6. conDiTionaL granTS 100
7. puBLic enTiTieS 100
8. puBLic priVaTe parTnerShipS 108
acronYmS 109
aDDenDum 112
aDDenDum 1: ViSion, miSSion anD VaLueS 112
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
5ANNUAL PERFORMANCE PLAN 2017 | 2018
The 2017/18 annual Performance Plan of the department of higher
education and Training, which i am presenting herein, marks the third-
year implementation of the current strategic planning cycle. although i
have since reviewed the departmental strategies, system targets and focus
areas in the Strategic Plan with the support of the department, the key
objectives of the department remain unchanged. The revised Strategic
Plan aims to sequence necessary reforms and sets out reasonable timelines
for attainment, while improving the quality of teaching and learning. The
2017/18 annual Performance Plan already includes a number of key areas
accordingly reviewed.
it is broadly acknowledged that the entire Post-School education and
Training (PSeT) system requires massive expansion together with a radical
improvement in the quality of education and training in order to contribute
to the lives of individuals, the developmental needs of the economy and
society at large. opportunities need to be available for those who currently
cannot access either learning institutions or the labour market. The White
Paper for Post-School education and Training has created a framework for future developments within the PSeT system.
The White Paper emphasises the crucial role of the Technical and Vocational education and Training (TVeT) sector together
with a need to ensure ongoing transformation thereof. This is also one of the key focus areas within this annual Performance
Plan. it must, however, be acknowledged that the current global economic environment, as well as the current capacity
within the PSeT system, has required a review of the initial growth targets in the system. it is for this reason that the initial
enrolment targets of TVeT Colleges were subsequently reduced with a view to allow for a more reliable, phased approach.
during 2017/18, the department will improve the guidelines and frameworks within the TVeT sector to further improve
the levels of corporate governance.
Comprehensive work will continue to ensure the effectiveness of the student centred model for financial aid towards
our university and TVeT College students through the national Student Financial aid Scheme. Plans supporting a Central
application Service will also gain further momentum during the 2017 academic year.
it is unfortunate that the 2015 and 2016 academic years were negatively affected by the protest actions of some students.
although there are lessons to be learnt from the concerns raised by students, the rights of the majority of our student
population were infringed and many were denied the right to work and study. i trust that every student and academia will
be able to operate in a stable environment during 2017 and going forward. i also again wish to appeal to all stakeholders
to work together in ensuring access to and success in our PSeT system.
The provision of academic and non-academic student support services to promote the success of our students, will receive
heightened attention during 2017/18, especially within the TVeT sector. These services will also play a key role to ensure
access to quality teaching and learning in our PSeT institutions.
attention will be given to enhancing effective stakeholder networks, including our Sector education and Training
authorities and the business sector, in an effort to support the improvement of access and success within the PSeT system.
Foreword by the Minister of Higher Education and Training
Minister: Dr BE Nzimande, MP
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 20186
i am confident that the effective roll-out of this annual Performance Plan will ensure that we can build on the successes
already achieved to date and progressively move forward in achieving our long-term goals.
Dr BE Nzimande, MPMinister of Higher Education and Training
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
7ANNUAL PERFORMANCE PLAN 2017 | 2018
it is hereby certified that this annual Performance Plan:
§§ was developed by the management of the department of higher education and Training under the guidance of
the minister, dr Be nzimande, mP;
§§ was prepared in line with the Strategic Plan of the department of higher education and Training; and
§§ accurately reflects the performance targets which the department of higher education and Training will endeavour
to achieve, given the resources made available in the budget for 2017/18.
Mr TW Tredoux: Chief Financial Officer
Dr SNP Sishi:Head Official responsible for Planning
Mr GF Qonde:Accounting Officer
Approved by:
Dr BE Nzimande, MP Executive Authority
Official sign-off
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 20188
The minister, Dr Be nzimande, mp adressing parliament during the 2016/17 Budget Vote
The Deputy Minister, Mr MC Manana, MP attending the NSFAS Anniversary Commemorations
The Director-General, Mr GF Qonde addressing Vice Chancellors during a meeting to discuss various student concerns
PART ASTRATEGIC OVERVIEW
uniVerSiTY of cape ToWn
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201810
1. SiTuaTionaL anaLYSiS
1.1 The poST-SchooL eDucaTion anD Training SYSTem aT a gLance
literature on the skills development and employment discourse argue that limited opportunities for quality Post-School
education and Training (PSeT) are increasingly placing a risk on the country’s ability to generate a sustainable skills-base
and reduce high levels of unemployment. By implication, South africa’s economic growth prospects are also threatened
by a lack of involvement in the job market due to inadequate, or the lack of skills of its youth.
according to Statistics South africa, youth aged 15 to 34 years accounted for almost 20 million of the working age population
in the third quarter of 2016, however only 6.2 million were employed. The situation is even worse for youth aged 15 to 24
years. These age groups are expected to either attend school or engage in employment. however, their unemployment
rate in the third quarter of 2016 was 54.2%, which was more than three times higher than the unemployment rate for
adults aged 35 to 64 years (17.5%)1.
despite soaring levels of investment in skills development over the last decade, South africa still suffers from a lack in the
supply of skills and the exclusion of over 3.1 million young people aged 15 to 24 years whom are not in employment,
education or training (often referred to as the neeTs), from economic activities.
To address these challenges, the minister of higher education and Training in his delivery agreement with the President of
the republic of South africa has committed to realise the delivery outcomes of government, accordingly highlighted in
output 5.1 - “a credible institutional mechanism for labour market and skills planning.” This provides the basis for integrated
forecasting and planning in addressing the skills pipeline as a whole within the context of a short, medium and long-term
set of imperatives.
The recent adjustment of the size and pattern of the public education and training landscape, at different levels of the
post-schooling system, in line with the policy prescripts of the White Paper, is aimed at ensuring alignment of education
and training provision with the country’s socio-economic needs. This breakthrough forms part of the building blocks
in the realisation of the government’s delivery outcomes. Stemming from the above-mentioned landscape changes
and in pursuit of increasing access to PSeT opportunities, a key strategic objective for the department has seen the
establishment of nine CeT Colleges, one in each province. This new institutional type complements the 50 TVeT Colleges
and the university sector. Three new universities have been established over the past two years to ensure a complement
of 26 universities spread across all nine provinces. alongside these institutions, the 21 SeTas are responsible for addressing
sectoral economic skills needs and supporting education and training initiatives and programmes aimed at responding
to these needs.
The figures and Table below provide an illustration of the department’s achievements in relation to access to education
and training opportunities.
Part A: Strategic Overview
1 Statistics South africa-Quarterly labour Force Survey, Quarter 3:2016)
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
11ANNUAL PERFORMANCE PLAN 2017 | 2018
1.2 enroLmenT in puBLic higher eDucaTion inSTiTuTionS
Figure 1: Number of students enrolled in public Higher Education Institutions (HEIs) by attendance mode, 2009 to 2015
2009 2010 2011 2012 2013 2014 2015Total 837 776 892 936 938 201 953 373 983 698 969 155 985 212
Contact 521 427 545 759 556 695 566 239 581 048 596 824 605 480
distance 316 349 347 177 381 506 387 134 402 650 372 331 379 732
1 200 000
1 000 000
800 000
600 000
400 000
200 000
0num
ber o
f stu
dent
s en
rolle
d in
pu
blic
hei
s
Sources: (i) Statistics on Post-School Education and Training in South Africa (2014)(ii) 2015 HEMIS database, October 2016Note 1: The contact mode of study involves personal interaction with lecturers or supervisors, through inter alia, lectures,
seminars and/or practicals at the premises of the institution.
Note 2: The distance mode of study involves interaction with lecturers or supervisors through distance education techniques,
such as, written correspondence, telematics and/or the internet.
figure 1 above reflects the number of students enrolled in public heis by different attendance modes for the period
2009 to 2015. a total of 985 212 students were enrolled in public heis in 2015 through the contact and distance mode
of learning. during this period the majority of students had enrolled for the contact mode of learning (605 480 or 61.5%),
while 38.5% or 379 732 enrolled for distance learning.
Between 2009 and 2015, student enrolment in public heis increased by 147 436 (from 837 776 to 985 212). The highest
increase during this period was recorded for contact mode students (84 053), while distance mode students increased by
63 383. The highest number of students enrolled in public heis for the contact mode was in 2015, whereas a peak was
reached in 2013 for students enrolled for the distance mode of learning.
The overall increase as reflected in figure 1 is driven by the expanded government financial aid programme facilitated
through the national Student Financial aid Scheme (nSFaS) to academically deserving students, who cannot afford to
fund their education and training.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201812
Figure 2: Number of graduates from public HEIs by major fields of study, 2011 to 2015n
umbe
r of g
radu
ates
in p
ublic
hei
s
SeTBuSineSS
managemenTeduCaTion
oTher humaniTieS
2011 46 100 44 155 37 879 32 484
2012 48 848 46 042 35 478 35 618 2013 53 176 49 051 38 212 40 384 2014 55 574 50 381 37 076 42 344 2015 58 090 53 863 36 654 42 917
70 000
60 000
50 000
40 000
30 000
20 000
10 000
0
Sources: (i) Statistics on Post-School Education and Training in South Africa (2014)(ii) 2015 HEMIS database, October 2016
The highest number of graduates in 2015 were in the Science, engineering and Technology (SeT) (58 090) and business
management (53 863) fields of study. an upward trend can be seen in the number of graduates for SeT, business
management and other humanities fields of study, while the education field of study showed a decrease.
over the period 2011 to 2015, the number of graduates increased by 11 990 or 26.0% for SeT, 10 433 or 32.1% for other
humanities and 9 708 or 22.0% for business management field of study. The only decrease in the number of graduates
during this period was recorded for the education field of study (1 225 or a 3.2% decrease).
1.3 enroLmenT in TVeT coLLegeS
The TVeT College sector has recorded significant student enrolment expansion despite the decline in 2013 (figure 3). The
following resource related and efficiency factors are inhibiting desired growth within the sector:
§§ inadequate physical infrastructure;
§§ insufficient funding as there continues to be a disjuncture between allocated funding and targeted growth;
§§ a shortage of additional and relevant human resources to manage increased enrolments; and
§§ a lack of relevant teaching and learning equipment for the provision of occupational programmes funded and
regulated by SeTas.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
13ANNUAL PERFORMANCE PLAN 2017 | 2018
Figure 3: Number of students enrolled in TVET Colleges, 2010 to 2015
2010 2011 2012 2013 2014 2015358 393 400 273 657 690 639 618 702 383 737 880
800 000
700 000
600 000
500 000
400 000
300 000
200 000
100 000
0
num
ber o
f stu
dent
s en
rolle
d
Sources:Statistics on Post-School Education and Training in South Africa (2014)TVET_Public_Annual_2015_2016_11_09_Final
an increasing trend in the number of students enrolled in TVeT Colleges has been noted over the past six years. during the
period 2010 to 2015, student enrolment increased by 105.9% (from 358 393 to 737 880 respectively). The total enrolment
for 2015 was 35 497 higher compared to 2014 and 379 487 more compared with 2010. The 2015 enrolment was the
highest recorded during the period under review.
in addressing some of the above-mentioned blockages within the TVeT sector, TVeT Colleges are being encouraged to
strengthen their partnerships with industry and SeTas in order to expand their occupationally-directed offerings. This will
in turn enable TVeT Colleges to generate additional income and other resources from SeTas and industry through college
offerings and as a result, improve student access and success rates. The plan as outlined in the White Paper, was aimed at
increasing enrolment in TVeT Colleges to 1.0 million by 2015. The current figure indicates that only 737 880 students were
enrolled in TVeT Colleges, which was 262 120 less than the planned enrolments.
1.4 enroLmenT in communiTY eDucaTion anD Training coLLegeS
The department has in accordance with the policy prescripts of the White Paper, reconfigured the fragmented landscape
of adult education and Training (aeT) by establishing a new institutional type, the multi-campus CeT College, which is
aimed at effectively responding to the educational needs of those who never completed or attended school and do not
qualify to study at either TVeT Colleges or heis. Prior to this reconfiguration, there were 1 828 public aeT centres in 20142
and these serviced more than a quarter of a million learners through adult Basic education and Training, national Senior
Certificate offerings, i.e. grades 10 to 12 and other non-formal skills development programmes. in 2015, the number of
Community learning Centres (previously public aeT centres) increased to 2 643, with an enrolment of 283 602 students.
2 Statistics on Post-School education and Training in South africa (2014)
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201814
figure 4 below reflects the enrolments in CeT Colleges from 2012 to 2015.
Figure 4: Number of students in CET Colleges, by programme, 2012 to 2015
140 000120 000100 000
80 00060 00040 00020 000
0
num
ber o
f stu
dent
s
aeT levels 1-3 aeT level 4 grades 10 &11 grade 12other/Skills
development 2012 93 936 134 276 471 71 037 6 658 2013 62 183 109 352 1 172 70 536 6 264 2014 61 316 114 760 1 031 80 214 5 300 2015 67 468 126 307 1 294 84 526 4 007
Sources: Statistics on Post-School Education and Training in South Africa (2012, 2013, 2014)CET_Annual_2015_2016_12_08
in 2015, the highest number of students in CeT Colleges were enrolled for aeT level 4 studies (126 307), followed by
grade 12 (84 526). grades 10 and 11 had the lowest number of students in the same period.
even though student enrolment was high for aeT level 4, a 5.9% or 7 969 decrease in enrolment was recorded over the
period 2012 to 2015. aeT levels 1 to 3 recorded the highest decrease in the number of students during this period (28.2%
or 26 468). By contrast, there were apparent increases in enrolment for grade 10 to12 programmes.
1.5 regiSTraTion anD cerTificaTion of SeTa-SupporTeD Learning programmeS
The primary role of SeTas is to facilitate the implementation of revelant skills programmes, through the delivery of sector-
specific skills in order to realise the goals of the national Skills development Strategy (nSdS). These are expected to ensure
that intermediate and high-level skills are developed among both workers, as well as unemployed persons. SeTas also
facilitate and support Workplace-Based learning through learner- and internships.
SeTas perform their functions in accordance with the Skills Development Act, the Skills Development Levies Act and their
respective constitutions. The department has oversight over the performance of SeTas and need to ensure that SeTas
perform their functions effectively and efficiently. The table below indicates the number of workers and unemployed
persons registered for and whom received certificates in SeTa-supported learning programmes.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
15ANNUAL PERFORMANCE PLAN 2017 | 2018
Table 1: Number of workers and unemployed persons registered for and who received certificates in SETA-supported learning
programmes, by programme type, 2011/12 to 2015/16
Year
registered certificated
Learner-ships
intern-ships
Skills programmes
Total registered
Learner-ships
intern-ships
Skills programmes
Total certificated
2011/12 43 871 3 452 87 906 135 229 29 197 878 87 527 117 602
2012/13 50 885 6 127 74 587 131 599 37 158 2 195 86 491 125 844
2013/14 75 782 8 017 92 508 176 307 38 796 2 510 109 547 150 853
2014/15 77 931 12 006 137 880 227 817 40 891 3 663 106 459 151 013
2015/16 94 369 13 135 123 593 231 097 43 322 3 352 127 144 173 818
Sources: Statistics on Post-School Education and Training in South Africa (2014)SETA Quarterly Reports, 2015/16
note 1: The category “learnerships” refers to a learning programme resulting in an occupational qualification or part
qualification and includes an apprentice and cadetship.
note 2: The category “internships” refers to the structured work experience component of an occupational qualification
registered by the Quality Council for Trades and occupations (QCTo).
note 3: The category “Skills Programmes” refers to a part-qualification as defined in the nQF act.
note 4: The difference in registered and certificated programmes is due to programmes taking longer than a year to
complete, thus certification occurs during the next financial year(s).
Table 1 above indicates that registration and certification for SeTa-supported programmes by workers and unemployed
persons has been increasing throughout the financial years. during the 2015/16 financial year, a total of 231 097 learners
were registered for SeTa-supported programmes, while 173 818 learners received certificates in such programmes. The
majority of registrations and certifications were within the skills development programmes followed by learnerships and
internships. Certifications increased by 47.8% (56 216) over the period 2011/12 to 2015/16, largely due to an increase of
39 617 certifications within the skills programmes.
1.6 performance DeLiVerY enVironmenT
1.6.1 uniVerSiTY eDucaTion
The higher education sector is comprised of the public university education sector consisting of universities, a national
institute for higher education, and the private higher education sector consisting of registered Private higher education
institutions (Pheis). The department’s service delivery environment covers both these sectors, although the public sector
is the larger of the two and has greater focus in this section.
The higher education sector, both public and private, is governed in terms of the Higher Education Act (Act no. 101 of 1997,
as amended). The act underwent a comprehensive review during 2014 and 2015, culminating in the Higher Education
Amendment Act (Act no. 9 of 2016) being promulgated by the President on 17 January 2017 in Government Gazette Vol.
619 No. 40548, Notice No. 21. The act will enable a number of improvements in the sector including an improved balance
between public accountability and institutional autonomy, setting transformation targets for the system by the minister,
as well as enabling a more stream-lined system with the introduction of three institutional types namely: universities,
university Colleges, and higher education Colleges. The regulations for these institutional types will be developed during
the 2017/18 financial year and accordingly implemented once published.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201816
puBLic higher eDucaTion LanDScape
The university education system consists of 26 universities, differentiated into 11 general academic universities, nine
comprehensive universities and six universities of technology, as well as one national institute for higher education.
Three steering mechanisms underpin and support the development of the public sector: planning, funding and quality
assurance. The department steers the sector through funding and planning oversight, while the Council on higher
education (Che) has the mandate to monitor and quality assure the sector. The national Student Financial aid Scheme
(nSFaS) provides funding for financially needy and academically qualifying students to access university education.
access and growth
The audited student headcount enrolment at public higher education institutions (universities) totalled 985 212 students
during the 2015 academic year, which includes both full-time and part-time enrolments for contact and distance learning
studies. While this represents 3.3% growth in university headcount enrolments from 953 373 in the 2012 academic year,
it by contrast, represents a 1.7% increase in the headcount enrolment from 969 154 in the 2014 academic year. This is
the second time the university system did not grow in accordance with targets indicated in the ministerial Statement on
enrolment Planning negotiated with universities and which had projected that the system would grow to 1 020 000 during
the 2015 academic year. The main reason for this decline in the percentage growth was the number of enrolments at
the university of South africa (uniSa), which were significantly less than the anticipated target. While uniSa’s headcount
enrolments increased from 328 491 in 2014 to 337 944 in 2015, this was 23 697 fewer enrolments than targeted.
The national aim is to increase the total headcount enrolments in higher education (public and private institutions) to
1.6 million by 2030, as envisaged by the national development Plan (ndP) and the White Paper for Post-School education
and Training (PSeT). The sector is fragile with funding for institutions and students remaining a critical factor to enable
the growth envisaged in the ndP.
While the headcount enrolments did not increase as anticipated, the total number of university graduates produced per
annum has increased to 191 524, which exceeded the expected target of 181 616 by 9 908 graduates for the 2015 academic
year. The annual number of graduates increased from 165 993 in the 2012 academic year, a growth of 15.4% between 2012
and 2015. This is laudable and signals that the sector is improving its output, since the increase in graduates (15.4%) is far
greater than the increase in headcount enrolments (3.3%) for the same reporting period.
notably, the number of research masters and doctoral (Phd) graduates increased at a higher rate than the overall number
of graduates, which is critical because it is on these post-graduates that the country depends for its future academics,
researchers and other leaders within knowledge-intensive professions. The number of research masters graduates
increased by 20.4% from a total of 6 076 graduates in the 2012 academic year, to 7 317 graduates in the 2015 academic
year. The number of doctoral graduates increased by 34.7% from 1 878 to 2 530 over the same period. The system is
therefore responding positively to government’s research development priorities set out in the ndP and in line with the
mTSF targets.
The system also performed well during the 2015 academic year, producing graduates in most of the scarce skills areas,
and comprising 12 470 engineering graduates (1 870 more graduates than the target), 7 917 natural and physical science
graduates (1 017 more graduates than the target), as well as 20 698 new teachers (2 398 more graduates than the target)
and producing 9 851 graduates in animal and human health studies (151 more graduates than the target).
linked to the expansion of the university system is the establishment of Sol Plaatje university (SPu) in Kimberley, northern
Cape Province, and the university of mpumalanga (umP) in mbombela, mpumalanga Province. Both universities opened
their doors to their third intake of students during the 2016 academic year, enrolling 703 students at SPu and 1 261 at umP.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
17ANNUAL PERFORMANCE PLAN 2017 | 2018
This constitutes a significant increase from their initial, relatively modest intakes of 124 students at SPu and 140 students
at umP in 2014. This rapid expansion was made possible by a combined financial investment of r1.6 billion between
2013 and 2016 aimed at constructing substantial new campuses, representing the first phase of the ten-to-fifteen year
infrastructure development programmes at each institution. The second phase of construction, to a combined value of
r1.260 billion is also nearing completion and will enable a further increase in enrolments at SPu and umP, envisioned to
reach 1 250 and 2 130 students respectively, during the 2017 academic year. Similar infrastructure expansion to prepare the
institutions for further expansion in the 2018 academic year, is already underway.
The Sefako makgatho health Sciences university (Smu), the third new university in the country, successfully incorporated
the medunsa campus of the university of limpopo, the latter commencing with its services during January 2015. it is set
to expand student enrolment from an initial 5 000 students to 10 000 students over the next five-to-ten years. in 2017
first-time enrolment is expected to comprise 1 030 students, up from 926 in 2015. The total enrolment figure in 2017 is
expected to reach 5 765.
Developing a more successful and transformed university sector
The Second higher education Summit held in october 2015 highlighted that, while significant progress has been made
with regard to undergraduate and postgraduate student success, enhanced research outputs by universities, and a student
and staff demographic that is becoming more aligned to the profile of the country’s population, more needs to be done.
in response, the department during 2016/17 continued to strengthen its oversight of Teaching development grants
(Tdg) and research development grants (rdg), including requiring universities to determine clear targets on success and
transformation imperatives for activities supported by these grants.
The new generation of academics Programme (ngaP) continued to be successfully implemented, with a further 83 new
positions advertised 2016/17, bringing the total number of new posts created over the two-year period to 208. The ngaP
is therefore exceeding its set target of 80% black and/or female appointments.
The report of the ministerial Committee for the review of the Funding of universities of october 2013 proposed that
the Tdg and the rdg be consolidated and replaced by a university Capacity development grant (uCdg), which will
further promote success and transformation within the university sector. The department consulted widely within the
university sector on the nature of the uCdg and the university Capacity development Programme (uCdP) that it will
accordingly support. it is expected that uCdP will be implemented from the start of the 2018 academic year. The uCdP
will focus on three areas: (i) undergraduate and postgraduate student development towards enhanced student success (ii)
staff development along the entire professional staff career continuum from recruitment to retirement, and development
opportunities not just for academics, but for other professional staff that support teaching and learning and student
success, as well as for leaders and managers in universities and (iii) programme and curriculum transformation. importantly,
the uCdP is envisaged to become the main vehicle through which the Staffing South africa’s universities’ Framework is to
be fully implemented. This will include an allocation that ensures that at least 100 new ngaP academics are recruited and
supported on an annual basis.
in the 2016/17 financial year, the department entered into a number of partnerships with external partners on initiatives
to build capacity and promote success and transformation in the university sector. These included:
(i) implementation of the Teaching and learning development Capacity improvement Programme (TldCiP)
through a partnership with the european union. r200 million is being invested over the period up to 2019/20 in
an effort to strengthen teacher education at universities in the areas of primary teacher education with a focus
on literacy, languages and mathematics teaching inclusive of special needs education and lecturer education for
those teaching in TVeT and CeT Colleges. The TldCiP has a strong focus on strengthening the quality of teacher
education at universities to complement the huge gains that have already been made in new teacher graduate
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output at universities, which reached a figure of 20 698 in 2015 and addressing the significant supply-demand gap
that has been prevalent in the country for many years.
(ii) The department embarked on a r20 million partnership with the royal academy of engineering regarding the
united Kingdom’s programme to strengthen engineering education in South africa, including strengthening
collaborations between South africa and uK institutions.
(iii) The department supported a further cohort of 27 emerging university leaders during 2016/17, in enrolling for a
doctorate in Business administration in higher education leadership and management through a partnership
between the department, the nelson mandela university and the university of Bath. This brings the number of
emerging university leaders supported through the programme to a total of 54.
(iv) a partnership with the nSF and the national research Foundation will enable the establishment of 6 research chairs
focused on aspects of post-school education and training. These research chair incumbents will be recruited as
part of the department of Science and Technology/national research Foundation South african research Chairs
initiative.
going forward, and as part of the implementation of the uCdP, the department plans to intensify its efforts in entering
into partnerships that will contribute added rapid resources to improved success at universities and ensure a more rapid
transformation of the university sector. This will include the expansion of the international scholarships programme.
infrastructure and efficiency
The strengthening and expansion of the public higher education sector is supported by the department’s infrastructure
and efficiency grant (ieg). during 2014/15, a decision was taken to strategically amend the process for the allocation of
infrastructure and efficiency funds earmarked for the following cycle of infrastructure funding initiated during the 2015/16
financial year. universities were requested to undertake infrastructure, maintenance and disability audits and develop
campus master plans spanning the next 15 year period. The department brought together a team of experts to analyse
the plans and develop a macro-infrastructure Planning Framework for the university education sector. The initial analysis
of the various infrastructure audits and plans submitted to the department revealed that there is a major problem being
experienced regarding backlog maintenance across the sector. institutions have been deferring maintenance of their
infrastructure and have been focusing on operations and the development of new infrastructure supported by the ieg.
The department made a decision to spread the r4,3 billion ieg allocation over the 2015/16 and 2016/17 financial years
in support of universities to address their backlog maintenance requirements, as well as selected priority and student
housing projects.
The 15-year macro infrastructure Planning Framework was finalised towards the end of the 2016/17 financial year. The
Framework, together with needs identified by individual universities, will guide the prioritisation of infrastructure projects
and the allocation of funds to institutions for the 2017/18 to 2019/20 infrastructure funding cycle and beyond. From
the analysis of planned priorities, it is expected that during the next cycle, emphasis will mainly be placed on backlog
maintenance, refurbishment of older infrastructure, improving information technology infrastructure, campus security,
and providing new student housing.
Following on the Student housing Symposium held in July 2016, 10 universities have been identified to benefit from
an accelerated Student housing infrastructure Programme (ShiP). Feasibility studies are currently underway at these
universities and will be used to develop funding models for various projects. The plan is aimed at providing space for
approximately 200 000 new beds at universities over the next 10 years with the assistance of various stakeholders and
investors. The ShiP also extends to TVeT Colleges, where it is envisaged that space for 100 000 beds will be provided over
the next 10 years.
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With regard to the infrastructure programme for SPu and umP, an amount of approximately r2.9 billion will be made
available over the 2017 medium Term expenditure Framework (mTeF) for the next phase of development and expansion at
both institutions. new infrastructure will be built in phases to come on line each year and coincide with accommodating
increased student intakes in accordance with each university’s ten-to-fifteen year spatial development programmes and
academic expansion plans.
Transformation oversight
The minister established the Transformation oversight Committee (ToC) during 2013 to monitor the transformation of
heis. The ToC was not able to carry out its functions as envisaged due to a lack of funding and administrative support. in
2015 the department subsequently established a transformation unit within the university education Branch to support
the work of the Committee and assist with monitoring the sector. The first ToC’s term came to an end in december 2016
and a new Committee will commence with its activities during the 2017/18 financial year.
Following the higher education Transformation Summit in october 2015, institutions were requested to develop institutional
transformation plans to implement the Summit resolutions. a report aimed at analysing institutional transformation is
being prepared and will be used to assist the new ToC to monitor progress across the sector.
in december 2016, the South african human rights Commission produced a report on transformation at public universities
in South africa. The report found that “public universities have not sufficiently transformed in the past 20 years and that
discrimination remains prevalent in public universities in South Africa, particularly on the ground of race, gender, disability and
socio-economic class. The Report also finds that despite the relative gains, transformation in the higher education sector has been
relatively slow.” (SahrC, 2016, page vii).
The report makes a number of recommendations pertaining to different stakeholders including the minister, the
department, the ToC and universities, and which are aimed at accelerating substantive transformation within the sector.
The recommendations of the Commission together with the summit resolutions, will be integrated into the operational
Plan of the ToC spanning the next three-year period.
funding universities and students
Two important processes recommended in the
Presidential Task Team report on short-term funding
challenges identified at universities and which was
published in november 2015, were implemented
during 2016.
Firstly, a process to develop a regulatory framework
for setting university fees and fee increases in future
was put in place in the 2016/17 financial year. after
consultation with universities South africa, the minister
requested the Che to set up a team aimed at developing
a fee regulatory framework for the university sector. The
process was divided into two phases, with the first-phase
report focusing on fee adjustments for 2017, and the
second phase on finding a long term solution. The final
report advising on a long-term regulatory framework
was completed by december 2016.
The Director-General, Mr GF Qonde addressing delegates during the Student Residence Symposium
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The minister received the first-phase report and recommendations on fee adjustments for the 2017 academic year from
the Che on 11 august 2016. after receiving and studying the report, the minister consulted widely with all stakeholders
including university Vice Chancellors, Council Chairs, Student representative Councils (SrCs) and various student
organisations, organised labour, diverse faith based communities, political organisations and government departments
and in particular, the national Treasury. Cabinet considered the minister’s proposals and approved the recommendation
that a fee adjustment for the 2017 academic year be determined by universities but be capped at 8% in respect of 2016
fees.
The minister announced on 19 September 2016 government’s 2017 fee support and committed to pay any university fee
increase up to the 8% cap through a gap-funding grant on behalf of all poor, working class and so-called “missing middle”
families (those with a household income of up to r600 000 per annum). in effect all poor and ‘missing middle’ students
would therefore experience a 0% increase on 2016 fees, during 2017.
Provision was also made for nSFaS qualifying first-year university students from the 2016 academic year who had
been registered by institutions without funding, on the premise that government would find funding. a total of
r2.370 billion was reprioritised in the 2016/17 financial year to cover these student costs.
Secondly, the minister appointed a ministerial Task Team (mTT) in 2016 to explore various options pertaining to funding of
the broad range of students who require financial assistance to succeed in university and TVeT College programmes. The
task team finalised its report and recommended a blue-print for a support and funding model aimed at poor and “missing
middle” students called the ikusasa Student Financial aid Programme (iSFaP). The mTT report proposes a model that brings
together the nSFaS and private sector into a public-private partnership to achieve this objective.
Cabinet reviewed the mTT’s full report and approved that an iSFaP pilot project be implemented at seven universities and
one TVeT College in 2017 in order to test certain aspects of the model. The pilot will run parallel to a feasibility study on
the model which will be performed in line with national Treasury regulations. The report has been published for public
comments which will be considered as part of the feasibility study.
The President appointed a Commission of inquiry into higher education and Training (The Fees Commission) on
22 January 2016 in terms of Section 84(2)(f ) of the Constitution of the republic of South africa, 1996. The Commission is
chaired by the honourable Judge Jonathan arthur heher, a former judge of the Supreme Court of appeal. The Commission,
commencing with its activities on 22 January 2016 was given 8 months to conclude its inquiry and a further 2 months to
finalise its report. Judge heher however requested an extension, which was granted. The Presidential Commission’s final
report is now expected to be submitted to the President by 30 June 2017.
The report and the political decisions made in the wake of its recommendations, will determine the future university fee
landscape, the new model for support and financial assistance to poor and missing middle students, and the regulatory
framework for determining university fees.
improvements to the national Student financial aid Scheme
nSFaS administers 25 funds which include: the department of higher education and Training’s general loan fund; the
department of Basic education’s Funza lushaka Bursary Scheme (to fund new teachers); the nSF scarce skills bursaries
and post graduate scholarships funds; certain SeTas bursaries and a number of national and provincial government
departments’ bursary funds.
over the years nSFaS relied on universities and TVeT Colleges to manage the applications processes for loans and bursaries
via their respective financial aid offices. Taking cognisance of the 26 universities and 50 TVeT Colleges with multiple
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campuses, the application process has proven inefficient and prone to fraud, with disparate rules being applied in terms of
the allocation of loans and bursaries at different institutions across the system. nSFaS therefore has since developed a new
student centered centralised applications model to combat these inefficiencies and improve its services. nSFaS tested
the implementation of its new model during 2014 through to the 2016 academic year applications periods at 6 piloted
universities and 14 TVeT College sites.
For the 2017 academic year applications, nSFaS intends to roll out its new student-centered model at all universities and
TVeT Colleges. This will enable the organisation to build a direct relationship with students from the initial application
process to the completion of their studies and it is focused on increasing efficiency in the administration of loans and
bursaries.
nSFaS is government’s key institution for supporting students from poor and working class families in accessing higher
education. during the 2015 academic year, nSFaS supported 178 961 students at the 26 public universities through loans
and bursaries. in the 2016 academic year, due to significant additional funding made available through the fiscus following
on the recommendations of the Presidential Task Team report on short-term student funding challenges experienced at
universities, it is anticipated that audit reports, due in July 2017, will confirm that at least 205 000 university students were
in fact supported throughout the scheme.
Development of the central application Service
The process towards the development of the Central application Service (CaS) is continuing. once in place, the CaS will
have a major impact on the service delivery platform, enabling streamlined access into the PSeT system. The first phase
of the service, the Central applications Clearing house, was implemented for the fourth consecutive year from January to
march 2016, with approximately 18 330 users registered at a placement rate of 40% by the end of april 2016. This represents
a marked improvement on the 2014 cohort, which registered 14 000 users and had a placement rate of 29% by the end
of march 2015. The enterprise architectural and business systems designs, including the governance structure and related
management and human resource requirements, have also been developed. a policy on the CaS was published for public
comment in 2016. extensive consultation on the policy and model was facilitated during 2016. a Social and economic
impact analysis on the proposed policy and service was also completed. The final policy is expected to be published in the
government gazette by September 2017. all these developments have culminated in the drafting of a Central Application
Service Bill which will be submitted to Parliament during the 2017 legislative period.
Student protests
The department has closely monitored the higher education sector registration process at the advent of the 2017 academic
year and the minister actively engaged with the sector and stakeholders to mitigate risks associated with various protest
actions. The minister met with a wide range of stakeholders, including university Vice Chancellors and SrC leaders from
all universities, as well as various student groups and political formations, with the aim of garnering support for a smooth
registration period and minimising violence and the destruction of university property.
Since the inception of the #FeesmustFall movement, protests have become the order of the day during examination and
registration periods at universities. From mid-august through to november 2016 the sector was subjected to differentiated
protest action across university campuses. Some protests became violent, property was destroyed and security personnel
(private and public policing agencies) had to be deployed in an effort to ensure the safety of staff, students and the safe-
guarding of property.
While all universities completed their 2016 academic year, some had to utilise innovative technologies and multi-modal
teaching methodologies to complete their curricula and services by the end of 2016. Some institutions extended their 2016
academic calendar and consequently had to adjust their academic time-tables for the 2017 academic year. universities
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that did not manage to complete all their examinations during 2016 or who had to defer examinations at the end of 2016
had to complete the academic year in January 2017.
The magnitude of violence and destruction of property during the protests that flared up over the 2016 academic year,
has been devastating to the sector. There is an emerging culture of violent protests where certain groups of protesters
commit arson as part of their strategy in making institutions “ungovernable”. The violence has not only led to major
financial losses (costs of buildings and general infrastructure), but also the loss and destruction of numerous irreplaceable
artifacts (paintings and library holdings). The protest action also infringed on the rights of the majority of students and
staff who were denied the right to work and study in conducive environments. it is therefore imperative that the public
university sector is normalised as soon as possible and that agreement is reached on the way forward during 2017 to
ensure that the sector provides quality higher education in a stable and sustainable manner. Students, like all members of
society, have a right to protest and voice their opinions and grievances. however, in doing so they have a duty to conduct
themselves peacefully and in a manner that respects both the rights and property of others. The minister has appealed to
all stakeholders to work together and through open dialogue, to find solutions.
priVaTe higher eDucaTion SecTor
Since 2000, the private higher education sector has consolidated itself in the higher education and vocational space
offering a range of programmes in diverse fields, from the higher Certificate to doctoral Studies through both distance
and contact modes of delivery. in 2016 there were approximately 120 registered Pheis operating within the sector. it is
noted that the number of Pheis operating legally in the country changes from time to time, depending on the economy,
the accreditation status of programmes, and their compliance with requisite regulations. The department monitors
the sector ensuring compliance on an ongoing basis and publishes an updated register of registered Private higher
education institutions, which includes details of the accredited programmes they may legally offer, on a monthly basis on
the department’s website.
The private higher education sector has an important role to play within the broader system, particularly in providing
niche programmes aligned to industry needs. unaudited enrolment figures suggest that approximately 147 210 students
were enrolled in Pheis in 2015. Private higher education therefore accounts for approximately 14.7% of the headcount
enrolments in the higher education sector. a major weakness in the sector currently is that enrolments and graduations
are not audited and therefore the figures provided may be unreliable. The department will be requiring Pheis to audit their
enrolments and outputs in future, so as to ensure accurate data on the role of Pheis within the system.
The effective integration of private higher education into the system as a whole, is linked to the quality assurance system
of the higher education Quality Committee (heQC) of the Che, together with the work of the department in registering
institutions enabling them to legally offer accredited programmes. The Che and the department work closely together in
ensuring the integrity of the sector. a major challenge in this regard is the number of ‘bogus/illegal’ colleges that continue
to appear and operate, providing unaccredited programmes to unsuspecting students. moreover, some registered Pheis
offer unaccredited and unregistered programmes which is a situation that warrants close monitoring by the department.
The department continues to raise public awareness regarding the importance of checking the status of an institution prior
to enrolment. For the first time during 2016, the statement of national Senior Certificate results has included a warning
statement on ‘bogus’ colleges and provides information on how to verify the credentials of a private institution. Public
awareness campaigns include publishing of a list of ‘bogus’ colleges identified through its monitoring processes, alongside
the register of registered Private higher education institutions published and updated monthly on the department’s
website; engaging closely with schools, district offices and foreign embassies; visible monitoring in partnership with the
South african Police Services (SaPS); and ongoing oversight of the sector, including site visits to institutions reported to
be operating illegally. The department has also created links with authorities in the united Kingdom (uK) and the united
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States of america and is working closely with them to combat ‘bogus’ colleges and degree fraud linked to institutions
operating from those countries.
Twenty seven illegally operating Pheis on the list of ‘bogus’ colleges have been shut down either directly or indirectly by
the department in collaboration with the SaPS as at 9 January 2017. most of the illegal private institutions still in operation
are theology colleges. Some colleges, when confronted, have since refunded student fees paid over, and requested that
their names are not published.
in order to improve the oversight processes aimed at ensuring that only legitimate, registered and quality assured
private education providers operate within the country, it has been necessary to improve the legislative and regulatory
environment, so that it better supports legitimate providers, while at the same time providing effective regulation of the
sector with a view to protecting unsuspecting members of the public from unscrupulous providers. To this effect, the
department has finalised and published revised regulations for the registration of Pheis in terms of the Higher Education
Act of 1997 (as amended), on 31 march 2016 in Government Gazette Vol. 609 No. 39880, Notice No. 383. These regulations are
being implemented. in addition, the Higher Education Amendment Act (Act no. 9 of 2016) will lead to improvements in the
service delivery environment of Pheis. The act will enable greater integration of private higher education services with the
PSeT system as a whole, as envisaged by the White Paper, and for the first time, will enable the possibility of Pheis that meet
the requirements to be called universities.
university education priorities for the 2017 mTef period
during the 2017 mTeF period, programme 3 will focus on the following strategic initiatives in addition to the specific
annual targets, as reflected in the section below.
§§ Finalise the national Plan for PSeT, and implement aspects of the plan dealing with the higher education sector, as
well as ensuring its integration into the PSeT system more broadly.
§§ develop and publish regulations to enable the implementation of the Higher Education Amendment Act, (Act no. 9
of 2016) (Government Gazette Vol. 619 No. 40548, Notice No. 21, January 2017); specifically regulations for the scope
and range of the three institutional types within higher education namely, the universities, university colleges, and
higher education Colleges.
§§ monitor the performance of public higher education institutions annually by providing reliable planning and
monitoring data through a quality higher education management information system, updating student data bi-
annually and analysing annual reports.
§§ improve access to university education opportunities by overseeing the development of the university of
mpumalanga, Sol Plaatje university and Sefako makgatho health Sciences university.
§§ Support the development of historically disadvantaged universities through monitoring the implementation of a
specific earmarked grant for this purpose.
§§ implement an expanded financial assistance and support model for funding academically deserving students from
poor, working and lower middle class families.
§§ develop processes to ensure the integration of agricultural, nursing and other public colleges under the governance
of other national and Provincial departments into the PSeT system as national competencies governed under
higher education and Training legislation.
§§ expand international postgraduate scholarship opportunities available to South african students, and ensure that
scholarship allocations are aligned to development imperatives, including developing human resource capacity at
national public and government institutions.
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§§ implement a comprehensive university Capacity development Programme through an earmarked grant focusing
on:
- Supporting universities to improve undergraduate and postgraduate student success and at the same
time to substantially reduce performance differences between students from historically advantaged and
historically disadvantaged backgrounds;
- Transforming the profile of academics at universities through supporting the recruitment, employment and
retention of black and female academics;
- Supporting existing academics who do not hold a doctoral degree and have the ambition to obtain one;
- developing teaching and research capacity at universities;
- developing management and leadership capacity at universities;
- Supporting universities to develop and implement new academic programmes in national priority areas;
- Supporting curriculum transformation processes at universities; and
- Continued implementation of the TldCiP to strengthen aspects of teacher education at universities.
1.6.2 TechnicaL anD VocaTionaL eDucaTion anD Training
The minister has split the VCeT Branch into the TVeT and the CeT Branches, respectively headed by a deputy director-
general. The TVeT Colleges allocation in terms of the Continuing Education and Training Act, 2006 and TVeT funding norms
was based on estimates as a result of the function shift resulting in the under-expenditure on Compensation of employees,
that could not be transferred to colleges in terms of the TVeT funding norms. The under-expenditure has been the result of
incorrect interfaces into the department’s PerSal system that had an impact on expenditure projections for each college.
TVeT Colleges have been under tremendous strain and faced numerous instances of student unrest, including damage to
college property. The unrest was sparked by inadequate operational funds, text books, protective gear, accommodation
and travel allowances. The department will in the 2017/18 financial year introduce revised budgeting, enrolment and
strategic planning processes in colleges. The interface between college Councils and college management has not been
satisfactory and will accordingly be remedied.
funding for growth and expansion
The growth, expansion and performance of institutions within the TVeT sector has been one of the strategic priorities of
the department. in 2015/16 financial year, it became apparent that the department cannot afford the envisioned growth
and expansion in the absence of securing additional funding for subsidies, bursaries and infrastructure requirements.
expansion without funding will therefore have a negative impact on the sector’s anticipated outcome. Consequently, the
original growth projections in enrolment had to be curtailed to fit within available resources.
governance
Twenty nine standardised financial policy guidelines were developed for TVeT College Councils to consider and adopt. This
will contribute to enhanced and strengthened internal controls at these institutions, once approved and implemented by
the respective College Councils. These policies will also contribute to enhanced governance processes and standardised
financial practices being implemented by the TVeT Colleges.
Systemic capacity-Building
in view of the systemic weaknesses that the department has identified, it will sustain its efforts in focusing on the
implementation of the approved Turn-around Strategy for TVeT Colleges, in order to speed up delivery on skills provision
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in an integrated manner. The strategies will continue to focus on improving:
§§ Teaching and learning;
§§ management, governance and leadership;
§§ Financial management;
§§ human resource management and development; and
§§ Partnerships between colleges, employers, SeTas and universities.
institutional governance, management and Leadership
Proper governance, management and leadership at institutional and campus levels are pre-conditions for optimal
institutional functionality of TVeT Colleges. To steer and guide TVeT Colleges in ensuring that the core mandate of the
sector is realised, legislation, uniform guiding principles and frameworks to regulate the sector are required. The transition
of TVeT Colleges also require a review of current legislation, as well as the development of new guiding frameworks to
ensure that compliance issues are addressed and accordingly providing the requisite support across the TVeT sector.
The development of common standards for governance, management and leadership will provide the department with
a framework for monitoring and evaluating the quality of governance in TVeT Colleges.
Quality improvement
The analytical review of the TVeT College sector by the organisation for economic Cooperation and development and
the recommendations contained therein, proposes that the department should focus, amongst other issues, on quality
improvements within the TVeT sector. To increase access and success within the TVeT College sector, targets have
been adopted focusing on the certification and throughput rates in TVeT institutions, the introduction of Foundation
Programmes and the extent of support to be provided to students by means of the provision of suitable accommodation
and financial assistance for those individuals who fulfill the requirements for this assistance. These targets will ensure
that the TVeT sector is appropriately positioned in realising the department’s mandate of achieving a skilled and capable
workforce in South africa.
To this end, it is necessary that there are annual standard plans in place to support and improve teaching and to ensure
learning within the TVeT sector, as well as responding to industry needs managed at national level. in the development
of these plans, intensive consultation with key stakeholders should be undertaken to ensure agreement on the objectives
and steps necessary for successful implementation. These plans will take into account the strengthening of both the
content and pedagogical knowledge of teaching staff to ensure that they keep pace with curriculum developments in the
sector and in addressing and improving quality issues within the TVeT College sector.
Student support services in TVeT Colleges have focused mainly on the management and awarding of financial aid to
students since 2007. This approach compromised the provision of other kinds of support required by students. Support
to students must focus on holistically addressing different socio-economic backgrounds of students. The implementation
of a holistic national student support plan across the TVeT sector, which should take into account differentiation across
localities within the sector and also respond to geographical, sectoral and academic challenges, is necessary to deal with
all the economic and sociological profiles of students. efficient and effective student support services must address the
sector inefficiencies particularly regarding student success and study completion rates.
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partnerships
TVeT Colleges will continue to be strengthened as implementing agents for occupational programmes offered in
partnership with the SeTas. Through these initiatives, institution and industry collaboration will be realised. The key
mechanisms for achieving this collaboration will be realised through providing clarity on the role of SeTa offices in TVeT
Colleges, as well as the development of appropriate programmes with industry partners.
TVeT Colleges will also continue to collaborate with universities for the provision of level 5 and 6 qualifications. more effort
must be put into this initiative to encourage and facilitate greater levels of TVeT College participation.
TVeT college infrastructure Development programme
There is a need for the TVeT sector to become differentiated and responsive to the geographical and sectoral needs and
challenges of the industry and communities surrounding a particular TVeT College. The offering of appropriate and quality
programmes needs to be supported by appropriate infrastructure. in this regard, 16 new and/or refurbished TVeT College
campus sites have been planned for the mTSF period 2014/15 to 2019/20. of the 16 new sites, one has been completed
and has been operational from 16 January 2017. Two sites are nearing completion and will be operational by the second
semester of 2017. The remaining thirteen new campus sites are currently being evaluated for the awarding of tenders.
challenges
rapid expansion of the sector, insufficient funding and limited resources, including infrastructure, have had a negative
impact on the quality of provision. The perpetual student strikes have also disrupted teaching and learning at TVeT College
sites.
Some of the planned targets have been dependent on systems data. The availability of examination performance data has
posed various challenges which have led to the appointment of a new information Technology (iT) service provider. This
represents a significant development in enabling the department to deliver on and address the challenges facing broader
system performance. TVeT Colleges will have to accordingly upgrade their own iT systems aimed at improving the quality
and responsiveness of assessment services at site level.
2017 mTef priorities for the TVeT college sector
§§ increased focus on the implementation of the approved turn-around strategy for TVeT Colleges;
§§ introducing revised budgeting, enrolment and strategic planning processes in colleges;
§§ developing common standards for governance, management and leadership to provide the department with a
framework for monitoring and evaluation of the quality of governance in TVeT Colleges;
§§ ensuring that the provision of support for students is premised on a holistic approach that seeks to address different
student socio-economic backgrounds; and
§§ Providing clarity on the role of SeTa offices in TVeT Colleges, as well as the development of appropriate programmes
with industry.
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1.6.3 SKiLLS DeVeLopmenT
SeTa landscape
The period 2015/16 represented the final year
of the SeTas five-year service period and the
third national Skills development Strategy
(nSdS iii) as published by the minister when
SeTas were re-established in 2011. The expiry
of SeTa licenses meant that the office terms
of SeTa Boards, Chief executive officers and
other SeTa staff came to an end on 31 march
2016. This required the department to ensure
that the sector continued post march 2016
and timeously review the SeTa landscape
in conjunction with its ongoing mandate of
delivering the much needed skills into the labour
market of South africa. To this end, SeTas were
re-instated for a further two-year period until
31 march 2018. The nSdS iii and the tenure of all
SeTa accounting authorities were also extended
for the same period.
a SeTa Panel was appointed to evaluate the Sector Skills Plans, Strategic Plans, annual Performance Plans and annual
reports of the 21 SeTas and provide an overall assessment on the status of these plans and reports. The Panel has since
developed a framework for evaluation and reporting which has since been approved by the departmental reference
group. The framework for evaluation includes the departmental evaluation of the 21 SeTas and the SeTa panel presentation
of its first set of reports to the department on 15 February 2016.
The proposal for a new national Skills development Strategy and SeTa landscape for an integrated and differentiated PSeT
system has been published for public comment on 10 november 2015.
artisan recognition of prior Learning
The artisan recognition of Prior learning (arPl) Policy, Criteria and guidelines were published to promote and implement
arPl as an active pathway to a full artisan trade occupational qualification in all sectors of the economy and sets national
criteria and guidelines on the practice of arPl, in order to provide access in relation to non-contracted learners to a
national trade test, both within the formal and informal sectors of the economy.
national regulations for Trade Testing
The first national regulations for Trade Testing was approved and published by the department on 8 may 2015 in
Government Gazette 38758. These regulations are being progressively implemented and will establish standardised
processes and practices in trades across all sectors. The regulations will further assist the national artisan moderation
Body with the implementation of its statutory functions.
An aspiring artisan student honing her skills
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centralised management information System
The main challenge currently being experienced is the absence of a centralised management information System for
SeTas, as well as the SeTa/Sector approach to artisan development due to a lack of capacity in some SeTas and an inability
to implement the approved national funding policy. This has resulted in serious under reporting, as the department has
to rely on manual and disparate systems at present.
2017 mTef priorities for skills development
during the 2017 mTeF period, programme 5 will focus on the following strategic initiatives in addition to the specific
annual targets as reflected in the section below:
§§ review of the SeTa landscape and the nSdS;
§§ Conduct a Skills development act needs analysis for amendment in line with the outcomes of the SeTa landscape
and the nSdS review process; and
§§ develop a plan for improving the lead time (number of days) from trade test applications received until trade tests
are conducted.
1.6.4 communiTY eDucaTion anD Training
growth and expansion
The ndP has committed government to increase youth and adult participation in the CeT sector to one million by 2030.
The growth and expansion of institutions within the CeT sector is a strategic priority for the department. in an attempt to
realise and prioritise this function, the minister has created a Branch focusing mainly on CeT, as well as the establishment
of CeT Colleges.
The position of government is aimed at expanding access to and success for post-school youth and adults, who wish to
raise the bar for further learning, improve skills to bolster employability and/or facilitate progression to opportunities in
the TVeT College and university education sectors. in addition, the focus of the CeT Branch is to ensure the offering of
programmes that contribute to improving community cohesion and social capital.
There is a need for the sector to become differentiated and more responsive to geographic and sectoral needs and
challenges. The offering of appropriate and quality programmes need to be supported by appropriate infrastructure in
order to achieve the ndP targets.
governance
new legislation has been introduced to regulate the CeT sector on a standardised basis. This has resulted in the establishment
of new nomenclature for the sector. Further, it is essential to take cognisance of the fact that programme 6 (Community
education and Training) has inherited different practices from Peds as part of its new mandate, after the shifting of the
function of the erstwhile aeT. Therefore, this programme, while forging ahead with the new mandate of CeT, still also has
to manage the aftermath of the function shift.
funding practice
When the function shifted to the department, the Peds used different resource and funding practices. Therefore, the
department needs to prioritise the development of a new funding framework for efficient and equitable distribution of
the fiscal allocation to the CeT College sector. To this end, the minister established a Task Team to advise him on how best
to fund the CeT College sector.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
29ANNUAL PERFORMANCE PLAN 2017 | 2018
partnerships
a policy is in place for the provision of a diversified programme unit of formal literacy and numeracy training, which
includes general, occupational qualifications and part-qualifications and skills development through the establishment of
networks and partnerships with Community-Based, non-government, as well as Faith-Based organisations. Partnerships
with other government departments, skills levy institutions and universities are critical for the successful roll-out of this
policy. To achieve the mandate of the Branch, a phased approach will be adopted, taking into account available resources
and establishing innovative options of accessing additional resources.
Quality improvement
The ndP and the White Paper mandate the department to expand the provision of education and training within the
college sector by identifying multiple funding streams for the college sector, dealing with efficiency and effectiveness of
institutions, putting in place functioning governance and management structures and providing appropriate support for
learning and teaching interventions.
acknowledging the weaknesses of the erstwhile aeT sector, the focus of the CeT sector will be on the establishment of
appropriate support systems for lecturers and students. With a view to consolidate capacity for the new Branch, there is a
need for the realignment of existing resources in improving and achieving better learning and teaching outcomes.
2017 mTef priorities for the ceT college sector
during the 2017 mTeF period, programme 6 will focus on the following strategic initiatives in addition to the specific
annual targets as reflected in the section below.
§§ Securing additional sites (physical infrastructure) and resources for the establishment of the pilot CeT Colleges;
§§ ensuring the functionality of the nine CeT Colleges established in each departmental region;
§§ Strengthening the management and governance of CeT Colleges;
§§ Providing strategic leadership in forging partnerships with local, provincial and national government departments
for the successful implementation of the notion of a community college;
§§ rationalising the existing CeT Colleges/satellites;
§§ developing robust financial management systems for CeT Colleges so that they comply with the standards set in
the Public Finance management act, 1999 and its regulations;
§§ ensuring equitable distribution of funding among the departmental regions; and
§§ developing a robust monitoring and evaluation policy.
1.6.5 human reSource DeVeLopmenT counciL of SouTh africa
The human resource development Council of South africa (hrdCSa) was established in 2010. it is chaired by the deputy
President of South africa. The hrdC Secretariat provides strategic, technical, administrative, logistical and management
support to the Council. The department is entrusted with managing the hrdC Secretariat under the leadership of the
minister of higher education and Training.
members of Council are drawn from Cabinet ministers, leaders of organised business and labour, academics, as well as
civil society organisations. it was primarily established to facilitate conditions that promote optimal participation of all
stakeholders in the planning, stewardship, monitoring and evaluation of human resource development (hrd) activities
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201830
in the country. The main purpose of the hrdCSa is to monitor the implementation of the human resource development
Strategy 2010 to 2030.
during august 2015, the hrdC identified five strategic goals for the period spanning 2016 to 2020 as follows:
§§ Foundation education with Science, Technology, engineering, mathematics, languages and life orientation/Skills;
§§ TVeT and the rest of the college sector;
§§ higher education, Training, research and innovation;
§§ Skills for a transformed society and the economy using the workplace as a platform; and
§§ developmental/Capable State.
For the 2017/18 financial year, the Secretariat, through its aPP approved by the minister of higher education and Training
and the Council, will oversee, monitor and report on the implementation of hrdC priorities as well as the hrd Strategy. as
it continues to perform these responsibilities and assist the Council to perform its duties, the department will support the
Secretariat in ensuring that the objectives of the Council are realised.
1.7 organiSaTionaL enVironmenT
The 2017/18 financial year marks the third year since the migration of TVeT Colleges and CeT Colleges took place. The
department will continue to strengthen administrative capacity in the regional offices.
The organisational structure is still being reviewed in line with the approved funds. Posts at head office are currently being
filled on the basis of available funds due to the non-finalisation of the structure.
The regional structure as yet, has also not been approved and the regional offices have been operating by utilising the
posts that were accordingly transferred from the Peds. during 2017/18, efforts will be made to ensure that both the
national office and regional Structures are approved and implemented with a view to ensuring improved accountability
and coordination between the department and its regional structures.
efforts have been made to finalise 23 policies which will be implemented with effect from april 2017. a number of
strategies and plans such as the human resource, employment equity and Skills development Plans have been approved
for implementation.
The department has established a task team to work on the development of a post provisioning model for both TVeT and
CeT Colleges. This will ensure that an adequate number of staff is provided to the department and that all institutions are
allocated with the required number of staff to efficiently manage the enrolment of learners.
Since conclusion of the migration process, an appropriate bargaining structure located within the department has not been
finalised for consultation with the department of Public Service and administration. The finalisation and establishment of a
bargaining chamber for higher education is on-going and it is envisaged that this process will be finalised for subsequent
implementation during the 2017/18 financial year.
The effective management of human resource administration functions in general, continue to remain a challenge post
migration. This is primarily due to a lack of adequate human resource capacity provided in the regional offices and as a
result, requiring that the management of most human resource functionalities remain centralised.
The hrd directorate continues to offer bursaries to employees within the department but due to limited resources, the
focus has been mainly on assisting incumbents with studies aimed at achieving under-graduate degrees or diplomas.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
31ANNUAL PERFORMANCE PLAN 2017 | 2018
priorities for the 2017 mTef
§§ developing in-house training capacity by 31 march 2018; and
§§ developing an individual Performance management development System in line with the department’s Business
Performance management System by 31 march 2018.
2. reViSionS To LegiSLaTiVe anD oTher manDaTeS
Within the context of higher education and Training, appropriate legislation and policies were developed. The National
Qualifications Framework (NQF) Act, 2008, to be tabled during the 2017 session of Parliament, is currently under review.
The national Qualifications framework amendment Bill, 2017
The department will introduce the National Qualifications Amendment Bill during the course of the 2017 Parliamentary
legislative Programme.
The review of the nQF act inter alia seeks to amend provisions relating to:
§§ Finalising a separate nQF professional designation register;
§§ reformulating criteria to evaluate foreign qualifications;
§§ establishing a register for fraudulent qualifications by SaQa and the legal obligations to report fraudulent
qualifications, employers and education institutions; and
§§ establishing a register pertaining to misrepresented qualifications by SaQa and an obligation by employers to refer
qualifications of employees to SaQa for validation and verification.
reLeVanT courT ruLingS
There are two court rulings dealt with by the department that are of significant importance to the PSeT system, namely:
§§ Afriforum & Another v the Chairman of the Council of the University of the Free State & Others, Free State High Court
Bloemfontein Case No. A70/2016 (reportable); and
§§ Business South Africa v Minister of Higher Education and Training & Others, Labour Court, Johannesburg Case No. JR
110/13.
Departmental staff raising awareness during the ‘Bogus Colleges Campaign’
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201832
3.
oV
erV
ieW
of
The
2017
/18
Bu
Dg
eT a
nD
201
7 m
Tef
eSTi
maT
eS
3.1
eXpe
nD
iTu
re e
STim
aTeS
Tabl
e 3:
201
7 M
TEF
Allo
catio
ns
pro
gr
am
me
au
DiT
eD o
uTc
om
eeS
Tim
aTeS
o
f n
aTio
na
L eX
pen
DiT
ure
reV
iSeD
eS
Tim
aTe
meD
ium
Ter
m e
Xpen
DiT
ure
eST
imaT
e
2013
/14
2014
/15
2015
/16
2016
/17
2016
/17
2017
/18
2018
/19
2019
/20
r ‘0
00r
‘000
r ‘0
00r
‘000
r ‘0
00r
‘000
r ‘0
00r
‘000
adm
inis
trat
ion
267
364
234
097
346
819
373
667
372
738
403
356
440
974
471
562
Plan
ning
, Pol
icy
and
Stra
tegy
47
650
45 6
8352
019
71 5
4571
584
73 2
9879
679
85 7
29
uni
vers
ity e
duca
tion
28 3
03 2
7930
484
155
32 8
98 5
9339
531
603
39 5
32 4
9341
943
533
49 4
98 5
9152
344
416
Tech
nica
l and
Voc
atio
nal
educ
atio
n an
d Tr
aini
ng5
879
250
6 30
4 51
46
604
810
6 91
7 19
16
960
244
7 40
8 24
98
029
306
8 60
4 51
2
Skill
s d
evel
opm
ent
123
031
131
994
216
741
224
534
181
443
244
293
266
770
284
341
Com
mun
ity e
duca
tion
and
Trai
ning
1 77
6 75
21
853
062
1 82
4 37
92
069
739
2 06
9 77
72
234
910
2 35
6 43
02
530
294
SuBT
oTa
L36
397
326
39 0
53 5
05
41 9
43 3
61
49 1
88 2
7949
188
279
52 3
07 6
3960
671
750
64 3
20 8
54
dire
ct c
harg
e ag
ains
t the
nat
iona
l re
venu
e Fu
nd12
090
186
13 8
38 7
9815
156
433
17 6
39 5
9515
462
170
16 6
41 4
5617
968
204
19 4
54 1
23
Sect
or e
duca
tion
and
Trai
ning
a
utho
ritie
s9
673
818
11 0
71 0
2512
125
894
14 1
12 4
5312
370
513
13 3
13 1
6514
374
564
15 5
63 2
99
nat
iona
l Ski
lls F
und
2 41
6 36
82
767
773
3 03
0 53
93
527
142
3 09
1 65
73
328
291
3 59
3 64
03
890
824
ToTa
L48
487
512
52
892
303
57 0
99 7
9466
827
874
64 6
50 4
4968
949
095
78 6
39 9
5483
774
977
eco
no
mic
cLa
SSif
icaT
ion
Curr
ent p
aym
ents
6 89
9 75
37
408
108
7 53
1 29
88
215
156
7 94
8 28
68
845
780
9 40
1 47
410
106
550
Com
pens
atio
n of
em
ploy
ees
6 60
5 44
07
139
763
7 16
6 39
57
839
886
7 57
3 71
28
425
378
8 95
6 96
49
637
693
goo
ds a
nd s
ervi
ces
294
313
268
345
364
903
375
270
374
574
420
402
444
510
468
857
Tran
sfer
s an
d su
bsid
ies
41 5
80 1
1145
478
492
49 5
06 4
0758
605
013
56 6
94 4
5860
094
176
69 2
29 0
9173
658
529
Paym
ents
for c
apita
l ass
ets
7 53
95
686
10 1
877
705
7 70
59
139
9 38
99
898
Paym
ents
for fi
nanc
ial a
sset
s10
917
51 9
02-
--
--
ToTa
L48
487
512
52 8
92 3
0357
099
794
66 8
27 8
7464
650
449
68 9
49 0
9578
639
954
83 7
74 9
77
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
33ANNUAL PERFORMANCE PLAN 2017 | 2018
3.2 reLaTing eXpenDiTure TrenDS To STraTegic ouTcome orienTeD goaLS
government’s ndP and its 2014 to 2019 mTSF envisage that by 2030, South africans should have access to education
and training of the highest quality, leading to significant improvements in what learners know and can do on completion
of their education or training. over the medium term, the department will focus on providing a sound PSeT steering
framework, expanding access to universities as well as TVeT Colleges and improving their performance, boosting the
development of artisans, and re-establishing and improving the governance of CeT Colleges.
Table 3 reflects the 2017 mTeF budgetary allocation for the department, focusing on the implementation of its
predetermined strategic objectives during the short and medium term. The spending focus over the medium term will
continue addressing access, redress, equity and the provision of quality education, while enhancing support to universities,
Colleges, SeTas and public entities aligned to the department. The total budget allocation for the 2017/18 financial year
is r68.9 billion. This budget includes “a direct charge” which comprise amounts that constitute a direct commitment from
the national revenue Fund in terms of specific legislative requirements and are not defined as Voted Funds. The “direct
charge” for the department is the skills levy revenue collected by the South african revenue Service for the SeTas and nSF.
expanding access to universities
in dealing with pressure within the sector, government has set out additional allocations over the medium term amounting
to r2.6 billion for 2018/19 and r2.8 billion for 2019/20 to compensate universities for the shortfall of the zero per cent
fee increase for the poor and the missing middle students during the 2017 academic year. This accordingly increases
transfers to universities, the department’s largest spending item within the University Education programme to a projected
r38.2 billion in 2019/20 from r28 billion in 2016/17. Planning for the expansion of the higher education sector in producing
mid to high-level skills in line with government priorities is ongoing. The number of student enrolments in higher education
institutions, and postgraduate graduates per year is projected to increase from 1 million to 1.1 million, and 51 100 to 57 000
in 2019/20 respectively.
in an effort to better support student access to universities, the department’s contribution to the nSFaS over the medium
term will grow at an average annual rate of 6.9 per cent, from r11.4 billion in 2016/17 to r13.9 billion in 2019/20. The
scheme receives additional allocations of r7.7 billion over the mTSF period in support of unfunded university students
from the 2016 academic year. The department’s transfer payments to the scheme account for 21.9% of its total transfers
and subsidies budget in 2017/18.
allocated funding of r4.2 billion over the medium term is specifically set aside for operational costs and for capital
expenditure at the newly established mpumalanga and Sol Plaatje universities. new facilities, including lecture rooms,
laboratories, and student accommodation, at both institutions will make it possible for a joint increased intake of 3 875
students during the 2017 academic year (1 975 at the university of mpumalanga and 1 900 at Sol Plaatje university).
Technical and Vocational education and Training colleges
expanding access to skills programmes that address the labour market’s need for intermediate skills and include a practical
component remains a government priority for inclusive growth. The department will continue to provide public provision
of TVeT by expanding skills training, work opportunities and work placements for artisans over the medium term. To
accommodate the announced zero per cent fee increase for poor and missing middle students in TVeT Colleges for the
2017 academic year, government has allocated an additional amount of r168.0 million for 2018/19 and r178.5 million
during 2019/20.
Funding pressures will have a negative impact on the envisaged growth in the enrolment numbers at TVeT Colleges over
the medium term. however, enrolments increased from 358 393 in 2010 to 702 383 in 2014 (Source: Post-School Education
and Training Statistics 2010-2014). The total number of 710 535 reported for 2015 includes 664 748 enrolment of ministerially
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201834
approved programmes and the remaining 45 787 are occupational programmes. These programmes will continue to focus
on increasing the provision of public TVeT College education by expanding skills training, work opportunities and work
placements for artisans. enrolments in TVeT Colleges are anticipated to remain at an estimated 710 535 over the medium
term.
Transfer payments to these colleges for operations are projected to grow at an average annual rate of 3% over the medium
term expenditure framework period, in the TVeT programme, from r1.5 billion in 2016/17 to r1.7 billion during 2019/20.
Compensation of employees’ expenditure constitutes the largest portion (80%) of the programme’s budget, and is expected
to grow at an average annual rate of 8.7% over the medium term from r5.3 billion during 2016/17 to r6.8 billion during
2019/20. The majority of the 17 343 employees in this programme, comprising about half of the department’s personnel
are situated at TVeT Colleges across all the provinces.
The improved performance of TVeT Colleges will also be supported by partnerships with the SeTas and funding received
from the nSF. This support will contribute to the estimated 33 750 new artisans registering for training by 2019/20. in
supporting the performance of TVeT Colleges, the department aims to improve learner throughput rates by developing
and approving a annual teaching and learning support plans over the medium term. These plans aim to improve the skills
of lecturers and the performance of students.
Boosting the Development of artisans
over the medium term, the department aims to improve the public skills development sector by managing the
performance of service level agreements more effectively and by funding trade tests at institutions such as the institute
for the national development of learnerships, employment Skills and labour assessments and the Quality Council for
Trades and occupations. These institutions are key to increasing the number of competent artisans and creating more
work-based learning opportunities for higher education students. The number of qualified artisan learners, and work-
based learning opportunities created is projected to increase from 21 110 and 120 000 in 2016/17 to 24 000 and 140 000 in
2019/20. The department has budgeted for strengthening the monitoring and evaluation of service level agreements with
SeTas as well as other relevant institutions by reprioritising funds to the Skills Development programme.
income from skills development levies contributes significantly to key performance areas of the public skills development
sector, including artisan development. The levy income is transferred directly to SeTas and the nSF, and is projected to
increase at an average annual rate of 8%, from r15.5 billion in 2016/17 to r19.5 billion in 2019/20. SeTas roll out skills
programmes, learnerships, internships and apprenticeships. They also establish partnerships with TVeT Colleges,
universities, and the labour market in an effort to provide opportunities for workplace experience.
re-establishing and improving the governance of community education and Training colleges
The White Paper provides for the establishment of CeT Colleges that will primarily target the youth and adults who did not
complete school or never attended school. CeT Colleges are an additional higher education institutional form alongside
universities and TVeT Colleges. it is projected that enrolments at CeT Colleges will increase gradually from 310 000 learners
in 2016/17 to 340 000 learners during 2019/20.
expenditure in the CeT programme is expected to increase at an average annual rate of 7 per cent over the medium term,
reaching r2.5 billion during 2019/20 from r2.1 billion in 2016/17. Compensation of employees’ expenditure constitutes
the largest portion (92.5%) of the programme’s budget, and is expected to grow at an average annual rate of 7.2% over the
medium term, reaching r2.3 billion during 2019/20. half of the department’s personnel are in this programme; these are
18 881 personnel, mainly CeT educators in the 3 276 former community learning centres across all provinces (under the
auspices of 9 established CeT Colleges). over the medium term, the department will introduce new legislation to regulate
and improve the governance of the CeT sector.
PROGRAMME AND SUB-PROGRAMME PLANS
PART B
nWu heaLTh anD ScienceS cenTre
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201836
4. DeparTmenTaL programmeS: STraTegic oBJecTiVeS, programme performance inDicaTorS anD annuaL TargeTS for 2017/183
a strategic planning session attended by senior managers and the director-general was hosted on 10 and
11 november 2016. The department used the opportunity to review and amend the Strategic Plan adopted during
2014 taking into consideration recent developments in the service delivery environment since the document’s initial
endorsement.
The outputs of the workshop includes a target setting framework informing the architecture of the Strategic Plan and
annual Performance Plans over the next three years. in order to effectively manage service delivery performance, the
department has differentiated between two sets of delivery outputs; namely direct outputs (means) and indirect outputs
(ends, or outcomes/impacts) in relation to the core budget programmes of the department in particular the delivery
programmes namely, university education, TVeT, Skills development and CeT. Targets for the ‘means’ represent those
outputs that are within the control of the budget programmes of the department and which in the main, constitute the
interventions envisaged for the system during the period covered by this plan. on the contrary, the targets on the ‘ends’
(outcomes/impacts), represent the anticipated performance of the entire PSeT system comprising of universities, colleges
(TVeT and CeT) and the SeTas.
The principle underlying this model is that the impact of the department’s interventions and leadership should be
reflected by the performance of the entire system. For that reason, the actual performance of the system will be monitored
against set targets and reported by the department as management information/statistics on a quarterly, bi-annually or
annual basis. Such information will form the basis for evaluating system performance and decision making on the required
interventions to correct any under-performance and/or any deficiencies accordingly identified.
The 2019 mTSF is structured around 14 priority outcomes that cover the focus areas identified in the ndP. The department
is responsible for outcome 5 of the 14 government outcomes, namely “a skilled and capable workforce to support an inclusive growth path”. The following mTSF sub-outcomes have been identified for this outcome:
1) a credible institutional mechanism for labour market and skills planning;
2) increased access and success in programmes leading to intermediate and high level learning;
3) increased access to and efficiency of high-level occupationally directed programmes in needed areas; and
4) increased access to occupationally directed programmes in needed areas and thereby expanding the availability of
intermediate level skills with a special focus on artisan skills.
For the realisation of the aforementioned sub-outcomes, five (5) strategic outcome oriented goals have been identified as
follows:
Part B: Programme and Sub-Programme Plans
3 Technical indicator description grid for performance indicators detailing definition, method of calculation, source etc. for each is posted on the departmental website along with the aPP for easy reading and understanding
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
37ANNUAL PERFORMANCE PLAN 2017 | 2018
STraTegic ouTcome orienTeD goaLS conTriBuTing programmeS
goal 1 Sound post-School education and Training steering framework
2, 3, 4, 5 and 6goal Statement
To steer the Post-School education and Training system through the development and review of steering mechanisms, integrated planning and implementation oversight by 31 march 2020
goal 2 improved post-School education and Training services
2, 3, 4, 5 and 6goal Statement
To improve the Post-School education and Training system through the provision of appropriate learning assessment services, teaching and learning, and student support services by 31 march 2020
goal 3 improved post-School education and Training capacity
2, 3, 4, 5 and 6goal Statement
To improve the capacity of the Post-School education and Training system through funding interventions and infrastructure development by 31 march 2020
goal 4 Strong stakeholder network2, 3, 4, 5 and 6goal
StatementTo develop partnerships and maintain good stakeholder relations in support of an effective Post-School education and Training system
goal 5 excellent business operations within the Department of higher education and Training
1goal Statement
To ensure sound business management/leadership and effective resource management within the department
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201838
4.1 programme 1: aDminiSTraTion
The purpose of the programme is to provide strategic leadership, management and support services to the department.
There are six budget sub-programmes:
§§ Ministry: renders management and administrative support services for the office of the minister.
§§ Department Management: Provides overall management and administration of the department.
§§ Corporate Services: Provides corporate services management support to the department and colleges in support
of the attainment of its strategic objectives.
§§ Office of the Chief Financial Officer: ensures sound financial management of the department, management and
control of the department’s assets, liabilities and supply chain management. it develops policy and coordinates
education and training development support projects, including projects supported from the national Skills Fund.
it renders financial compliance as well as a budgetary monitoring, support and advice service to public entities. in
addition, it renders successful management of all administrative matters, performs financial and related legislative
compliance matters and monitors the compliance of the department.
§§ Internal Audit: Provides independent, objective assurance designed to add value and improve the department’s
operations. it helps the department to accomplish its objectives by bringing a systematic and disciplined approach
to evaluate and improve the effectiveness of risk management, control and governance processes.
§§ Office Accommodation: ensures that the officials of the department are provided with sufficient office
accommodation in a safe and clean environment that complies with all relevant legislation to support service
delivery.
The Deputy Director-General: Corporate Services, Ms LC Mbobo addressing staff
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
39ANNUAL PERFORMANCE PLAN 2017 | 2018
4.1.
1 ST
raT
egic
oB
Jec
TiV
eS a
nn
ua
L Ta
rgeT
S - p
rog
ra
mm
e 1:
aD
min
iSTr
aTio
n
STr
aTeg
ic o
BJe
cTi
Ve
5-Ye
ar
STr
aTeg
ic
pLa
n T
arg
eT20
15-2
020
au
DiT
eD /a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
meD
ium
Ter
m T
arg
eTS
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
4.1.
1.1
To e
nsur
e eff
ectiv
e hu
man
re
sour
ce m
anag
emen
t with
in
the
dep
artm
ent t
hrou
gh s
ound
hu
man
reso
urce
man
agem
ent
prac
tices
incl
udin
g st
affing
, hu
man
reso
urce
dev
elop
men
t, pe
rfor
man
ce m
anag
emen
t, la
bour
rela
tions
and
hum
an
reso
urce
adm
inis
trat
ive
syst
ems
Fill
90%
of a
ppro
ved
posi
tions
per
ann
um93
.1%
90%
90%
90%
90%
redu
ce th
e av
erag
e nu
mbe
r of d
ays
to fi
ll an
ad
vert
ised
pos
ition
to
180
days
per
ann
um
221.
2518
018
018
018
0
reso
lve
all (
100%
) di
scip
linar
y ca
ses
with
in
90 d
ays
per a
nnum
47%
100%
100%
100%
100%
4.1.
1.2
To e
nsur
e eff
ectiv
e fin
anci
al
man
agem
ent p
ract
ices
thro
ugh
the
appl
icat
ion
of g
ood
finan
cial
m
anag
emen
t sys
tem
s, in
clud
ing
man
agem
ent a
ccou
ntin
g,
finan
cial
acc
ount
ing
and
supp
ly
chai
n m
anag
emen
t in
line
with
th
e re
quire
men
ts o
f the
PFm
a
Pay
cred
itors
with
in 3
0 da
ys
mor
e th
an
30 d
ays
30 d
ays
30 d
ays
30 d
ays
30 d
ays
ach
ieve
a C
lean
aud
it o
pini
on
unq
ualifi
ed
aud
it u
nqua
lified
aud
it u
nqua
lified
a
udit
unq
ualifi
ed
aud
it C
lean
aud
it
4.1.
1.3
To im
prov
e iC
T se
rvic
es in
re
latio
n to
pro
cure
men
t, m
anag
emen
t and
mai
nten
ance
of
har
dwar
e, s
oftw
are
and
netw
orks
impr
ove
orga
nisa
tiona
l iC
T se
rvic
es
new
indi
cato
rim
prov
ed
iCT
serv
ices
im
plem
ente
d
impr
oved
iC
T se
rvic
es
impl
emen
ted
impr
oved
iC
T se
rvic
es
impl
emen
ted
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201840
4.1.
2 pr
og
ra
mm
e pe
rfo
rma
nce
inD
icaT
orS
an
D a
nn
ua
L Ta
rgeT
S fo
r 20
17 m
Tef
- pro
gr
am
me
1: a
Dm
iniS
TraT
ion
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.1
.1
perf
orm
an
ce in
Dic
aTo
rSa
uD
iTeD
/ac
Tua
L pe
rfo
rma
nce
eS
Tim
aTeD
pe
rfo
rma
nce
20
16/1
7
Targ
eT20
17/1
8Ta
rgeT
2018
/19
Targ
eT20
19/2
020
13/1
420
14/1
520
15/1
6
So: 4
.1.1
.14.
1.1.
1.1
app
rove
d fu
nded
pos
itio
ns fi
lled
(%)
93.1
%90
%90
%90
%90
%
4.1.
1.1.
2 D
isci
plin
ary
case
s re
solv
ed w
ithi
n
90 d
ays
(%)
47%
100%
100%
100%
100%
4.1.
1.1.
3 a
vera
ge n
umbe
r of d
ays
to fi
ll an
ad
vert
ised
pos
t (da
ys)
221.
25 d
ays
180
180
180
180
4.1.
1.1.
4 a
revi
ewed
hum
an r
esou
rce
plan
ap
prov
ed (n
)1
11
4.1.
1.1.
5 a
pla
n to
impr
ove
hr
recr
uitm
ent
and
sele
ctio
n pr
oces
s ap
prov
ed (n
)1
4.1.
1.1.
6 a
pla
n to
redu
ce th
e nu
mbe
r of
days
to re
solv
e di
scip
linar
y ca
ses
appr
oved
(n)
1
So: 4
.1.1
.24.
1.1.
2.1
invo
ices
rece
ived
from
cre
dito
rs p
aid
wit
hin
30 d
ays
(%)
100%
100%
100%
100%
4.1.
1.2.
2 a
sys
tem
for t
rack
ing
rece
ived
in
voic
es, a
ppro
ved
(n)
1
4.1.
1.2.
3 u
nqua
lified
aud
it o
pini
onu
nqua
lified
au
dit
unq
ualifi
ed a
udit
unq
ualifi
ed
aud
it o
pini
on
unq
ualifi
ed
aud
it o
pini
on
Cle
an a
udit
opi
nion
4.1.
1.2.
4 a
ppro
ved
rem
edia
l pla
n on
aud
it
findi
ngs
in th
e pr
evio
us fi
nanc
ial
year
(n)
11
0
So: 4
.1.1
.34.
1.1.
3.1
icT
impl
emen
tati
on (%
)10
0%10
0%10
0%
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
41ANNUAL PERFORMANCE PLAN 2017 | 2018
4.1.
3 Q
ua
rTer
LY T
arg
eTS
for
2017
/184 -
pro
gr
am
me
1: a
Dm
iniS
TraT
ion
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.1.1
perf
orm
an
ce in
Dic
aTo
r5re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.1.1
.14.
1.1.
1.1
app
rove
d fu
nded
po
siti
ons
fille
d (%
)a
nnua
l90
%
4.1.
1.1.
2 D
isci
plin
ary
case
s re
solv
ed w
ithi
n 90
day
s (%
)
ann
ual
100%
4.1.
1.1.
3 a
vera
ge n
umbe
r of d
ays
to fi
ll an
adv
erti
sed
post
(d
ays)
ann
ual
180
4.1.
1.1.
4 a
revi
ewed
hum
an
reso
urce
pla
n ap
prov
ed
(n)
(Q1)
(1
)re
vise
d h
uman
re
sour
ce P
lan
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
0 Ju
ne 2
017
(1)
revi
sed
hum
an
reso
urce
Pla
n de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
June
201
7
4.1.
1.1.
5 a
pla
n to
impr
ove
hr
recr
uitm
ent a
nd
sele
ctio
n pr
oces
ses
appr
oved
(n)
(Q1
and
2)(C
umul
ativ
e)(1
)a
pla
n to
impr
ove
hr
recr
uitm
ent a
nd
sele
ctio
n pr
oces
ses
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
0 Se
ptem
ber
2017
(50%
)d
raft
pla
n to
im
prov
e h
r re
crui
tmen
t an
d se
lect
ion
proc
esse
s de
velo
ped
(100
%)
a p
lan
to
impr
ove
hr
recr
uitm
ent
and
sele
ctio
n pr
oces
ses
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
0 Se
ptem
ber
2017
4 Th
e Br
anch
will
pro
vide
upd
ates
on
annu
al ta
rget
s du
ring
quar
terly
repo
rtin
g, w
hile
act
ual a
nnua
l per
form
ance
will
be
repo
rted
in th
e a
nnua
l rep
ort.
5 Te
chni
cal i
ndic
ator
des
crip
tion
grid
for p
erfo
rman
ce in
dica
tors
det
ailin
g de
finiti
on, m
etho
d of
cal
cula
tion,
sou
rce
etc.
for e
ach
will
be
publ
ishe
d on
the
dep
artm
ent’s
web
site
for e
asy
refe
renc
ing
to
enha
nce
unde
rsta
ndin
g
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201842
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.1.1
perf
orm
an
ce in
Dic
aTo
r5re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
4.1.
1.1.
6 a
ppro
ved
plan
to
redu
ce th
e nu
mbe
r of
day
s to
reso
lve
disc
iplin
ary
case
s ap
prov
ed (n
)
Q1
1a
pla
n to
redu
ce
the
num
ber o
f da
ys to
reso
lve
disc
iplin
ary
case
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
dec
embe
r 20
17
(25%
)a
dra
ft p
lan
to re
duce
the
num
ber o
f da
ys to
reso
lve
disc
iplin
ary
case
s de
velo
ped
(50%
)a
dra
ft p
lan
to re
duce
the
num
ber o
f da
ys to
reso
lve
disc
iplin
ary
case
s co
nsul
ted
(100
%)
a p
lan
to re
duce
th
e nu
mbe
r of
days
to re
solv
e di
scip
linar
y ca
ses
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
1 d
ecem
ber
2017
So: 4
.1.1
.24.
1.1.
2.1
invo
ices
rece
ived
from
cr
edit
ors
paid
wit
hin
30
days
(%)
ann
ual
100%
4.1.
1.2.
2 a
sys
tem
for t
rack
ing
rece
ived
invo
ices
, ap
prov
ed (n
)
Q1
1Sy
stem
for t
rack
ing
invo
ices
rece
ived
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
June
201
7
1Sy
stem
for
trac
king
invo
ices
re
ceiv
ed
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
0 Ju
ne 2
017
4.1.
1.2.
3 u
nqua
lified
aud
it
opin
ion
ann
ual
unq
ualifi
ed a
udit
opin
ion
4.1.
1.2.
4 a
ppro
ved
rem
edia
l pla
n on
aud
it fi
ndin
gs in
the
prev
ious
fina
ncia
l yea
r (n
)
Q2
1re
med
ial p
lan
on a
udit
findi
ngs
in th
e pr
evio
us
finan
cial
yea
r ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
0 Se
ptem
ber
2017
1re
med
ial p
lan
on a
udit
findi
ngs
in th
e pr
evio
us
finan
cial
yea
r de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
Sept
embe
r 20
17
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
43ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.1.1
perf
orm
an
ce in
Dic
aTo
r5re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
4.1.
1.2.
5 a
udit
issu
es re
ceiv
ed
vers
us a
tten
ded
to (%
)a
nnua
l10
0%
So: 4
.1.1
.34.
1.1.
3.1
icT
impl
emen
tati
on (%
) a
nnua
l 10
0%
4.1.
1.3.
1.1
Perc
enta
ge o
f iC
T im
prov
emen
t in
itiat
ives
im
plem
enta
ted
Qua
rter
ly(c
umul
ativ
e)10
0%im
plem
enta
tion
of
iCT
impr
ovem
ent
initi
ativ
es
(25%
)iC
T su
ppor
t im
prov
emen
t pl
an e
ndor
sed
by th
e d
eput
y d
irect
or-g
ener
al
by 3
0 Ju
ne 2
017
(50%
)iC
T st
rate
gy
and
syst
em
impl
emen
tatio
n de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
Sept
embe
r 20
17
(75%
)1.
dat
a ce
ntre
in
frast
ruct
ure
esta
blis
hed
2. i
mpl
emen
ta-
tion
of a
n iC
T go
vern
ance
fra
mew
ork
de
velo
ped
and
appr
oved
by
the
d
irect
or-
gen
eral
by
31 d
ecem
ber
2017
(100
%)
iCT
proc
urem
ent
plan
dev
elop
ed
and
appr
oved
by
the
dep
uty
dire
ctor
-gen
eral
by
31
mar
ch 2
018
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201844
reco
nci
Lin
g p
erfo
rma
nce
Ta
rgeT
S W
iTh
Th
e B
uD
geT
an
D m
Tef:
pro
gr
am
me
1
SuB
-pro
gr
am
me
au
DiT
eD o
uTc
om
eSeS
Tim
aTeS
o
f n
aTio
na
L eX
pen
DiT
ure
meD
ium
Ter
m e
Xpe
nD
iTu
re e
STim
aTe
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
r’m
illio
nr’
mill
ion
r’m
illio
nr’
mill
ion
r’m
illio
nr’
mill
ion
r’m
illio
n
1.
min
istr
y29
.732
.439
.728
.733
.936
.839
.5
2.
dep
artm
ent m
anag
emen
t37
.838
.451
.146
.749
.754
.759
.0
3.
Corp
orat
e Se
rvic
es91
.080
.212
6.4
150.
916
4.1
179.
619
2.0
4.o
ffice
of t
he C
hief
Fin
anci
al o
ffice
r61
.440
.555
.784
.883
.492
.799
.5
5.in
tern
al a
udit
9.0
6.1
6.7
9.2
8.6
9.2
9.9
6.o
ffice
acc
omm
odat
ion
38.4
36.5
67.2
53.4
63.7
67.9
71.7
ToTa
L26
7.4
234.
134
6.8
373.
740
3.4
441.
047
1.6
eco
no
mic
cLa
SSif
icaT
ion
Curr
ent p
aym
ents
262.
423
0.6
338.
136
8.4
398.
143
5.3
465.
6
Com
pens
atio
n of
em
ploy
ees
147.
412
1.9
161.
720
3 .4
222.
224
7.8
267.
4
goo
ds a
nd s
ervi
ces
of w
hich
:11
5.0
108.
717
6.4
165.
017
5.9
187.
519
8.2
Com
pute
r ser
vice
s13
.722
.431
.035
.636
.839
.041
.0
leas
e pa
ymen
ts1.
61.
82.
15.
96.
87.
07.
4
Prop
erty
pay
men
ts39
.936
.167
.751
.060
.464
.568
.1
Trav
el a
nd s
ubsi
sten
ce22
.019
.018
.117
.419
.121
.222
.1
Tran
sfer
s an
d su
bsid
ies
-0.
10.
30.
3-
--
dep
artm
enta
l age
ncie
s an
d ac
coun
ts-
-0.
20.
3-
--
hou
seho
lds
-0.
10.
1-
--
-
Paym
ents
for c
apita
l ass
ets
5.0
3.4
8.2
5.0
5.3
5.7
6.0
mac
hine
ry a
nd e
quip
men
t5.
03.
48.
15.
05.
35.
76.
0
Soft
war
e an
d ot
her i
ntan
gibl
e as
sets
--
0.1
--
--
Paym
ents
for fi
nanc
ial a
sset
s-
-0.
2-
--
-
Thef
t and
loss
es-
-0.
2-
--
-
ToTa
L26
7.4
234.
134
6.8
373.
740
3.4
441.
047
1.6
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
45ANNUAL PERFORMANCE PLAN 2017 | 2018
reconciLing performance TargeTS WiTh The BuDgeT anD mTef: programme 1
The table above reflects the 2017 mTeF budget allocations for programme 1: administration. The spending for the
2017 mTeF budget will mainly be directed towards administrative functions. The large increase in the provision of office
accommodation aimed at catering for regional office accommodation in respect of the TVeT and CeT functions. The
largest spending item in this programme is Compensation of employees and this is directly linked to the administration
regarding the staff establishment of the Technical and Vocational education and Training and the Community education
and Training functions that were shifted to the department in 2015/16. other items catered for under this programme are
the centralised provision of computer services, settlement of audit fees and resettlement costs.
during the 2017 mTeF, programme 1 has planned effective human resource management within the department through
the application of sound human resource management practices, including staffing, human resource development,
performance management, labour relations and human resource administration systems; effective financial management
practices through the application of good financial management systems, including the management of accounting,
financial accounting and supply chain management processes in line with the requirements of the PFma; and implement
improved iCT services in relation to procurement, management and maintenance of hardware, software and networks.
The Chief Financial Officer, Mr TW Tredoux
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201846
4.2 programme 2: pLanning, poLicY anD STraTegY
The purpose of the programme is to provide strategic direction in the development, implementation and monitoring of
departmental policies and in the human resource development strategy for South africa.
There are six budget sub-programmes:
§§ Programme Management: Planning, Policy and Strategy manages delegated administrative and financial responsibilities, and coordinates all monitoring and evaluation functions in the programme.
§§ Human Resource Development, Strategic Planning and Coordination: Provides strategic direction in the development, implementation and monitoring of departmental policies; and coordinates activities in relation to the national human resource development Strategy.
§§ Planning, Information, Monitoring and Evaluation Coordination: monitors and evaluates the policy outputs of the department; coordinates research in the fields of higher education and training; and ensures that education policies, plans and legislation are developed into systems through monitoring their implementation on an ongoing basis.
§§ International Relations: develops and promotes international relations; supports the united nations educational, Scientific and Cultural organisation (uneSCo) in the higher education sub-system; and manages, monitors and reports on international donor grant funding.
§§ Legal and Legislative Services: manages the legal and legislative services of the department, universities, colleges, sector education and training authorities and the national Skills Fund.
§§ Social Inclusion in Education: Promotes access to higher education and participation by all learners in training programmes; manages the development, evaluation and maintenance of policy, programmes and systems for
learners with special needs; and monitors the implementation of those policies.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
47ANNUAL PERFORMANCE PLAN 2017 | 2018
4.2.
1 ST
raT
egic
oB
Jec
TiV
eS: a
nn
ua
L Ta
rgeT
S - p
rog
ra
mm
e 2:
pLa
nn
ing
, po
Lic
Y a
nD
STr
aTeg
Y
STr
aTeg
ic o
BJe
cTi
Ve
5-Ye
ar
STr
aTeg
ic p
Lan
Ta
rgeT
2015
-202
0
au
DiT
eD /a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
meD
ium
Ter
m T
arg
eTS
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
4.2.
1.1
To e
nsur
e a
soun
d PS
eT s
yste
m
thro
ugh
the
deve
lopm
ent
of a
ppro
pria
te s
teer
ing
mec
hani
sms
by th
e en
d m
arch
20
20
dev
elop
and
app
rove
eig
ht
stee
ring
mec
hani
sms
for P
SeT
14
21
impl
emen
tatio
n of
ste
erin
g m
echa
nism
s fo
r PS
eT
dev
elop
and
app
rove
two
revi
ewed
ste
erin
g m
echa
nism
s (le
gisl
atio
n) fo
r sub
mis
sion
to
Parli
amen
t for
pro
mul
gatio
n
11
4.2.
1.2
To e
nsur
e eff
ectiv
e ov
ersi
ght
of th
e PS
eT s
yste
m b
y im
plem
entin
g ov
ersi
ght
inst
rum
ents
by
the
end
mar
ch
2020
dev
elop
and
app
rove
a
Fram
ewor
k fo
r mon
itorin
g an
d ev
alua
tion
app
rove
d m
onito
ring
and
eval
uatio
n Fr
amew
ork
impl
emen
tatio
n of
app
rove
d m
onito
ring
an
d ev
alua
tion
Fram
ewor
k
dev
elop
and
app
rove
15
mon
itorin
g an
d ev
alua
tion
repo
rts
35
43
4.2.
1.3
To d
evel
op a
nd im
plem
ent
teac
hing
and
lear
ning
sup
port
pl
ans
aim
ed a
t im
prov
ing
acce
ss
to q
ualit
y te
achi
ng a
nd le
arni
ng
in th
e PS
eT s
yste
m b
y th
e en
d m
arch
202
0
dev
elop
and
app
rove
thre
e te
achi
ng a
nd le
arni
ng p
lans
for
the
PSeT
sys
tem
21
impl
emen
tatio
n of
teac
hing
and
lear
ning
su
ppor
t pla
ns a
ppro
ved
in th
e pr
evio
us
finan
cial
yea
rs
4.2.
1.4
To p
rovi
de s
tude
nt s
uppo
rt
serv
ices
in o
rder
to p
rom
ote
the
succ
ess
of s
tude
nts
with
in th
e PS
eT s
yste
m b
y th
e en
d m
arch
20
20
dev
elop
and
app
rove
thre
e st
uden
t sup
port
ser
vice
s pl
ans
for t
he P
SeT
syst
em
21
4.2.
1.5
To a
nnua
lly p
rovi
de
man
agem
ent w
ith in
form
atio
n an
d st
atis
tics
on P
SeT
perf
orm
ance
dev
elop
and
app
rove
two
man
agem
ent i
nfor
mat
ion
syst
ems
1im
plem
enta
tion
of th
e re
gist
ratio
n sy
stem
(‘i
Wil
)
1im
plem
enta
tion
of P
ublic
Co
mm
unity
Col
lege
s m
anag
emen
t inf
orm
atio
n sy
stem
s
app
rove
and
pub
lish
two
repo
rts
on s
kills
sup
ply
and
dem
and
bi-e
nnia
lly
11
app
rove
and
pub
lish
stat
istic
al
repo
rts
on P
SeT
annu
ally
11
11
1
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201848
4.2.
2 pr
og
ra
mm
e pe
rfo
rma
nce
inD
icaT
orS
an
D a
nn
ua
L Ta
rgeT
S fo
r 20
17 m
Tef
- pro
gr
am
me
2: p
Lan
nin
g, p
oLi
cY
an
D
STr
aTeg
Y
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.2
.1pe
rfo
rma
nce
inD
icaT
orS
au
DiT
eD/a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
20
16/1
7
Targ
eT20
17/1
8Ta
rgeT
2018
/19
Targ
eT20
19/2
020
13/1
420
14/1
520
15/1
6
So: 4
.2.1
.14.
2.1.
1.1
new
ste
erin
g m
echa
nism
s
appr
oved
(n)
14
21
Stee
ring
mec
hani
sms
impl
emen
tatio
n
4.2.
1.1.
2 re
view
ed st
eeri
ng m
echa
nism
s ap
prov
ed (n
)1
1
So: 4
.2.1
.24.
2.1.
2.1
mon
itor
ing
and
eval
uati
on
repo
rts
appr
oved
(n)
35
43
So: 4
.2.1
.34.
2.1.
3.1
Teac
hing
and
lear
ning
sup
port
pl
ans
appr
oved
(n)
21
impl
emen
tatio
n of
teac
hing
and
lear
ning
sup
port
pl
ans
appr
oved
in th
e pr
evio
us fi
nanc
ial y
ears
So: 4
.2.1
.44.
2.1.
4.1
Stud
ent s
uppo
rt s
ervi
ces
plan
s ap
prov
ed (n
)2
1
So: 4
.2.1
.54.
2.1.
5.1
man
agem
ent i
nfor
mat
ion
syst
ems
deve
lope
d (n
)1
1Sy
stem
s im
plem
enta
tion
4.2.
1.5.
2 re
port
s on
ski
lls s
uppl
y an
d de
man
d pu
blis
hed
(n)
11
4.2.
1.5.
3 St
atis
tica
l rep
orts
on
pSeT
pu
blis
hed
(n)
11
11
1
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
49ANNUAL PERFORMANCE PLAN 2017 | 2018
4.2.
3 Q
ua
rTer
LY T
arg
eTS
for
2017
/18 - p
rog
ra
mm
e 2:
pLa
nn
ing
, po
Lic
Y a
nD
STr
aTeg
Y
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.2.1
perf
orm
an
ce in
Dic
aTo
r6re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.2.1
.14.
2.1.
1.1
n
ew s
teer
ing
mec
hani
sms
appr
oved
(n)
ann
ual
2
4.2.
1.1.
1.1
Perc
enta
ge
com
plet
ion
of a
list
of
occu
patio
ns in
hi
gh d
eman
d
Qua
rter
ly(1
00%
)a
list
of o
ccup
atio
ns
in h
igh
dem
and
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y 31
m
arch
201
8
(20%
)1st
dra
ft C
once
pt
not
e fo
r oc
cupa
tions
in
high
dem
and
deve
lope
d
(50%
)Co
ncep
t not
e fo
r th
e oc
cupa
tions
in
hig
h de
man
d fin
alis
ed a
fter
pe
er re
view
(75%
)1st
dra
ft li
st o
f oc
cupa
tions
in h
igh
dem
and
deve
lope
d
(100
%)
a li
st o
f oc
cupa
tions
in
high
dem
and
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by
31 m
arch
201
8
4.2.
1.1.
1.2
Perc
enta
ge
com
plet
ion
of
Polic
y Fr
amew
ork
on d
isab
ility
Qua
rter
ly(1
00%
)Po
licy
Fram
ewor
k on
d
isab
ility
dev
elop
ed
and
appr
oved
by
the
min
iste
r by
31 m
arch
20
18
(50%
)d
raft
pol
icy
docu
men
t on
dis
abili
ty
deve
lope
d
(70%
)m
inis
teria
l rep
ort:
Fram
ewor
k on
dis
abili
ty
gaz
ette
d fo
r pu
blic
com
men
t
(90%
)Fi
nal p
olic
y do
cum
ent o
n di
sabi
lity
com
plet
ed
(100
%)
Polic
y Fr
amew
ork
on d
isab
ility
de
velo
ped
and
appr
oved
by
the
min
iste
r by
31
mar
ch 2
018
4.2.
1.1.
2 r
evie
wed
ste
erin
g m
echa
nism
s ap
prov
ed (n
)a
nnua
l1
4.2.
1.1.
2.2
Pe
rcen
tage
co
mpl
etio
n of
the
revi
ew
proc
ess
for t
he
amen
dmen
t of
nQ
F a
ct
Q4
(100
%)
dra
ft n
QF
Bill
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y 31
mar
ch
2018
for s
ubm
issi
on
to C
abin
et fo
r pr
omul
gatio
n
(100
%)
dra
ft n
QF
Bill
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y 31
mar
ch 2
018
for s
ubm
issi
on
to C
abin
et fo
r pr
omul
gatio
n
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201850
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.2.1
perf
orm
an
ce in
Dic
aTo
r6re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.2.1
.24.
2.1.
2.1
m
onit
orin
g an
d ev
alua
tion
repo
rts
appr
oved
(n)
ann
ual
5
4.2.
1.2.
1.1
Perc
enta
ge
com
plet
ion
of th
e an
nual
re
port
on
the
impl
emen
tatio
n of
Soc
ial
incl
usio
n in
PSe
T
Qua
rter
ly(c
umul
ativ
e)(1
00%
)a
nnua
l rep
ort o
n th
e im
plem
enta
tion
of S
ocia
l inc
lusi
on
in P
SeT
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y
31 m
arch
201
8
(25%
)Q
uart
erly
re
port
on
the
impl
emen
tatio
n of
Soc
ial i
nclu
sion
in
PSe
T co
mpi
led
(50%
)Q
uart
erly
re
port
on
the
impl
emen
tatio
n of
Soc
ial i
nclu
sion
in
PSe
T co
mpi
led
(75%
)Q
uart
erly
repo
rt o
n th
e im
plem
enta
tion
of S
ocia
l inc
lusi
on in
PS
eT c
ompi
led
(100
%)
ann
ual
repo
rt o
n th
e im
plem
enta
tion
of S
ocia
l in
clus
ion
in P
SeT
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by
31 m
arch
201
8
4.2.
1.2.
1.2
Perc
enta
ge
com
plet
ion
of th
e an
nual
re
port
on
the
impl
emen
tatio
n of
ope
n le
arni
ng
in P
SeT
Qua
rter
ly(c
umul
ativ
e)(1
00%
)a
nnua
l rep
ort o
n th
e im
plem
enta
tion
of o
pen
lear
ning
in
PSe
T de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(25%
)Q
uart
erly
re
port
on
the
impl
emen
tatio
n of
ope
n le
arni
ng
in P
SeT
com
pile
d
(50%
)Q
uart
erly
re
port
on
the
impl
emen
tatio
n of
ope
n le
arni
ng
in P
SeT
com
pile
d
(75%
)Q
uart
erly
repo
rt o
n th
e im
plem
enta
tion
of o
pen
lear
ning
in
PSeT
com
pile
d
(100
%)
ann
ual
repo
rt o
n th
e im
plem
enta
tion
of o
pen
lear
ning
in P
SeT
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by
31 m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
51ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.2.1
perf
orm
an
ce in
Dic
aTo
r6re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
4.2.
1.2.
1.3
Perc
enta
ge
com
plet
ion
of th
e an
nual
re
port
on
the
impl
emen
tatio
n of
Car
eer
dev
elop
men
t Se
rvic
es
Qua
rter
ly(c
umul
ativ
e)(1
00%
)a
nnua
l rep
ort o
n th
e im
plem
enta
tion
of
Care
er d
evel
opm
ent
Serv
ices
dev
elop
ed
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(25%
)Q
uart
erly
re
port
on
the
impl
emen
tatio
n of
Car
eer
dev
elop
men
t Se
rvic
es c
ompi
led
(50%
)Q
uart
erly
re
port
on
the
impl
emen
tatio
n of
Car
eer
dev
elop
men
t Se
rvic
es c
ompi
led
(75%
)Q
uart
erly
repo
rt o
n th
e im
plem
enta
tion
of C
aree
r d
evel
opm
ent
Serv
ices
com
pile
d
(100
%)
ann
ual
repo
rt o
n th
e im
plem
enta
tion
of C
aree
r d
evel
opm
ent
Serv
ices
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
4.2.
1.2.
1.4
Perc
enta
ge
com
plet
ion
of
the
stat
us re
port
on
inte
rnat
iona
l re
latio
ns
impl
emen
tatio
n pl
an
Bi-a
nnua
ly(Q
2 an
d 4)
(c
umul
ativ
e)
(100
%)
Stat
us re
port
on
inte
rnat
iona
l rel
atio
ns
impl
emen
tatio
n pl
an d
evel
oped
and
ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y
31 m
arch
201
8
(50%
)d
raft
sta
tus
repo
rt
on in
tern
atio
nal
rela
tions
im
plem
enta
tion
plan
com
pile
d
(100
%)
Stat
us re
port
on
inte
rnat
iona
l re
latio
ns
impl
emen
tatio
n pl
an d
evel
oped
an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
31
mar
ch 2
018
4.2.
1.2.
1.5
Perc
enta
ge
com
plet
ion
of th
e re
port
on
inve
stm
ent
tren
ds in
PSe
T
Qua
rter
ly(Q
2, 3
and
4)
(cum
ulat
ive)
(100
%)
repo
rt o
n in
vest
men
t tr
ends
in P
ost-
Scho
ol
educ
atio
n an
d Tr
aini
ng d
evel
oped
an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y
31 m
arch
201
8
(50%
)d
ata
on
inve
stm
ent t
rend
s in
PSe
T co
llect
ed
and
tabl
es
com
pile
d
(75%
)d
raft
repo
rt o
n in
vest
men
t tre
nds
in
PSeT
com
pile
d
(100
%)
repo
rt o
n in
vest
men
t tr
ends
in P
SeT
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by
31 m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201852
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.2.1
perf
orm
an
ce in
Dic
aTo
r6re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.2.1
.34.
2.1.
3.1
Teac
hing
and
lear
ning
su
ppor
t pla
ns a
ppro
ved
(n)
impl
emen
tatio
n of
teac
hing
and
lear
ning
sup
port
pla
ns a
ppro
ved
in p
revi
ous
finan
cial
yea
rs
So: 4
.2.1
.44.
2.1.
4.1
Stud
ent s
uppo
rt s
ervi
ces
plan
s ap
prov
ed (n
)a
nnua
lly
2
4.2.
1.4.
1.1
Perc
enta
ge
com
plet
ion
of
the
repo
rt o
n th
e im
plem
enta
tion
of c
aree
r de
velo
pmen
t
Bi-a
nnua
lly(Q
2 an
d 4)
(cum
ulat
ive)
(100
%)
Care
er d
evel
opm
ent
inst
itutio
nalis
ed a
nd
impl
emen
tatio
n re
port
dev
elop
ed
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(50%
)Ca
reer
de
velo
pmen
t in
stitu
tiona
lised
an
d dr
aft
impl
emen
tatio
n re
port
com
pile
d
(100
%)
Care
er
deve
lopm
ent
inst
itutio
nalis
ed
and
impl
emen
tatio
n re
port
dev
elop
ed
and
appr
oved
by
the
dire
ctor
-g
ener
al b
y
31 m
arch
201
8
4.2.
1.4.
1.2
Perc
enta
ge
com
plet
ion
of th
e co
mm
unic
atio
n st
rate
gy fo
r st
uden
t sup
port
se
rvic
es
Bi-a
nnua
lly(Q
2 an
d 4)
(cum
ulat
ive)
(100
%)
a c
omm
unic
atio
n st
rate
gy fo
r stu
dent
su
ppor
t ser
vice
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(50%
)d
raft
Co
mm
unic
atio
n st
rate
gy fo
r st
uden
t sup
port
se
rvic
es c
ompi
led
(100
%)
Com
mun
icat
ion
stra
tegy
for
stud
ent s
uppo
rt
serv
ices
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
So: 4
.2.1
.54.
2.1.
5.1
man
agem
ent i
nfor
mat
ion
syst
ems
deve
lope
d (n
)a
nnua
l 1
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
53ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS
in T
aB
Le 4
.2.1
perf
orm
an
ce in
Dic
aTo
r6re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
4.2.
1.5.
1.1
Perc
enta
ge
com
plet
ion
of
the
man
agem
ent
info
rmat
ion
Syst
em fo
r Pub
lic
Com
mun
ity
Colle
ges
Qua
rter
ly(c
umul
ativ
e)(1
00%
)m
anag
emen
t in
form
atio
n Sy
stem
fo
r Pub
lic C
omm
unity
Co
llege
s de
sign
ed
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(25%
)d
raft
dat
aloa
d sp
ecifi
catio
n do
cum
ent
deve
lope
d
(50%
)d
raft
des
ign
of
the
data
base
(dra
ft d
atab
ase
desi
gn
docu
men
t)
(75%
)d
raft
dat
aloa
d sp
ecifi
c do
cum
ent
cons
ulte
d w
ith
stak
ehol
ders
(100
%)
man
agem
ent
info
rmat
ion
Syst
em fo
r Pub
lic
Com
mun
ity
Colle
ges
desi
gned
and
ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
1 m
arch
201
8
4.2.
1.5.
2
repo
rts
on s
kills
sup
ply
and
dem
and
publ
ishe
d (n
)Th
is is
a b
i-enn
ial d
eliv
erab
le th
eref
ore
the
next
repo
rt is
due
in 2
018/
19
4.2.
1.5.
3
Stat
isti
cal r
epor
ts o
n pS
eT
publ
ishe
d (n
)a
nnua
l1
4.2.
1.5.
3.1
Perc
enta
ge
com
plet
ion
of
ann
ual S
tatis
tics
on P
SeT
repo
rt
Qua
rter
ly(c
umul
ativ
e)(1
00%
)a
nnua
l Sta
tistic
s on
Po
st-S
choo
l edu
catio
n an
d Tr
aini
ng re
port
ap
prov
ed b
y th
e d
irect
or-g
ener
al a
nd
publ
ishe
d by
31
mar
ch
2018
25%
Proj
ect p
lan
on
data
col
lect
ion
deve
lope
d
(50%
)St
atis
tical
dat
a ga
ther
ing
initi
ated
as
per
proj
ect p
lan
(75%
)d
raft
repo
rt
com
pile
d an
d co
nsul
ted
with
dat
a m
anag
ers
(100
%)
ann
ual S
tatis
tics
on P
SeT
repo
rt
appr
oved
by
the
dire
ctor
-gen
eral
an
d pu
blis
hed
by
31 m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201854
reco
nci
Lin
g p
erfo
rma
nce
Ta
rgeT
S W
iTh
Th
e B
uD
geT
an
D m
Tef:
pro
gr
am
me
2
SuB
-pro
gr
am
me
au
DiT
eD o
uTc
om
eSeS
Tim
aTeS
o
f n
aTio
na
L eX
pen
DiT
ure
meD
ium
Ter
m e
Xpe
nD
iTu
re
eSTi
maT
e
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
r’m
illio
nr’
mill
ion
r’m
illio
nr’
mill
ion
r’m
illio
nr’
mill
ion
r’m
illio
n
1.
Prog
ram
me
man
agem
ent
3.7
2.9
3.2
3.3
3.7
4.0
4.3
2.
Plan
ning
, Pol
icy
and
Stra
tegy
11
.211
.614
.816
.916
.818
.119
.5
3.
Plan
ning
, inf
orm
atio
n, m
onito
ring
and
eval
uatio
n Co
ordi
natio
n7.
46.
910
.717
.915
.917
.418
.7
4.
inte
rnat
iona
l rel
atio
ns10
.310
.811
.213
.712
.813
.914
.9
5.
lega
l and
leg
isla
tive
Serv
ices
11.3
9.4
7.5
14.5
16.9
18.4
19.7
6.
Soci
al in
clus
ion
in e
duca
tion
3.8
4.1
4.6
5.2
7.2
8.0
8.6
ToTa
L47
.745
.7
52.0
71.5
73.3
79.7
85.7
eco
no
mic
cLa
SSif
icaT
ion
Curr
ent p
aym
ents
44.2
42.5
49.1
68.0
69.6
75.8
81.6
Com
pens
atio
n of
em
ploy
ees
38.0
34.6
42.4
58.2
59.8
65.4
70.6
goo
ds a
nd s
ervi
ces
of w
hich
:6.
27.
96.
79.
89.
810
.411
.0
Com
pute
r ser
vice
s-
0.1
0.1
0.1
0.1
0.1
0.8
lega
l cos
ts1.
43.
21.
04.
24.
44.
64.
9
Trav
el a
nd s
ubsi
sten
ce2.
42.
12.
83.
02.
72.
83.
0
Tran
sfer
s an
d su
bsid
ies
3.1
3.0
2.6
3.3
3.5
3.7
3.9
Fore
ign
gov
ernm
ents
and
inte
rnat
iona
l org
anis
atio
ns2.
93.
02.
63.
33.
53.
73.
9
hou
seho
lds
0.2
--
--
--
Paym
ents
for c
apita
l ass
ets
0.3
0.2
0.3
0.2
0.2
0.2
0.2
mac
hine
ry a
nd e
quip
men
t0.
30.
20.
30.
20.
20.
20.
2
ToTa
L47
.745
.752
.071
.573
.379
.785
.7
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
55ANNUAL PERFORMANCE PLAN 2017 | 2018
performance eXpenDiTure anD TrenDS
programme 2: policy, planning and Strategy
The total budget allocation of programme 2 for the 2017/18 financial year amounts to r73.3 million. during the medium
term, Programme 2 will focus its spending on ensuring a sound PSeT system through the development of appropriate
steering mechanisms, effective oversight, implementing teaching and learning support plans, providing student support
services and providing management information and statistics on PSeT performance.
Spending over the medium term is projected to grow by 5.4% with the following spending patterns, projections and
possible reductions:
The budget growth rate during the mTeF period on Compensation of employees will grow by 5.7%, while goods and
Services will increase by 4% with a spending projection of 5.5%.
HMR&A Wheelchair Handover Ceremony
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201856
4.3 programme 3: uniVerSiTY eDucaTion
The purpose of the programme 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.
There are six budget sub-programmes:
§§ Programme Management: university education manages delegated administrative and financial responsibilities,
and coordinates all monitoring and evaluation functions for the programme.
§§ University-Academic Planning and Management: Plans and monitors the university system. This entails
analysing institutional and national plans, maintaining programmes and qualification combinations.
§§ University-Financial Planning and Information Systems: Coordinates and manages the development and
maintenance of the higher education management information System (hemiS) and the appropriate funding
framework for a diverse university system.
§§ University-Policy and Development: regulates private university institutions and provides support for the
development of universities.
§§ Teacher Education: develops a responsive and comprehensive national teacher education and development
system as a sub-system of the higher education and training system, develops and maintains academic policy for
teacher education qualifications in line with the higher education qualifications framework, mentors institutions
for adherence to policy, and supports policy implementation to ensure relevant curricula and the sufficient supply
of well qualified teachers for all education sub-systems.
§§ University Subsidies: Transfers payments to universities annually.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
57ANNUAL PERFORMANCE PLAN 2017 | 2018
4.3.
1 ST
raT
egic
oB
Jec
TiV
eS a
nn
ua
L Ta
rgeT
S - p
rog
ra
mm
e 3:
un
iVer
SiTY
eD
uc
aTio
n
STr
aTeg
ic o
BJe
cTi
Ve
5-Ye
ar
STr
aTeg
ic
pLa
n T
arg
eT20
15-2
020
au
DiT
eD /a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
meD
ium
Ter
m T
arg
eTS
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
4.3.
1.1
To e
nsur
e a
soun
d PS
eT s
yste
m th
roug
h th
e de
velo
pmen
t of a
ppro
pria
te s
teer
ing
mec
hani
sms
for u
nive
rsity
edu
catio
n by
31
mar
ch 2
020
dev
elop
and
app
rove
10
stee
ring
mec
hani
sms
for
univ
ersi
ty e
duca
tion
17
2St
eerin
g m
echa
nism
s im
plem
enta
tion
revi
ew a
nd a
ppro
ve fi
ve
stee
ring
mec
hani
sms
for
univ
ersi
ty e
duca
tion
13
1St
eerin
g m
echa
nism
s im
plem
enta
tion
4.3.
1.2
To e
nsur
e in
tegr
ated
pla
nnin
g in
sup
port
of
an
impr
oved
col
labo
ratio
n w
ithin
the
PSeT
sub
-sys
tem
s by
31
mar
ch 2
020
dev
elop
and
app
rove
two
inte
grat
ed p
lans
for P
SeT
11
inte
grat
ed p
lans
im
plem
enta
tion
4.3.
1.3
To
impl
emen
t ove
rsig
ht in
stru
men
ts o
n hi
gher
edu
catio
n in
stitu
tions
to e
nsur
e an
effe
ctiv
e m
onito
ring
and
eval
uatio
n of
the
univ
ersi
ty e
duca
tion
sect
or b
y
31 m
arch
202
0
dev
elop
and
app
rove
15
mon
itorin
g an
d ev
alua
tion
repo
rts
per a
nnum
by
31
mar
ch 2
020
1114
1515
15
4.3.
1.4
To
pro
vide
teac
hing
and
lear
ning
su
ppor
t ser
vice
s ai
med
at i
mpr
ovin
g ac
cess
to q
ualit
y te
achi
ng a
nd le
arni
ng
in h
ighe
r edu
catio
n in
stitu
tions
by
31
mar
ch 2
020
dev
elop
and
app
rove
five
te
achi
ng a
nd le
arni
ng
supp
ort p
lans
for u
nive
rsity
ed
ucat
ion
14
impl
emen
tatio
n of
teac
hing
and
le
arni
ng s
uppo
rt p
lans
4.3.
1.5
To
pro
vide
stu
dent
sup
port
ser
vice
s fo
r hi
gher
edu
catio
n in
stitu
tions
in o
rder
to
prom
ote
the
succ
ess
of s
tude
nts
with
in
the
PSeT
sys
tem
by
31 m
arch
202
0.
dev
elop
and
app
rove
th
ree
stud
ent s
uppo
rt
serv
ices
pla
ns fo
r uni
vers
ity
educ
atio
n
21
4.3.
1.6
To
ann
ually
pro
vide
man
agem
ent
info
rmat
ion
and
stat
istic
s on
the
perf
orm
ance
of h
ighe
r edu
catio
n in
stitu
tions
app
rove
and
pub
lish
annu
al fi
rst-
time
ente
ring
unde
rgra
duat
e co
hort
re
port
s
11
11
1
4.3.
1.7
To
ens
ure
a st
rong
uni
vers
ity e
duca
tion
stak
ehol
der n
etw
ork
in s
uppo
rt o
f eff
ectiv
e co
llabo
ratio
n of
sta
keho
lder
s w
ithin
the
PSeT
sys
tem
by
31 m
arch
20
20
esta
blis
h a
BriC
S Th
ink-
Tank
an
d Pa
rtic
ipat
ive
aca
dem
ic
Foru
m to
pro
mot
e pa
rtne
rshi
ps w
ithin
the
high
er e
duca
tion
syst
em
by th
e en
d of
mar
ch 2
016
1Br
iCS
Thin
k-Ta
nk a
nd P
artic
ipat
ive
aca
dem
ic F
orum
ope
ratio
nal
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201858
4.3.
2 pr
og
ra
mm
e pe
rfo
rma
nce
inD
icaT
orS
an
D a
nn
ua
L Ta
rgeT
S fo
r 20
17 m
Tef
- un
iVer
SiTY
eD
uc
aTio
n
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.3
.1pe
rfo
rma
nce
inD
icaT
orS
au
DiT
eD/a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
20
16/1
7
Targ
eT20
17/1
8Ta
rgeT
2018
/19
Targ
eT20
19/2
020
13/1
420
14/1
520
15/1
6
So: 4
.3.1
.14.
3.1.
1.1
new
ste
erin
g m
echa
nism
s appr
oved
(n)
17
2im
plem
enta
tion
of s
teer
ing
mec
hani
sms
4.3.
1.1.
2 re
view
ed s
teer
ing
mec
hani
sms
appr
oved
(n)
13
1im
plem
enta
tion
of
revi
ewed
ste
erin
g m
echa
nism
s
So: 4
.3.1
.24.
3.1.
2.1
inte
grat
ed p
lans
app
rove
d (n
)1
1im
plem
enta
tion
of
inte
grat
ed p
lans
So: 4
.3.1
.34.
3.1.
3.1
mon
itor
ing
and
eval
uati
on re
port
s ap
prov
ed (n
)11
1415
1515
So: 4
.3.1
.44.
3.1.
4.1
Teac
hing
and
lear
ning
sup
port
pla
ns
appr
oved
(n)
14
impl
emen
tatio
n of
app
rove
d te
achi
ng
and
lear
ning
sup
port
pla
ns
So: 4
.3.1
.54.
3.1.
5.1
Stud
ent s
uppo
rt s
ervi
ces
plan
s ap
prov
ed (n
)2
1
So: 4
.3.1
.64.
3.1.
6.1
coho
rt s
tudy
repo
rts
on h
ighe
r ed
ucat
ion
appr
oved
(n)
11
11
1
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
59ANNUAL PERFORMANCE PLAN 2017 | 2018
4.3.
3 Q
ua
rTer
LY T
arg
eTS
for
2017
/18 - p
rog
ra
mm
e 3:
un
iVer
SiTY
eD
uc
aTio
n
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.3
.1
perf
orm
an
cein
Dic
aTo
r7re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.3.1
.14.
3.1.
1.1
new
ste
erin
g m
echa
nism
s appr
oved
(n
)
ann
ual
2
4.3.
1.1.
1.1
Perc
enta
ge
com
plet
ion
of C
entr
al
app
licat
ions
Se
rvic
es P
olic
y
(Q1
and
2)(c
umul
ativ
e)
(100
%)
Cent
ral a
pplic
atio
ns
Serv
ices
Pol
icy
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y
30 S
epte
mbe
r 201
7
(75%
)Fi
nal d
raft
Cen
tral
a
pplic
atio
ns
Serv
ices
Pol
icy
deve
lope
d fo
r su
bmis
sion
to
min
iste
r for
ap
prov
al
(100
%)
Cent
ral
app
licat
ions
Se
rvic
e Po
licy
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y
30 S
epte
mbe
r 201
7 4.
3.1.
1.1.
2 Pe
rcen
tage
co
mpl
etio
n of
pol
icy
fram
ewor
k on
co
llabo
ratio
n be
twee
n pr
ofes
sion
al
bodi
es,
gov
ernm
ent
depa
rtm
ents
an
d qu
ality
co
unci
ls
Qua
rter
ly
(cum
ulat
ive)
(100
%)
Polic
y fra
mew
ork
on c
olla
bora
tion
betw
een
prof
essi
onal
bo
dies
, gov
ernm
ent
depa
rtm
ents
and
qu
ality
cou
ncils
de
velo
ped
and
appr
oved
by
the
min
iste
r on
31 m
arch
20
18
(25%
)Pr
oces
s fo
r dr
aftin
g of
the
polic
y fra
mew
ork
on c
olla
bora
tion
betw
een
prof
essi
onal
bod
ies,
gov
ernm
ent
depa
rtm
ents
and
qu
ality
cou
ncils
in
itiat
ed (p
roje
ct
plan
dev
elop
ed)
(50%
)Co
llabo
ratio
n be
twee
n pr
ofes
sion
al b
odie
s, g
over
nmen
t de
part
men
ts a
nd
qual
ity c
ounc
ils
deve
lope
d (v
ario
us
aspe
cts
of th
e po
licy
unde
rway
/in
proc
ess
in li
ne w
ith
proj
ect p
lan)
(75%
)d
raft
pol
icy
fram
ewor
k on
co
llabo
ratio
n be
twee
n pr
ofes
sion
al b
odie
s, g
over
nmen
t de
part
men
ts a
nd
qual
ity c
ounc
ils
cons
ulte
d
(100
%)
Polic
y fra
mew
ork
on c
olla
bora
tion
betw
een
prof
essi
onal
bod
ies,
gov
ernm
ent
depa
rtm
ents
and
qu
ality
cou
ncils
de
velo
ped
and
appr
oved
by
the
min
iste
r by
31
mar
ch 2
018
4.3.
1.1.
2 re
view
ed s
teer
ing
mec
hani
sms
appr
oved
(n
)
ann
ual
1
4.3.
1.1.
2.1
Perc
enta
ge
com
plet
ion
of
the
amen
ded
nSF
aS
act
Qua
rter
ly(c
umul
ativ
e)(1
00%
)a
men
ded
nSF
aS
act
dev
elop
ed a
nd
appr
oved
by
the
min
iste
r by
31 m
arch
20
18 fo
r sub
mis
sion
to
Cab
inet
(25%
)re
view
of t
he
nSF
aS
act
initi
ated
(t
ask
team
ap
poin
ted)
(50%
)d
raft
am
endm
ents
to
the
nSF
aS
act
ava
ilabl
e fo
r co
nsul
tatio
n
(75%
)Co
nsul
tatio
n fin
alis
ed a
nd fi
nal
draf
t am
ende
d n
SFa
S a
ct
deve
lope
d
(100
%)
am
ende
d n
SFa
S a
ct d
evel
oped
and
ap
prov
ed b
y th
e m
inis
ter b
y
31 m
arch
201
8 fo
r sub
mis
sion
to
Cabi
net
7 Te
chni
cal i
ndic
ator
des
crip
tion
grid
for p
erfo
rman
ce in
dica
tors
det
ailin
g de
finiti
on, m
etho
d of
cal
cula
tion,
sour
ce e
tc. f
or e
ach
is p
oste
d on
the
dep
artm
enta
l web
site
alo
ng w
ith th
e a
PP fo
r eas
y re
adin
g an
d un
ders
tand
ing
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201860
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.3
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perf
orm
an
cein
Dic
aTo
r7re
porT
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pe
rio
Da
nn
ua
L Ta
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20
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1Q
2Q
3Q
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So: 4
.3.1
.24.
3.1.
2.1
inte
grat
ed p
lans
ap
prov
ed (n
)a
nnua
l 1
4.3.
1.2.
1.1
Perc
enta
ge
com
plet
ion
of
the
amen
ded
nat
iona
l Pla
n fo
r PSe
T
Qua
rter
ly(c
umul
ativ
e)(1
00%
)n
atio
nal P
lan
for
PSeT
dev
elop
ed a
nd
appr
oved
by
the
min
iste
r by
31
mar
ch 2
018
(25%
)d
raft
nat
iona
l Pla
n fo
r PSe
T de
velo
ped
for c
onsu
ltatio
n
(50%
)d
raft
nat
iona
l Pla
n fo
r PSe
T co
nsul
ted
(75%
)Fi
nal d
raft
nat
iona
l Pl
an fo
r PSe
T de
velo
ped
(100
%)
nat
iona
l Pla
n fo
r PS
eT d
evel
oped
an
d ap
prov
ed b
y th
e m
inis
ter b
y 31
m
arch
201
8So
: 4.3
.1.3
4.3.
1.3.
1 m
onit
orin
g an
d ev
alua
tion
repo
rts
appr
oved
(n)
ann
ual
15
4.3.
1.3.
1.1
Perc
enta
ge c
ompl
etio
n of
m
onito
ring
and
eval
uatio
n re
port
s
(Q2,
3 a
nd 4
)(c
umul
ativ
e)(1
00 %
)15
mon
itorin
g an
d ev
alua
tion
repo
rts
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y 31
mar
ch 2
018
(7%
)(1
in th
is q
uart
er)
a re
port
on
the
hea
idS
Pr
ogra
mm
e fo
r the
20
16/1
7 fin
anci
al
year
dev
elop
ed
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y
30 S
epte
mbe
r 201
7
(27%
)(3
in th
is q
uart
er)
1.
a re
port
on
the
finan
cial
hea
lth
of u
nive
rsiti
es
in th
e 20
15
acad
emic
yea
r, de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
dec
embe
r 20
172.
a
repo
rt o
n th
e eff
ectiv
e us
e of
the
2016
/17
Foun
datio
n Pr
ovis
ion
gra
nt
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-
gen
eral
by
31 d
ecem
ber
2017
(100
%)
( 11
in th
is
quar
ter)
1.
a C
lose
-out
re
port
on
the
effec
tive
use
of th
e
rese
arch
dev
el-
opm
ent g
rant
fo
r the
per
iod
2014
/15-
2016
/17,
de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
m
arch
201
82.
a
Clo
se-o
ut
repo
rt o
n th
e eff
ectiv
e us
e of
th
e Te
achi
ng
dev
elop
men
t g
rant
for t
he
perio
d 20
14/1
5-20
16/1
7,
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-
gen
eral
by
31
mar
ch 2
018
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
61ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.3
.1
perf
orm
an
cein
Dic
aTo
r7re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
3.
an
impl
emen
-ta
tion
repo
rt o
n th
e Te
achi
ng
and
lear
ning
d
evel
opm
ent
Capa
city
im
prov
emen
t Pr
ogra
mm
e de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
dec
embe
r 20
17
3.
a re
port
on
the
2016
rese
arch
ou
tput
s of
un
iver
sitie
s de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
m
arch
201
84.
a
n an
nual
re
port
on
the
effec
tive
use
of th
e in
frast
ruct
ure
and
effici
ency
gr
ants
for 2
4 un
iver
sitie
s de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
m
arch
201
85.
a
n an
nual
re
port
on
the
effec
tive
use
of n
ew
univ
ersi
ties
earm
arke
d gr
ant
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-
gen
eral
by
31
mar
ch 2
018
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201862
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.3
.1
perf
orm
an
cein
Dic
aTo
r7re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
6.
an
annu
al
repo
rt o
n th
e ac
hiev
emen
t of
min
iste
rial e
n-ro
lmen
t tar
gets
de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
m
arch
201
87.
re
port
on
inst
itutio
nal
gove
rnan
ce
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-
gen
eral
by
31
mar
ch 2
018
8.
an
annu
al
repo
rt o
n th
e
impl
emen
-ta
tion
of
the
SSau
F Pr
ogra
mm
e de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
63ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.3
.1
perf
orm
an
cein
Dic
aTo
r7re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
9.
an
annu
al
repo
rt o
n Ph
ei
com
plia
nce
with
the
regu
latio
ns
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-
gen
eral
by
31
mar
ch 2
018
10.
a re
port
on
stud
ent
lead
ersh
ip
capa
city
de
velo
pmen
t pr
ogra
mm
e de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
m
arch
201
811
. a
repo
rt o
n th
e 20
17 B
riC
S pa
rtne
rshi
ps
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-
gen
eral
by
31
mar
ch 2
018
So: 4
.3.1
.44.
3.1.
4.1
Tea
chin
g an
d le
arni
ng
supp
ort p
lan
appr
oved
(n
)
impl
emen
tatio
n of
teac
hing
and
lear
ning
sup
port
pla
ns a
ppro
ved
in th
e pr
evio
us fi
nanc
ial y
ears
(see
repo
rts
in 4
.3.1
.3.1
.1)
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201864
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.3
.1
perf
orm
an
cein
Dic
aTo
r7re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.3.1
.64.
3.1.
6.1
coh
ort s
tudy
repo
rts
on h
ighe
r edu
cati
on
appr
oved
(n)
ann
ual
1
4.3.
1.6.
1.1
Per
cent
age
com
plet
ion
of a
coh
ort
stud
y re
port
on
hig
her
educ
atio
n ap
prov
ed
(Q2,
3 a
nd 4
)(c
umul
ativ
e)(1
00%
)a
n up
date
d co
hort
st
udy
repo
rt o
n hi
gher
edu
catio
n in
clud
ing
the
2016
aud
ited
data
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31 m
arch
201
8
(25%
)a
udite
d da
ta
rece
ived
from
un
iver
sitie
s
(50%
)d
ata
verifi
catio
n an
d ge
nera
tion
of c
ohor
t tab
le
com
men
ced
(100
%)
an
upda
ted
coho
rt s
tudy
repo
rt
incl
udin
g th
e 20
16 a
udite
d da
ta
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y 31
mar
ch 2
018
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
65ANNUAL PERFORMANCE PLAN 2017 | 2018
4.3.4 pSeT SYSTem reSuLT inDicaTorS (ouTcome/impacT) anD TargeTS
The following systemic targets relating to sub-outcome 3 of outcome 5 of the 2014-2019 mTSF will be monitored and
reported annually by programme 3. The information reported will form the basis for evaluating system performance and
decision making on the required interventions to correct any under-performance and/or any deficiencies identified.
Sub-outcome 3: increase access to high-level occupationally directed programmes in needed areas
no reSuLT inDicaTor (ouTcome/impacT)
BaSeLine 2016/17
(2015 aCademiC year, rePorTed and VeriFied By
31 oCToBer 2016)
2017/18 TargeT
(2016 aCademiC year, rePorTed
and VeriFied By 31 oCToBer
2016)
2019/20 TargeT
Time frame for reporTing progreSS
1 Students enrolled in public higher education studies (n)
985 212 995 000* 1 070 000 3rd quarter
2 graduates in engineering Sciences from universities (n)
12 470 13 000** 57 000 3rd quarter
3 graduates in human health and animal health from universities (n)
9 851 10 400** 45 000 3rd quarter
4 graduates in natural and Physical Sciences from universities (n)
7 917 8 300** 36 000 3rd quarter
5 graduates in initial Teacher education from universities (n)
20 698 20 800** 99 000 4th quarter
6 doctoral graduates from universities (n) 2 530 2 700** 12 000 3rd quarter
7 Proportion of universities meeting standards of good governance (%)
good governance indicators approved
Baseline %**** established
70% 4th quarter2018/19
8 research masters graduates (n) 7 317 7 600** 34 000 3rd quarter
9 Success rates at universities (%) 78% 78%* 78% 3rd quarter
10 higher education undergraduate success rates (contact) (%)
83% 83%* 81% 3rd quarter
11 higher education undergraduate success rates (distance) (%)
68% 68%* 71% 3rd quarter
12 universities offering accredited TVeT College lecturer qualifications (n)
0 1 10 4th quarter
13 university academic staff with Phds (%) 44% 45% 46% 3rd quarter
14 additional first-time entrants (black and women) to the academic workforce in addition to normal replacement and plans (n)
102 100 100 4th quarter
15 Students in foundation programmes (n) 17 977 18 500* 36 000 3rd quarter
16 eligible university students obtaining financial aid (n) (nSFaS)
178 961 205 000*** 205 000 3rd quarter
*2016 academic year, verified through hemiS audits by october 2017 except for teacher education where an additional
verification process will take place in the 4th quarter.
**Cumulative from the 2014 to 2018 academic year, reported and verified by 31 october 2019
***2016/17 nSFaS annual report
**** Percentage baseline established will be reported during 2018/19 financial year
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201866
reco
nci
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g p
erfo
rma
nce
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2014
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2015
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2016
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2017
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2018
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2019
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uni
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and
man
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5 87
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13 2
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14 0
82.5
3.
uni
vers
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Fin
anci
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lann
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and
info
rmat
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Syst
ems
8.7
7.6
8.4
12.7
11.4
12.5
13.5
4.u
nive
rsity
– P
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y an
d d
evel
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20.2
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27.6
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non
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7.0
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9.1
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Paym
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for c
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0.3
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0.2
0.3
0.4
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mac
hine
ry a
nd e
quip
men
t0.
30.
30.
20.
30.
40.
40.
5
ToTa
L28
303
.330
484
.232
898
.639
531
.641
943
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498
.652
344
.4
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
67ANNUAL PERFORMANCE PLAN 2017 | 2018
performance eXpenDiTure anD TrenDS
programme 3: university education
The total budget allocated for programme 3 for the 2017/18 financial year will amount to r41.9 billion. during the
medium term, the programme will focus its spending on the provision of a sound PSeT system through the development
of appropriate steering mechanisms, ensure integrated planning in support, implement oversight instruments on
higher education institutions, provide teaching and learning support services, provide student support services for
higher education, provide management information and cohort study reports on the performance of higher education
institutions, ensure a strong university education stakeholder network.
Spending over the medium term is projected to grow by 7.8% with the following spending patterns, projections and
possible reduction:
The budget growth rate during the mTeF period on compensation of employees will grow by 6.1%, while goods and
services will have an increase of 3.4% with a spending projection of 6%.
(From L to R) Prof A Habib with the Minister, Dr BE Nzimande, MP and Prof I Rensburg during a meeting with Vice Chancellors
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201868
4.4 programme 4: TechnicaL anD VocaTionaL eDucaTion anD Training
The purpose of the programme is to plan, develop, implement, monitor, maintain and evaluate national policy, programme
assessment practices and systems for Technical and Vocational education and Training.
There are five budget sub-programmes:
§§ Programme Management: Technical and Vocational education and Training manages the delegated administrative
and financial responsibilities, and coordinates all monitoring and evaluation functions.
§§ Technical and Vocational Education and Training System Planning and Institutional Support: Provides
support to management and councils; monitors and evaluates the Technical and Vocational education and Training
system performance against set indicators, develops regulatory frameworks for the system, manages and monitors
the procurement and distribution of learning and teaching support materials, provides leadership for Technical
and Vocational education and Training Colleges to enter into partnerships for the use of infrastructure and funding
resources, and maps the institutional landscape for the roll-out of the Technical and Vocational education and
Training College system.
§§ Programmes and Qualifications: manages and coordinates curriculum development processes, ensures the
development of quality learning and teaching materials, monitors and supports the implementation of curriculum
statements and assessment regulations, monitors and supports the development of lecturers, and provides
leadership for the Technical and Vocational education and Training Colleges to diversify their programmes,
qualifications and curriculum.
§§ National Examination and Assessment: administers, manages the conduct of national assessment in the
Technical and Vocational education and Training and Community education and Training Colleges.
§§ Financial Planning: Sets up financial management systems; develops the financial management capacity of
Technical and Vocational education and Training Colleges; manages and determines the fair distribution of funding
to Technical and Vocational education and Training Colleges in accordance with funding norms and standards for
funding these colleges; monitors compliance with the supply chain management policy; and ensures the timely
submission of audited performance information, annual financial statements and quarterly and annual reports.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
69ANNUAL PERFORMANCE PLAN 2017 | 2018
4.4.
1 ST
raT
egic
oB
Jec
TiV
eS a
nn
ua
L Ta
rgeT
S - p
rog
ra
mm
e 4:
Tec
hn
ica
L a
nD
Vo
caT
ion
aL
eDu
caT
ion
an
D T
ra
inin
g
STr
aTeg
ic o
BJe
cTi
Ve
5-Ye
ar
STr
aTeg
ic p
Lan
Ta
rgeT
20
15-2
020
au
DiT
eD /a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
meD
ium
Ter
m T
arg
eTS
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
4.4.
1.1
To d
evel
op a
nd re
view
TVe
T st
eerin
g m
echa
nism
s in
sup
port
of
a so
und
PSeT
sys
tem
by
31 m
arch
20
20
dev
elop
and
app
rove
eig
htst
eerin
g m
echa
nism
s fo
r TVe
T Co
llege
sec
tor
31
4St
eerin
g m
echa
nism
s im
plem
enta
tion
revi
ew a
nd a
ppro
ve fi
ve
stee
ring
mec
hani
sms
for T
VeT
Colle
ge s
ecto
r
12
2St
eerin
g m
echa
nism
s im
plem
enta
tion
4.4.
1.2
To
impl
emen
t ove
rsig
ht
inst
rum
ents
on
TVeT
Col
lege
s to
en
sure
effe
ctiv
e m
onito
ring
and
eval
uatio
n of
the
TVeT
sec
tor b
y
31 m
arch
202
0
dev
elop
and
app
rove
46
mon
itorin
g an
d ev
alua
tion
repo
rts
by m
arch
202
0
25
1612
11
4.4.
1.3
To
pro
vide
TVe
T te
achi
ng a
nd
lear
ning
sup
port
pla
ns a
imed
at
impr
ovin
g ac
cess
to q
ualit
y te
achi
ng a
nd le
arni
ng in
TVe
T Co
llege
s by
31
mar
ch 2
020
dev
elop
and
app
rove
five
te
achi
ng a
nd le
arni
ng
supp
ort p
lans
for T
VeT
Colle
ges
21
2im
plem
enta
tion
of
teac
hing
and
lear
ning
su
ppor
t pla
ns
4.4.
1.4
To
pro
vide
stu
dent
sup
port
ser
vice
s fo
r TVe
T Co
llege
s in
sup
port
of a
n im
prov
ed P
SeT
syst
em b
y 31
mar
ch
2020
dev
elop
and
app
rove
a
stud
ent s
uppo
rt s
ervi
ces
plan
fo
r TVe
T Co
llege
s by
31
mar
ch 2
016
1im
plem
enta
tion
of s
tude
nt s
uppo
rt s
ervi
ces
plan
4.4.
1.5
To
dev
elop
infra
stru
ctur
e fo
r TV
eT C
olle
ges
to e
nsur
e op
timal
ge
ogra
phic
spr
ead
by 3
1 m
arch
20
20
Build
thre
e TV
eT C
olle
ge
cam
puse
s by
31
mar
ch 2
017
1 2
new
TVe
T ca
mpu
ses
oper
atio
nal
dev
elop
and
app
rove
a
rollo
ut p
lan
for t
he
cons
truc
tion
of n
ine
TVeT
Co
llege
cam
puse
s by
the
end
of m
arch
201
8
1im
plem
enta
tion
of ro
ll-ou
t pl
an fo
r the
con
stru
ctio
n of
nin
e TV
eT C
olle
ge
cam
puse
s
4.4.
1.6
To
ens
ure
a st
rong
TVe
T st
akeh
olde
r net
wor
k in
sup
port
of
effe
ctiv
e co
llabo
ratio
n of
st
akeh
olde
rs in
the
PSeT
sys
tem
by
31 m
arch
202
0
esta
blis
h a
coor
dina
ting
stru
ctur
e fo
r sta
keho
lder
en
gage
men
t by
31 m
arch
20
17 (S
aiV
CeT
uni
t)
1St
rate
gy o
n st
rate
gic
part
ners
hips
1Sa
iVC
eT u
nit o
pera
tiona
l in
phas
es
star
ting
with
a u
nit i
n th
e d
epar
tmen
t
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201870
4.4.
2 pr
og
ra
mm
e pe
rfo
rma
nce
inD
icaT
orS
an
D a
nn
ua
L Ta
rgeT
S fo
r 20
17 m
Tef
– pr
og
ra
mm
e 4
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1pe
rfo
rma
nce
inD
icaT
orS
au
DiT
eD/a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
20
16/1
7
Targ
eT20
17/1
8Ta
rgeT
2018
/19
Targ
eT20
19/2
020
13/1
420
14/1
520
15/1
6
So: 4
.4.1
.14.
4.1.
1.1
n
ew s
teer
ing
mec
hani
sms ap
prov
ed
(n)
31
4im
plem
enta
tion
of n
ew
stee
ring
mec
hani
sms
4.4.
1.1.
2
revi
ewed
ste
erin
g m
echa
nism
s ap
prov
ed (n
)1
22
impl
emen
tatio
n of
revi
ewed
st
eerin
g m
echa
nism
s
So:4
.4.1
.24.
4.1.
2.1
m
onit
orin
g an
d ev
alua
tion
repo
rts
appr
oved
per
ann
um (n
)2
516
1211
So: 4
.4.1
.34.
4.1.
3.1
Teac
hing
and
lear
ning
sup
port
pla
ns
appr
oved
(n)
21
2im
plem
enta
tion
of te
achi
ng
and
lear
ning
sup
port
pla
ns
So: 4
.4.1
.44.
4.1.
4.1
St
uden
t sup
port
ser
vice
s pl
ans
appr
oved
(n)
1im
plem
enta
tion
of s
tude
nt s
uppo
rt s
ervi
ces
plan
s ap
prov
ed in
the
prev
ious
fina
ncia
l yea
rs (n
)
So:4
.4.1
.54.
4.1.
5.1
TV
eT c
olle
ges
infr
astr
uctu
re b
uilt
(c
olle
ge c
ampu
ses)
(n)
1 2
Com
plet
ed T
VeT
cam
puse
s op
erat
iona
l
4.4.
1.5.
2
roll-
out p
lan
for t
he c
onst
ruct
ion
of n
ine
TVeT
col
lege
cam
puse
s ap
prov
ed (n
)1
impl
emen
tatio
n of
roll-
out
plan
4.4.
1.5.
3
Dev
elop
an
infr
astr
uctu
re fu
ndin
g m
odel
for T
VeT
col
lege
sec
tor (
n)1
infra
stru
ctur
e fu
ndin
g m
odel
im
plem
enta
tion
4.4.
1.5.
4
Dev
elop
a n
atio
nal i
nfra
stru
ctur
e m
aint
enan
ce p
lan
for T
VeT
col
lege
se
ctor
(n)
1in
frast
ruct
ure
mai
nten
ance
pl
an im
plem
enta
tion
4.4.
1.5.
5
Dev
elop
a n
atio
nal i
nfra
stru
ctur
e as
set m
anag
emen
t sys
tem
for T
VeT
co
llege
s (n
)1
infra
stru
ctur
e as
set
man
agem
ent s
yste
m
impl
emen
tatio
n
So: 4
.4.1
.64.
4.1.
6.1
Sa
iVce
T un
it e
stab
lishe
d (n
)1
SaiV
CeT
uni
t ope
ratio
nal
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
71ANNUAL PERFORMANCE PLAN 2017 | 2018
4.4.
3 Q
ua
rTer
LY T
arg
eTS
for
2017
/18
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
So: 4
.4.1
.14.
4.1.
1.1
n
ew s
teer
ing
mec
hani
sms
appr
oved
(n)
ann
ual
4
4.4.
1.1.
1.1
Perc
enta
ge
com
plet
ion
of
perf
orm
ance
re
port
ing
polic
y fo
r TV
eT C
olle
ges
Qua
rter
ly(Q
1, 2
and
3)
(cum
ulat
ive)
(100
%)
Perf
orm
ance
re
port
ing
polic
y fo
r TVe
T Co
llege
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
dec
embe
r 20
17
(25%
)1st
dra
ft a
nd
cons
ulta
tion
of
perf
orm
ance
re
port
ing
polic
y fo
r TVe
T Co
llege
s
(50%
)2nd
dra
ft
perf
orm
ance
re
port
ing
polic
y fo
r TVe
T Co
llege
s de
velo
ped
(100
%)
Perf
orm
ance
re
port
ing
polic
y fo
r TVe
T Co
llege
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
dec
embe
r 20
174.
4.1.
1.1.
2 Pe
rcen
tage
co
mpl
etio
n of
po
licy
for T
VeT
Colle
ge fi
nanc
e m
anag
emen
t
(Q2,
3 a
nd 4
)(c
umul
ativ
e)
(100
%)
Polic
y fo
r TVe
T Co
llege
fina
nce
man
agem
ent
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
1 m
arch
201
8
(25%
)d
raft
pol
icy
for T
VeT
Colle
ge fi
nanc
e m
anag
emen
t de
velo
ped
(75%
)d
raft
pol
icy
for T
VeT
Colle
ge fi
nanc
e m
anag
emen
t co
nsul
ted
with
TV
eT C
olle
ges
(100
%)
Polic
y fo
r TVe
T Co
llege
fina
nce
man
agem
ent
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
1 m
arch
201
84.
4.1.
1.1.
3 Pe
rcen
tage
co
mpl
etio
n of
Sa
iVC
eT p
olic
y
Qua
rter
ly(c
umul
ativ
e)(1
00%
)Po
licy
for S
aiV
CeT
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(25%
)1st
dra
ft p
olic
y fo
r Sa
iVC
eT
deve
lope
d
(50%
)1st
dra
ft p
olic
y fo
r Sa
iVC
eT c
onsu
lted
with
sta
keho
lder
s
(75%
)Fi
nal d
raft
pol
icy
for S
aiV
CeT
de
velo
ped
(100
%)
Polic
y fo
r Sa
iVC
eT
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
1 m
arch
201
8
8 Te
chni
cal i
ndic
ator
des
crip
tion
grid
for p
erfo
rman
ce in
dica
tors
det
ailin
g de
finiti
on, m
etho
d of
cal
cula
tion,
sour
ce e
tc. f
or e
ach
is p
oste
d on
the
dep
artm
enta
l web
site
alo
ng w
ith th
e a
PP fo
r eas
y re
adin
g an
d un
ders
tand
ing
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201872
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
4.4.
1.1.
1.4
Perc
enta
ge
com
plet
ion
of p
olic
y fo
r adm
inis
trat
ion/
man
agem
ent o
f st
uden
t adm
issi
on
for T
VeT
Colle
ges
Qua
rter
ly(c
umul
ativ
e)(1
00%
)Po
licy
for
adm
inis
trat
ion/
man
agem
ent o
f st
uden
t adm
issi
on
for T
VeT
Colle
ges
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(25%
)1st
dra
ft p
olic
y fo
r ad
min
istr
atio
n/m
anag
emen
t of
stud
ent a
dmis
sion
fo
r TVe
T Co
llege
s de
velo
ped
(50%
)2nd
dra
ft p
olic
y fo
r ad
min
istr
atio
n/m
anag
emen
t of
stud
ent a
dmis
sion
fo
r TVe
T Co
llege
s co
nsul
ted
(75%
)Fi
nal d
raft
pol
icy
for a
dmin
istr
atio
n/m
anag
emen
t of
stud
ent a
dmis
sion
fo
r TVe
T Co
llege
s co
nsul
ted
(100
%)
Polic
y fo
r ad
min
istr
atio
n/m
anag
emen
t of
stud
ent a
dmis
sion
fo
r TVe
T Co
llege
s
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
1 m
arch
201
8 4.
4.1.
1.2
revi
ewed
ste
erin
g m
echa
nism
s ap
prov
ed (n
)a
nnua
l2
4.4.
1.1.
2.1
Perc
enta
ge
com
plet
ion
of
revi
ewed
fund
ing
fram
ewor
k fo
r TVe
T Co
llege
s
(Q1
& 2)
(cum
ulat
ive)
(100
%)
revi
ewed
fund
ing
fram
ewor
k fo
r TV
eT C
olle
ges
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
Sept
embe
r 20
17
(50%
) d
raft
am
ende
d fu
ndin
g fra
mew
ork
for
TVeT
Col
lege
s de
velo
ped
(100
%)
revi
ewed
fund
ing
fram
ewor
k fo
r TV
eT C
olle
ges
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
Sept
embe
r 20
174.
4.1.
1.2.
2 Pe
rcen
tage
co
mpl
etio
n of
revi
ewed
d
epar
tmen
tal p
olic
y fra
mew
ork
on T
VeT
qual
ifica
tions
Qua
rter
ly
(cum
ulat
ive)
(100
%)
revi
ewed
d
epar
tmen
tal
polic
y fra
mew
ork
on T
VeT
qual
ifica
tions
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(25%
)1st
dra
ft
dep
artm
enta
l po
licy
fram
ewor
k on
TVe
T qu
alifi
catio
ns
cons
ulte
d
(50%
)2nd
dra
ft re
view
ed
dep
artm
enta
l po
licy
fram
ewor
k on
TVe
T qu
alifi
catio
ns
deve
lope
d
(75%
)Fi
nal d
raft
re
view
ed
dep
artm
enta
l po
licy
fram
ewor
k on
TVe
T qu
alifi
catio
ns
cons
ulte
d
(100
%)
revi
ewed
d
epar
tmen
tal
polic
y fra
mew
ork
on T
VeT
qual
ifica
tions
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
So: 4
.4.1
.24.
4.1.
2.1
m
onit
orin
g an
d ev
alua
tion
re
port
s ap
prov
ed p
er a
nnum
(n
)
ann
ual
16 m
onito
ring
and
eval
uatio
n re
port
s ap
prov
ed
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
73ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
4.4.
1.2.
1.1
Perc
enta
ge c
ompl
etio
n of
m
onito
ring
and
eval
uatio
n re
port
s
Qua
rter
ly(c
umul
ativ
e)10
0%m
onito
ring
and
eval
uatio
n re
port
s ap
prov
ed
(19%
)(T
hree
in th
is
quar
ter)
1.
a re
port
on
the
cond
uct
of p
ublic
TV
eT C
olle
ge
exam
inat
ion
cent
res
durin
g na
tiona
l ex
amin
atio
ns
and
asse
ssm
ents
fo
r the
201
6 ac
adem
ic y
ear
deve
lope
d an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
30
apr
il 20
172.
a
repo
rt o
n ce
rtifi
catio
n ba
cklo
g er
adic
atio
n
deve
lope
d an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
30
apr
il 20
17
(38%
) (T
hree
in th
is
quar
ter)
1.
a re
port
on
the
cond
uct
of p
ublic
TV
eT C
olle
ge
exam
inat
ion
cent
res
durin
g na
tiona
l ex
amin
atio
ns
and
asse
ssm
ents
de
velo
ped
and
appr
oved
by
the
dire
ctor
-g
ener
al b
y 31
Ju
ly 2
017
2.
a re
port
on
cert
ifica
tion
back
log
erad
icat
ion
deve
lope
d an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
31
July
201
7
(50%
) (T
wo
in th
is
quar
ter)
1.
a re
port
on
the
cond
uct
of p
ublic
TV
eT C
olle
ge
exam
inat
ion
cent
res
durin
g na
tiona
l ex
amin
atio
ns
and
asse
ssm
ents
de
velo
ped
and
appr
oved
by
the
dire
ctor
-g
ener
al b
y
31 o
ctob
er
2017
2.
a re
port
on
cert
ifica
tion
back
log
erad
icat
ion
deve
lope
d an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
31
oct
ober
20
17
(100
%)
(eig
ht in
this
qu
arte
r)1.
a
repo
rt o
n th
e co
nduc
t of
pub
lic
TVeT
Col
lege
ex
amin
atio
n ce
ntre
s du
ring
natio
nal
exam
inat
ions
an
d as
sess
men
ts
deve
lope
d an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
31
Janu
ary
2018
2.
a re
port
on
cert
ifica
tion
back
log
erad
icat
ion
deve
lope
d an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
31
Janu
ary
2018
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201874
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
3.
a re
port
on
the
impl
emen
-ta
tion
of th
e iT
ex
amin
atio
n se
rvic
es
syst
em
deve
lope
d an
d ap
prov
ed
by th
e
dire
ctor
- g
ener
al b
y 30
a
pril
2017
3.
a m
onito
ring
and
ev
alua
tion
repo
rt o
n th
e TV
eT C
olle
ges
deve
lope
d an
d ap
prov
ed
by th
e
dire
ctor
- g
ener
al b
y
30 S
epte
mbe
r 20
17
3.
a re
port
on
the
pe
rfor
man
ce
of s
tude
nts
in
colle
ges
for
the
prev
ious
ac
adem
ic y
ear
deve
lope
d an
d ap
prov
ed
by th
e
dire
ctor
- g
ener
al b
y 31
m
arch
201
8 4.
a
repo
rt o
n
sam
pled
TVe
T Co
llege
s fo
r th
e pr
evio
us
acad
emic
ye
ar 2
016
eval
uate
d fo
r co
mpl
ianc
e to
re
com
men
ded
gove
rnan
ce
stan
dard
s
deve
lope
d an
d ap
prov
ed
by th
e
dire
ctor
- g
ener
al b
y 31
m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
75ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
5.
a re
port
on
the
impl
e-m
enta
tion
on
teac
hing
and
le
arni
ng
supp
ort
plan
s in
TVe
T Co
llege
s fo
r th
e pr
evio
us
acad
emic
yea
r de
velo
ped
and
appr
oved
by
the
d
irect
or-
gen
eral
by
31
mar
ch 2
018
6.
a re
port
on
the
impl
e-m
enta
tion
of
stud
ent
supp
ort
serv
ices
pla
ns
in T
VeT
Co
llege
s
deve
lope
d an
d ap
prov
ed
by th
e
dire
ctor
- g
ener
al b
y 31
m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201876
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
7.
a re
port
on
the
impl
e-m
enta
tion
of
stra
tegy
on
stra
tegi
c
part
ners
hips
w
ith k
ey
stak
ehol
ders
de
velo
ped
and
appr
oved
by
the
d
irect
or-
gen
eral
by
31
mar
ch 2
018
8.
a m
onito
ring
and
ev
alua
tion
repo
rt o
n th
e TV
eT C
olle
ges
deve
lope
d an
d ap
prov
ed
by th
e
dep
uty
dire
ctor
- g
ener
al b
y 31
m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
77ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
So: 4
.4.1
.34.
4.1.
3.1
Te
achi
ng a
nd le
arni
ng s
up-
port
pla
ns a
ppro
ved
(n)
ann
ual
2
4.4.
1.3.
1.1
Perc
enta
ge
com
plet
ion
of a
re
vise
d pl
an fo
r the
re
view
of c
urric
ula
with
in th
e TV
eT
syst
em fo
r the
201
8 ac
adem
ic y
ear
Q1
(100
%)
a re
vise
d pl
an fo
r re
view
of c
urric
ula
with
in th
e TV
eT
syst
em fo
r the
20
18 a
cade
mic
ye
ar d
evel
oped
an
d ap
prov
ed
by th
e d
eput
y d
irect
or-g
ener
al
by 3
0 Ju
ne 2
017
(100
%)
a re
vise
d pl
an fo
r re
view
of c
urric
ula
with
in th
e TV
eT
syst
em fo
r the
20
18 a
cade
mic
ye
ar d
evel
oped
an
d ap
prov
ed
by th
e d
eput
y d
irect
or-g
ener
al
by 3
0 Ju
ne 2
017
--
-
4.4.
1.3.
1.2
Perc
enta
ge
com
plet
ion
of
plan
for T
VeT
Colle
ge le
ctur
er
deve
lopm
ent
Qua
rter
ly(c
umul
ativ
e)(1
00%
)Pl
an fo
r TVe
T Co
llege
lect
urer
de
velo
pmen
t, de
velo
ped
and
appr
oved
by
the
dep
uty
dire
ctor
-g
ener
al b
y
31 m
arch
201
8
(25%
)Co
nsul
tatio
n an
d en
gage
men
t with
TV
eT C
olle
ges
initi
ated
(50%
)1st
dra
ft p
lan
for T
VeT
Colle
ge le
ctur
er
deve
lopm
ent,
deve
lope
d
(75%
)d
raft
pla
n fo
r TVe
T Co
llege
lect
urer
de
velo
pmen
t co
nsul
ted
with
in
divi
dual
col
lege
s an
d fin
alis
ed
(100
%)
Plan
for T
VeT
Colle
ge le
ctur
er
deve
lopm
ent,
deve
lope
d an
d ap
prov
ed b
y th
e d
eput
y d
irect
or-
gen
eral
by
31
mar
ch 2
018
So:4
.4.1
.54.
4.1.
5.2
roll-
out p
lan
for t
he
cons
truc
tion
of n
ine
TVeT
co
llege
cam
puse
s ap
prov
ed
(n)
ann
ual
1
4.4.
1.5.
2.1
Perc
enta
ge
com
plet
ion
of
roll-
out p
lan
for
the
cons
truc
tion
of
nine
TVe
T Co
llege
ca
mpu
ses
Qua
rter
ly(Q
3 an
d 4)
(c
umul
ativ
e)
(100
%)
roll-
out p
lan
for
the
cons
truc
tion
of n
ine
TVeT
Co
llege
cam
puse
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(50%
)d
raft
roll-
out
plan
for t
he
cons
truc
tion
of n
ine
TVeT
Co
llege
cam
puse
s de
velo
ped
(100
%)
roll-
out p
lan
for
the
cons
truc
tion
of n
ine
TVeT
Co
llege
cam
puse
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201878
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1
perf
orm
an
cein
Dic
aTo
r8re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
201
7/18
Q1
Q2
Q3
Q4
4.4.
1.5.
3 in
fras
truc
ture
fund
ing
mod
el
for T
VeT
col
lege
sec
tor
appr
oved
(n)
ann
ual
1
4.4.
1.5.
3.1
Perc
enta
ge
com
plet
ion
of
infra
stru
ctur
e fu
ndin
g m
odel
for
TVeT
Col
lege
sec
tor
Qua
rter
ly(Q
3 an
d 4)
(c
umul
ativ
e)
(100
%)
infra
stru
ctur
e fu
ndin
g m
odel
fo
r TVe
T Co
llege
se
ctor
dev
elop
ed
and
appr
oved
by
the
dire
ctor
-g
ener
al b
y
31 m
arch
201
8
(50%
)d
raft
fram
ewor
k of
infra
stru
ctur
e fu
ndin
g m
odel
fo
r TVe
T Co
llege
se
ctor
dev
elop
ed
(100
%)
infra
stru
ctur
e fu
ndin
g m
odel
fo
r TVe
T Co
llege
se
ctor
dev
elop
ed
and
appr
oved
by
the
dire
ctor
-g
ener
al b
y
31 m
arch
201
84.
4.1.
5.4
infr
astr
uctu
re m
aint
enan
ce
plan
for T
VeT
col
lege
sec
tor
appr
oved
(n)
ann
ual
1
4.4.
1.5.
4.1
Perc
enta
ge
com
plet
ion
of
infra
stru
ctur
e m
aint
enan
ce p
lan
for T
VeT
Colle
ge
sect
or
Qua
rter
ly(Q
2, 3
and
4)
(cum
ulat
ive)
100%
infra
stru
ctur
e m
aint
enan
ce p
lan
for T
VeT
Colle
ge
sect
or d
evel
oped
an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
31
mar
ch 2
018
(50%
)d
raft
infra
stru
ctur
e m
aint
enan
ce p
lan
for T
VeT
Colle
ge
sect
or d
evel
oped
(100
%)
infra
stru
ctur
e m
aint
enan
ce p
lan
for T
VeT
Colle
ge
sect
or d
evel
oped
an
d ap
prov
ed
by th
e d
irect
or-
gen
eral
by
31 m
arch
201
84.
4.1.
5.5
Dev
elop
a n
atio
nal
infr
astr
uctu
re a
sset
m
anag
emen
t sys
tem
for
TVeT
col
lege
s (n
)
ann
ual
1
4.4.
1.5.
5.1
Perc
enta
ge
com
plet
ion
of a
nat
iona
l in
frast
ruct
ure
asse
t m
anag
emen
t sy
stem
for T
VeT
Colle
ges
Qua
rter
ly(c
umul
ativ
e)10
0%a
nat
iona
l in
frast
ruct
ure
asse
t m
anag
emen
t sy
stem
for
TVeT
Col
lege
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(25%
)a
dra
ft n
atio
nal
infra
stru
ctur
e as
set
man
agem
ent
syst
em fo
r TVe
T Co
llege
s av
aila
ble
for c
onsu
ltatio
n
(50%
)a
dra
ft n
atio
nal
infra
stru
ctur
e as
set
man
agem
ent
syst
em fo
r TVe
T Co
llege
s con
sulte
d
(75%
)a
dra
ft n
atio
nal
infra
stru
ctur
e as
set
man
agem
ent
syst
em fo
r TV
eT C
olle
ges
deve
lope
d
(100
%)
a n
atio
nal
infra
stru
ctur
e as
set
man
agem
ent
syst
em fo
r TV
eT C
olle
ges
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
1 m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
79ANNUAL PERFORMANCE PLAN 2017 | 2018
4.4.
4 pS
eT S
YSTe
m r
eSu
LT in
Dic
aTo
rS (o
uTc
om
e/im
pac
T) a
nD
Ta
rgeT
S
The
follo
win
g sy
stem
ic t
arge
ts re
latin
g to
sub
-out
com
e 2
of o
utco
me
5 of
the
201
4-20
19 m
TSF
will
be
mon
itore
d an
d re
port
ed a
nnua
lly b
y pr
ogra
mm
e 4.
The
info
rmat
ion
repo
rted
will
form
the
bas
is fo
r ev
alua
ting
syst
em p
erfo
rman
ce a
nd d
ecis
ion
mak
ing
on t
he re
quire
d in
terv
entio
ns t
o co
rrec
t an
y un
der-
perf
orm
ance
and
/or
any
defic
ienc
ies
iden
tified
.
SuB
-ou
Tco
me
2: in
crea
Se a
cceS
S a
nD
Su
cceS
S in
pro
gr
am
meS
Lea
Din
g T
o in
Term
eDia
Te a
nD
hig
h L
eVeL
Lea
rnin
g
no
reSu
LT in
Dic
aTo
r (o
uTc
om
e / i
mpa
cT)
BaSe
Lin
e 20
15/1
6(2
015
aca
Dem
ic Y
ear,
rep
orT
eD
an
D V
erif
ieD
) 20
17/1
8 Ta
rgeT
2019
/20
Targ
eTTi
me
fra
me
for
repo
rTin
g
pro
gre
SS
1h
eadc
ount
enr
olm
ents
in T
VeT
Colle
ges
(n) (
Stat
e fu
nded
)
710
535
429
638
710
535
429
638
710
535
ann
ually
3rd
Qua
rter
)(2
016
acad
emic
yea
r, re
port
ed a
nd
verifi
ed b
y 31
oct
ober
201
7)
2h
eadc
ount
enr
olm
ents
in T
VeT
Colle
ges
(n) (
Colle
ge fu
nded
) 23
5 11
023
5 11
0 Th
is ta
rget
was
ba
sed
on th
e 20
15 re
port
ed
num
bers
, act
ual
perf
orm
ance
will
be
dep
ende
nt
on th
e Co
llege
s ac
cess
ing
othe
r so
urce
s of
fund
ing
ann
ually
(3rd
Qua
rter
)(2
018
acad
emic
yea
r, re
port
ed a
nd
verifi
ed b
y 31
oct
ober
201
7)
3h
eadc
ount
enr
olm
ents
in T
VeT
Colle
ges
(n) (
Fund
ed fr
om o
ther
so
urce
s)
45 7
8745
787
Th
is ta
rget
was
ba
sed
on th
e 20
15 re
port
ed
num
bers
, act
ual
perf
orm
ance
will
be
dep
ende
nt
on th
e co
llege
s ac
cess
ing
othe
r so
urce
s of
fund
ing
ann
ually
(3rd
Qua
rter
)(2
016
acad
emic
yea
r, re
port
ed a
nd
verifi
ed b
y 31
oct
ober
201
7)
4n
C(V
) l4:
cer
tifica
tion
rate
(%)
23.3
%30
%40
%a
nnua
lly (3
rd Q
uart
er)
(201
6 ac
adem
ic y
ear,
repo
rted
and
ve
rified
by
31 o
ctob
er 2
017)
5n
3: c
ertifi
catio
n ra
te (%
) 51
%55
%65
%a
nnua
lly (3
rd Q
uart
er)
(201
6 ac
adem
ic y
ear,
repo
rted
and
ve
rified
by
31 o
ctob
er 2
017)
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201880
no
reSu
LT in
Dic
aTo
r (o
uTc
om
e / i
mpa
cT)
BaSe
Lin
e 20
15/1
6(2
015
aca
Dem
ic Y
ear,
rep
orT
eD
an
D V
erif
ieD
) 20
17/1
8 Ta
rgeT
2019
/20
Targ
eTTi
me
fra
me
for
repo
rTin
g
pro
gre
SS
6n
6: c
ertifi
catio
n ra
te (%
) 34
.3%
40%
50%
ann
ually
(3rd
Qua
rter
)(2
016
acad
emic
yea
r, re
port
ed a
nd
verifi
ed b
y 31
oct
ober
201
7)
7Ce
rtifi
cate
s is
sued
to q
ualif
ying
ca
ndid
ates
with
in th
ree
mon
ths
of
publ
icat
ion
of re
sults
(num
ber o
f m
onth
s)
mor
e th
an n
ine
mon
ths
33
Per c
olle
ge e
xam
inat
ion
cycl
e w
ithin
th
ree
mon
ths
of p
ublic
atio
n of
the
resu
lts
8Pu
blic
TVe
T Co
llege
exa
min
atio
n ce
ntre
s ev
alua
ted
in c
ondu
ctin
g na
tiona
l exa
min
atio
ns a
nd
asse
ssm
ents
in c
ompl
ianc
e w
ith
natio
nal p
olic
y (%
)
87%
100%
100%
ann
ually
(1st
Qua
rter
)(2
016
acad
emic
yea
r, re
port
ed a
nd
verifi
ed b
y 30
June
201
7)
9re
port
on
TVeT
thro
ughp
ut ra
te
(n)
0re
fer t
o no
te b
elow
repo
rt o
n 20
16 -
2018
coh
ort
31 d
ecem
ber 2
019
(Thr
ough
put r
epor
t on
stud
ent c
ohor
t fo
r the
aca
dem
ic p
erio
d 20
16 –
201
8)
10Q
ualif
ying
TVe
T st
uden
ts o
btai
ning
n
SFa
S fin
anci
al a
ssis
tanc
e pe
r an
num
(n)
298
457
200
000
200
000
ann
ually
(cum
ulat
ive
from
201
4 to
201
8 fo
r 201
6 ac
adem
ic y
ear,
repo
rted
and
ver
ified
by
31 o
ctob
er 2
017)
11Fu
nded
nC
(V) l
4 st
uden
ts
obta
inin
g qu
alifi
catio
n w
ithin
st
ipul
ated
tim
e (%
)
0%es
tabl
ish
base
line
for
2012
- 20
14 c
ohor
t 40
%a
nnua
lly(F
unde
d n
C(V
) l4
repo
rt o
n st
uden
t co
hort
for a
cade
mic
per
iod
2014
/18
by
31 d
ecem
ber 2
019)
13TV
eT in
stitu
tions
eva
luat
ed o
n im
plem
enta
tion
of p
ropo
sed
best
pr
actic
e, p
olic
ies
and
guid
elin
es
issu
ed b
y th
e d
epar
tmen
t of
hig
her e
duca
tion
and
Trai
ning
33%
100%
100%
end
mar
ch a
nnua
lly fo
r the
pre
viou
s ac
adem
ic y
ear
15TV
eT s
tude
nts
enro
lled
in
foun
datio
n pr
ogra
mm
es (n
)-
0-
Ther
e is
no
fund
ing
for t
he ta
rget
on
this
indi
cato
r. T
here
fore
, it w
ill n
ot b
e re
port
ed o
n
16Su
cces
s ra
te in
foun
datio
n pr
ogra
mm
e (%
) bas
elin
e to
be
esta
blis
hed
-0
-Th
ere
is n
o fu
ndin
g fo
r the
targ
et o
n th
is in
dica
tor.
The
refo
re, i
t will
not
be
repo
rted
on
17n
umbe
r of a
dditi
onal
bed
s fo
r st
uden
ts a
ccom
mod
atio
n in
pub
lic
TVeT
Col
lege
s (n
)
--
-Th
ere
is n
o fu
ndin
g fo
r the
targ
et o
n th
is in
dica
tor.
The
refo
re, i
t will
not
be
repo
rted
on
not
e: F
or th
e 20
17/1
8 fin
anci
al y
ear b
asel
ine
thro
ughp
ut ra
te fo
r the
TVe
T Co
llege
s w
ill b
e es
tabl
ishe
d
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
81ANNUAL PERFORMANCE PLAN 2017 | 2018
reco
nci
Lin
g p
erfo
rma
nce
Ta
rgeT
S W
iTh
Th
e B
uD
geT
an
D m
Tef:
pro
gr
am
me
4
SuB
-pro
gr
am
me
au
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om
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o
f n
aTio
na
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pen
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ure
meD
ium
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m e
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nD
iTu
re e
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aTe
20
13/1
4 2
014/
1520
15/1
620
16/1
7 20
17/1
820
18/1
920
19/2
0
r’m
illio
nr’
mill
ion
r’m
illio
nr’
mill
ion
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illio
nr’
mill
ion
r’m
illio
n
1.Pr
ogra
mm
e m
anag
emen
t8.
19.
16.
29.
75.
15.
35.
8
2.Pl
anni
ng a
nd in
stitu
tiona
l Sup
port
5 60
7.3
6 10
4.5
6 14
4.2
6 61
4.7
7 08
9.2
7 68
8.9
8 24
0.5
3.Pr
ogra
mm
es a
nd Q
ualifi
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ns88
.310
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4.n
atio
nal e
xam
inat
ion
and
ass
essm
ent
173.
217
8.1
439.
127
6.0
294.
731
4.9
336.
5
5.Fi
nanc
ial P
lann
ing
2.4
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5.0
7.7
7.5
8.0
ToTa
L5
879.
36
304.
56
604.
86
917.
27
408.
28
029.
38
604.
5
eco
no
mic
cLa
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icaT
ion
Curr
ent p
aym
ents
4
698.
85
155.
55
263.
25
639.
26
065.
16
440.
46
925.
6
Com
pens
atio
n of
em
ploy
ees
4 62
5.5
5 09
7.8
5 11
9.8
5 52
1.0
5 91
0.5
6 27
9.8
6 75
6.4
goo
ds a
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ervi
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of w
hich
:73
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118.
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160.
616
9.2
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pute
r ser
vice
s11
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ope
ratin
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Trav
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ubsi
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Tran
sfer
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d su
bsid
ies
1 18
0.0
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8.2
1 28
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1 27
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1 34
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dep
artm
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l age
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s-
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514
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non
-pro
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tions
1 08
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1 14
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1 26
2.5
1 27
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1 32
8.1
1 57
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1 66
2.7
hou
seho
lds
95.9
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3.9
--
--
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ents
for c
apita
l ass
ets
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-
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5
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201882
performance eXpenDiTure anD TrenDS
programme 4: Technical and Vocational education and Training
The total budget allocated for programme 4 for the 2017/18 financial year will amount to r7.4 billion. during the medium
term, Programme 4 will focus its spending on the development and review of the TVeT steering mechanisms, implement
oversight instruments on TVeT Colleges, improve learning assessment services for TVeT Colleges, provide TVeT teaching
and learning support plans, provide TVeT teaching and learning support plans to improve access to quality teaching and
learning in TVeT Colleges, provide student support services for TVeT Colleges and develop infrastructure for TVeT Colleges.
Spending over the medium term is projected to grow by 5.2% with the following spending patterns, projections and
possible reduction:
The budget growth rate during the mTeF period on compensation of employees will grow by 4.4% while goods and
services will have an increase of 3.1% with a spending projection of 4.6%.
The Minister, Dr BE Nzimande, MP officiating the ribbon cutting ceremony at the new campus site of the Waterberg TVET College in Thabazimbi
The newly constructed campus site of Waterberg TVET College in Thabazimbi
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
83ANNUAL PERFORMANCE PLAN 2017 | 2018
4.5 programme 5: SKiLLS DeVeLopmenT
The purpose of this programme is to promote and monitor the national Skills development Strategy. develop a skills
development policy and regulatory framework for an effective skills development system.
There are four budget sub-programmes:
§§ Programme Management - Skills Development: manages delegated administrative and financial responsibilities,
and coordinates all monitoring and evaluation functions.
§§ SETA Coordination: Supports, monitors, and reports on the implementation of the national skills development
strategy at the sectoral level by establishing and managing the performance of service level agreements with Sector
education and Training authorities, and by conducting trade tests at the institute for the national development of
learnerships, employment Skills and labour assessments (indlela).
§§ National Skills Development Services: manages projects identified in the national Skills development Strategy
and advises the minister on the national Skills development Policy and Strategy.
§§ Quality Development and Promotion: Transfers funds to the Quality Council for Trades and occupations as a
contribution to its operations.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201884
4.5.
1 ST
raT
egic
oB
Jec
TiV
eS a
nn
ua
L Ta
rgeT
S –
pro
gr
am
me
5: S
KiL
LS D
eVeL
opm
enT
STr
aTeg
ic o
BJe
cTi
Ve
5-Ye
ar
STr
aTeg
ic p
Lan
Ta
rgeT
20
15-2
020
au
DiT
eD /a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
meD
ium
Ter
m T
arg
eTS
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
4.5.
1.1
To d
evel
op a
nd re
view
ste
erin
g m
echa
nism
s fo
r art
isan
de
velo
pmen
t in
supp
ort o
f a
soun
d PS
eT s
yste
m b
y 31
mar
ch
2020
dev
elop
and
app
rove
four
st
eerin
g m
echa
nism
s fo
r ar
tisan
dev
elop
men
t
22
Stee
ring
mec
hani
sms
impl
emen
tatio
n
revi
ew a
nd a
ppro
ve e
ight
st
eerin
g m
echa
nism
s fo
r ar
tisan
dev
elop
men
t
22
13
Stee
ring
mec
hani
sms
impl
emen
tatio
n
4.5.
1.2
To im
plem
ent o
vers
ight
in
stru
men
ts o
n sk
ills
deve
lopm
ent
to e
nsur
e eff
ectiv
e m
onito
ring
and
eval
uatio
n of
art
isan
dev
elop
men
t by
31
mar
ch 2
020
dev
elop
and
app
rove
five
m
onito
ring
and
eval
uatio
n re
port
s pe
r ann
um
44
55
5
4.5.
1.3
To e
nsur
e eff
ectiv
e ar
tisan
de
velo
pmen
t ass
essm
ent s
ervi
ces
in s
uppo
rt o
f an
impr
oved
PSe
T sy
stem
by
31 m
arch
202
0
Cond
uct t
rade
test
ing
for
all q
ualif
ying
trad
e te
st
appl
icat
ions
rece
ived
with
in
an a
vera
ge o
f 60
days
by
mar
ch 2
020
169
120
100
8060
4.5.
1.4
To d
evel
op in
frast
ruct
ure/
faci
litie
s in
ord
er to
impr
ove
artis
an
deve
lopm
ent b
y 31
mar
ch 2
020
dev
elop
and
app
rove
se
curit
y in
frast
ruct
ure
at
ind
lela
by
the
end
of m
arch
20
18
1im
plem
ent o
f sec
urity
in
frast
ruct
ure
at i
nd
lela
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
85ANNUAL PERFORMANCE PLAN 2017 | 2018
4.5.
2 pr
og
ra
mm
e pe
rfo
rma
nce
inD
icaT
orS
an
D a
nn
ua
L Ta
rgeT
S fo
r 20
17 m
Tef
- pro
gr
am
me
5: S
KiL
LS D
eVeL
opm
enT
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.4
.1pe
rfo
rma
nce
inD
icaT
orS
au
DiT
eD/a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
20
16/1
7
Targ
eT20
17/1
8Ta
rgeT
2018
/19
Targ
eT20
19/2
020
13/1
420
14/1
520
15/1
6
So: 4
.5.1
.14.
5.1.
1.1
new
ste
erin
g m
echa
nism
s appr
oved
(n)
22
impl
emen
tatio
n of
ste
erin
g m
echa
nism
s
4.5.
1.1.
2 re
view
ed s
teer
ing
mec
hani
sms
appr
oved
(n)
22
13
So: 4
.5.1
.24.
5.1.
2.1
mon
itor
ing
and
eval
uati
on re
port
s ap
prov
ed p
er a
nnum
(n)
44
55
5
So: 4
.5.1
.34.
5.1.
3.1
ave
rage
lead
tim
e fr
om q
ualif
ying
trad
e te
st a
pplic
atio
ns re
ceiv
ed u
ntil
trad
e te
st
cond
ucte
d (d
ays)
169
120
100
8060
So: 4
.5.1
.44.
5.1.
4.1
repo
rt o
n th
e im
plem
enta
tion
of t
he
infr
astr
uctu
re/f
acili
ties
for a
rtis
an
deve
lopm
ent (
n)1
impl
emen
t of s
ecur
ity
infra
stru
ctur
e at
ind
lela
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201886
4.5.
3 Q
ua
rTer
LY T
arg
eTS
for
2017
/18
- pro
gr
am
me
5: S
KiL
LS D
eVeL
opm
enT
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.5
.1
perf
orm
an
cein
Dic
aTo
r9re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.5.1
.14.
5.1.
1.2
revi
ewed
ste
erin
g m
echa
nism
s ap
prov
ed (n
)a
nnua
l1
4.5.
1.1.
2.1
Perc
enta
ge
com
plet
ion
of th
e re
view
ed n
atio
nal
Skill
s d
evel
opm
ent
Plan
Qua
rter
ly
(cum
ulat
ive)
(100
%)
revi
ewed
nat
iona
l Sk
ills
dev
elop
men
t Pl
an d
evel
oped
and
ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y
31 m
arch
201
8
(25%
)1st
dra
ft re
vise
d n
atio
nal S
kills
d
evel
opm
ent
Plan
con
sulte
d at
n
edla
C
(50%
)1st
dra
ft re
vise
d n
atio
nal S
kills
d
evel
opm
ent
Plan
con
sulte
d
with
the
nat
iona
l Sk
ills
aut
horit
y
(75%
)2nd
dra
ft
nat
iona
l Ski
lls
dev
elop
men
t Pl
an d
evel
oped
(100
%)
revi
ewed
n
atio
nal S
kills
d
evel
opm
ent
Plan
dev
elop
ed
and
appr
oved
by
the
dire
ctor
-g
ener
al b
y
31 m
arch
201
8
So: 4
.5.1
.24.
5.1.
2.1
m
onit
orin
g an
d ev
alua
tion
re
port
s ap
prov
ed p
er a
nnum
(n
)
ann
ual
5
4.5.
1.2.
1.1
Perc
enta
ge
com
plet
ion
of
mon
itorin
g an
d ev
alua
tion
repo
rts
Qua
rter
ly(c
umul
ativ
e)10
0%m
onito
ring
and
eval
uatio
n re
port
s de
velo
ped
and
appr
oved
(20%
)(o
ne in
this
qu
arte
r)re
port
on
the
impl
emen
tatio
n of
the
nat
iona
l Ski
lls
dev
elop
men
t St
rate
gy b
y Se
Tas
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
0 Ju
ne 2
017
(40%
) (o
ne in
this
qu
arte
r)re
port
on
the
impl
emen
tatio
n of
the
nat
iona
l Ski
lls
dev
elop
men
t St
rate
gy b
y Se
Tas
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by 3
0 Se
ptem
ber
2017
(80%
) (T
wo
in th
is
quar
ter)
1. r
epor
t on
the
impl
emen
-ta
tion
of th
e n
atio
nal S
kills
d
evel
opm
ent
Stra
tegy
by
Se
Tas
de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y
31 d
ecem
ber
2017
(100
%)
(one
in th
is
quar
ter)
repo
rt o
n th
e im
-pl
emen
tatio
n of
th
e n
atio
nal S
kills
d
evel
opm
ent
Stra
tegy
by
SeTa
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
9
Tech
nica
l ind
icat
or d
escr
iptio
n gr
id fo
r per
form
ance
indi
cato
rs d
etai
ling
defin
ition
, met
hod
of c
alcu
latio
n, so
urce
etc
. for
eac
h is
pos
ted
on th
e d
epar
tmen
tal w
ebsi
te a
long
with
the
aPP
for e
asy
read
ing
and
unde
rsta
ndin
g
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
87ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.5
.1
perf
orm
an
cein
Dic
aTo
r9re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
2. r
epor
t on
the
impl
emen
ta-
tion
of g
ood
gove
rnan
ce
stan
dard
s by
Se
Tas
de
velo
ped
and
appr
oved
by
the
dire
ctor
- g
ener
al b
y 31
dec
embe
r 20
17
So:4
.5.1
.34.
5.1.
3.1
a
vera
ge le
ad ti
me
from
qu
alify
ing
trad
e te
st
appl
icat
ions
rece
ived
unt
il tr
ade
test
is c
ondu
cted
(d
ays)
Qua
rter
ly10
010
010
010
010
0
So:4
.5.1
.44.
5.1.
4.1
re
port
on
infr
astr
uctu
re
faci
litie
s fo
r art
isan
s de
velo
pmen
t pla
nned
(n)
ann
ual
1
4.5.
1.4.
1.1
Perc
enta
ge
com
plet
ion
of
the
repo
rt o
n th
e im
plem
enta
tion
of th
e se
curit
y in
frast
ruct
ure
deve
lopm
ent p
lan
at in
dle
la
Q3
and
4(c
umul
ativ
e)1
repo
rt o
n th
e im
plem
enta
tion
of s
ecur
ity
infra
stru
ctur
e de
velo
pmen
t pla
n at
in
dle
la d
evel
oped
an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al b
y 31
mar
ch 2
018
(80%
)Q
uart
erly
impl
emen
tatio
n m
eetin
gs h
eld
(100
%)
repo
rt o
n th
e im
plem
enta
tion
of s
ecur
ity
infra
stru
ctur
e de
velo
pmen
t pl
an a
t in
dle
la
deve
lope
d an
d ap
prov
ed b
y th
e d
irect
or-g
ener
al
by
31 m
arch
201
8
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201888
4.5.
4 eX
pec
TeD
ou
Tco
meS
The
follo
win
g sy
stem
ic t
arge
ts re
late
to
sub-
outc
ome
4 as
par
t of
out
com
e 5
of t
he 2
014-
2019
mTS
F an
d w
ill b
e m
onito
red
and
repo
rted
by
prog
ram
me
5. T
he in
form
atio
n
repo
rted
will
form
the
bas
is fo
r ev
alua
ting
syst
em p
erfo
rman
ce a
nd d
ecis
ion
mak
ing
on t
he re
quire
d in
terv
entio
ns t
o co
rrec
t an
y un
der-
perf
orm
ance
and
/or
any
defic
ienc
ies
iden
tified
.
SuB
-ou
Tco
me
4: i
ncr
eaSe
acc
eSS
To o
ccu
paTi
on
aLL
Y-D
irec
TeD
pro
gr
am
meS
in
nee
DeD
are
aS
an
D T
her
eBY
eXpa
nD
Th
e aV
aiL
aB
iLiT
Y o
f in
Term
eDia
Te L
eVeL
SK
iLLS
, WiT
h a
Spe
cia
L fo
cuS
on
arT
iSa
n S
KiL
LS:
no
reSu
LT in
Dic
aTo
r (o
uTc
om
e/im
pacT
)Ba
SeLi
ne
2015
/16
2017
/18
Targ
eT20
19/2
0 Ta
rgeT
Tim
e fr
am
e fo
r re
porT
ing
pro
gre
SS
1W
ork
base
d le
arni
ng o
ppor
tuni
ties
(n)
118
582
130
000
140
000
ann
ually
2n
atio
nal a
rtis
an le
arne
rs tr
ade
test
pas
s ra
te (i
nclu
ding
ind
le-
la) (
%)
54%
58%
65%
Qua
rter
ly
3n
atio
nal a
rtis
an le
arne
rs e
mpl
oyed
or s
elf-
empl
oyed
(%)
40%
60%
80%
ann
ually
(201
6 ar
tisan
lear
ners
dat
a ve
rified
dur
ing
3rd q
uart
er)
4Pr
opor
tion
of S
eTa
s m
eetin
g st
anda
rds
of g
ood
gove
rnan
ce (%
)n
ew60
%65
%a
nnua
lly
5n
ew a
rtis
an le
arne
rs q
ualifi
ed (n
)16
114
21 1
1024
000
ann
ually
6n
ew a
rtis
an le
arne
rs re
gist
ered
(n)
28 6
4027
750
30 0
00a
nnua
lly
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
89ANNUAL PERFORMANCE PLAN 2017 | 2018
reco
nci
Lin
g p
erfo
rma
nce
Ta
rgeT
S W
iTh
Th
e B
uD
geT
an
D m
Tef:
pro
gr
am
me
5
SuB
-pro
gr
am
me
au
DiT
eD o
uTc
om
eSeS
Tim
aTeS
o
f n
aTio
na
L eX
pen
DiT
ure
meD
ium
Ter
m e
Xpe
nD
iTu
re e
STim
aTe
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
r’m
illio
nr’
mill
ion
r’m
illio
nr’
mill
ion
r’m
illio
nr’
mill
ion
r’m
illio
n
1.
Prog
ram
me
man
agem
ent
1.2
1.4
2.6
2.1
2.2
2.3
2.5
2.
SeTa
Coo
rdin
atio
n92
.410
1.0
182.
719
0.8
207.
722
7.6
242.
7
3.
nat
iona
l Ski
lls d
evel
opm
ent S
ervi
ces
7.7
6.4
9.0
8.5
7.5
8.4
9.0
4.Q
ualit
y d
evel
opm
ent a
nd P
rom
otio
n21
.723
.222
.423
.126
.928
.530
.1
ToTa
L12
3.0
132.
021
6.7
224.
524
4.3
266.
828
4.3
eco
no
mic
cLa
SSif
icaT
ion
Curr
ent p
aym
ents
76
.382
.410
0.2
102.
211
2.8
127.
613
7.3
Com
pens
atio
n of
em
ploy
ees
65.1
71.6
86.6
90.3
97.7
111.
512
0.3
goo
ds a
nd s
ervi
ces
of w
hich
:11
.210
.813
.611
.915
.116
.117
.0
leas
e pa
ymen
ts0.
70.
60.
60.
70.
80.
80.
9
Trav
el a
nd s
ubsi
sten
ce3.
22.
22.
32.
53.
43.
43.
6
Tran
sfer
s an
d su
bsid
ies
45.8
49.2
115.
812
2.0
130.
713
8.3
146.
0
dep
artm
enta
l age
ncie
s an
d ac
coun
ts45
.149
.211
5.8
122.
013
0.7
138.
314
6.0
hou
seho
lds
0.7
--
--
--
Paym
ents
for c
apita
l ass
ets
0.9
0.4
0.4
0.3
0.8
0.9
1.0
mac
hine
ry a
nd e
quip
men
t0.
90.
40.
40.
30.
80.
91.
0
Paym
ents
for fi
nanc
ial a
sset
s-
-0.
3-
--
-
Thef
t and
loss
es-
-0.
3-
--
-
ToTa
L12
3.0
132.
021
6.7
224.
524
4.3
266.
828
4.3
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201890
performance eXpenDiTure anD TrenDS
programme 5: Skills Development
The total budget allocated for programme 5 for the 2017/18 financial year will amount to r244.3 million. during the medium
term, the Skills development Branch will focus its spending to increase access to occupational directed programmes in
needed areas and thereby expand the availability of intermediate level skills, with a special focus on artisan skills.
Spending over the medium term is projected to grow by 5.2% with the following spending patterns, projections and
possible reduction:
The budget growth rate during the mTeF period on compensation of employees will grow by 7.3% while goods and
services will have an increase of 4% with a spending projection of 7%.
Aspiring artisan students hard at work during evaluation of their assignments
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
91ANNUAL PERFORMANCE PLAN 2017 | 2018
4.6 programme 6: communiTY eDucaTion anD Training
The purpose of the programme is to plan, develop, implement, monitor, maintain and evaluate national policy, programme
assessment practices and systems for Community education and Training.
There are four budget sub-programmes:
§§ Programme Management-Community Education and Training: manages the delegated administrative and
financial responsibilities, and coordinates the monitoring and evaluation function of the programme.
§§ Community Education and Training Colleges Systems Planning, Institutional Development and Support: Supports management and councils, monitors and evaluates the Community education and Training system
performance against set indicators, develops regulatory frameworks for the system, manages and monitors the
procurement and distribution of learning and teaching support materials, provides leadership for Community
education and Training Colleges to enter into partnerships for the use of infrastructure for college site hosting
centres and funding these partnerships, maps out an institutional landscape for the rollout of the Community
education and Training system, and is responsible for Community education and Training infrastructure planning
and development.
§§ Financial Planning: Sets up financial management systems; develops the financial management capacity of
Community education and Training Colleges; manages and determines fair distribution of funding to Community
education and Training Colleges in accordance with funding norms and standards for funding these colleges;
monitors compliance with supply chain management policy; and ensures the timely submission of audited
performance information, annual financial statements, and quarterly and annual reports.
§§ Education and Training and Development Support: manages and coordinates curriculum development
processes; ensures the development of quality learning and teaching materials; monitors and supports the
implementation of curriculum statements and assessment regulations; monitors and supports the development
of lecturers; provides leadership for Community education and Training Colleges to diversify their programmes,
qualifications and curriculum; and provides leadership for colleges to form partnerships and linkages for programme
diversification.
The Minister, Dr BE Nzimande, MP addresses the media during an Imbizo at Pietermaritzburg on 7 April 2016
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201892
4.6.
1 ST
raT
egic
oB
Jec
TiV
eS a
nn
ua
L Ta
rgeT
S –
pro
gr
am
me
6: c
om
mu
niT
Y eD
uc
aTio
n a
nD
Tr
ain
ing
STr
aTeg
ic o
BJe
cTi
Ve
5-Ye
ar
STr
aTeg
ic
pLa
n T
arg
eT 2
015-
2020
au
DiT
eD /a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
meD
ium
Ter
m T
arg
eTS
2013
/14
2014
/15
2015
/16
2016
/17
2017
/18
2018
/19
2019
/20
4.6.
1.1
To d
evel
op a
nd re
view
CeT
ste
erin
g m
echa
nism
s in
sup
port
of a
sou
nd P
SeT
syst
em b
y 31
mar
ch 2
020
dev
elop
and
app
rove
ni
ne s
teer
ing
mec
hani
sms
for t
he
Com
mun
ity e
duca
tion
and
Trai
ning
sec
tor
34
2St
eerin
g m
echa
nism
s im
plem
enta
tion
revi
ew a
nd im
prov
e st
eerin
g m
echa
nism
fo
r the
Com
mun
ity
educ
atio
n an
d Tr
aini
ng
sect
or
1St
eerin
g m
echa
nism
im
plem
enta
tion
4.6.
1.2
To
impl
emen
t ove
rsig
ht in
stru
men
ts
on C
eT C
olle
ges
to e
nsur
e eff
ectiv
e m
onito
ring
and
eval
uatio
n of
the
CeT
se
ctor
by
31 m
arch
202
0
dev
elop
and
app
rove
12
mon
itorin
g an
d ev
alua
tion
repo
rts
13
53
4.6.
1.3
To p
rovi
de C
eT te
achi
ng a
nd le
arni
ng
supp
ort p
lans
aim
ed a
t im
prov
ing
acce
ss to
qua
lity
teac
hing
and
lear
ning
in
CeT
Col
lege
s (b
egin
ning
201
7) b
y
31 m
arch
202
0
dev
elop
and
app
rove
a
teac
hing
and
lear
ning
pl
anni
ng fr
amew
ork
for
CeT
Col
lege
s
1im
plem
enta
tion
of te
achi
ng a
nd le
arni
ng
plan
ning
fram
ewor
k fo
r CeT
Col
lege
s
4.6.
1.4
To d
evel
op in
frast
ruct
ure
for C
eT
Colle
ges
to e
nsur
e op
timal
geo
grap
hic
spre
ad b
y 31
mar
ch 2
020
esta
blis
h ni
ne C
eT
Colle
ges
nin
e C
eT
Colle
ges
esta
blis
hed
CeT
Col
lege
s op
erat
iona
l
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
93ANNUAL PERFORMANCE PLAN 2017 | 2018
4.6.
2 pr
og
ra
mm
e pe
rfo
rma
nce
inD
icaT
orS
an
D a
nn
ua
L Ta
rgeT
S fo
r 20
17 m
Tef
– pr
og
ra
mm
e 6
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.6
.1pe
rfo
rma
nce
inD
icaT
orS
au
DiT
eD/a
cTu
aL
perf
orm
an
ceeS
Tim
aTeD
pe
rfo
rma
nce
20
16/1
7
Targ
eT20
17/1
8Ta
rgeT
2018
/19
Targ
eT20
19/2
020
13/1
420
14/1
520
15/1
6
So: 4
.6.1
.14.
6.1.
1.1
n
ew s
teer
ing
mec
hani
sms ap
prov
ed
(n)
34
2im
plem
enta
tion
of s
teer
ing
mec
hani
sms
4.6.
1.1.
2
revi
ewed
ste
erin
g m
echa
nism
ap
prov
ed (n
)1
impl
emen
tatio
n of
ste
erin
g m
echa
nism
So:4
.6.1
.24.
6.1.
2.1
m
onit
orin
g an
d ev
alua
tion
repo
rts
appr
oved
per
ann
um (n
)1
35
3
So: 4
.6.1
.34.
6.1.
3.1
ce
T te
achi
ng a
nd le
arni
ng s
uppo
rt
fram
ewor
ks a
ppro
ved
(n)
1im
plem
enta
tion
of te
achi
ng a
nd le
arni
ng
supp
ort f
ram
ewor
k
So: 4
.6.1
.44.
6.1.
4.1
ce
T co
llege
s es
tabl
ishe
d (n
)9
CeT
Col
lege
s op
erat
iona
l
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201894
4.6.
3 Q
ua
rTer
LY T
arg
eTS
for
2017
/18
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
BLe
4.6
.1
perf
orm
an
cein
Dic
aTo
r10re
porT
ing
pe
rio
Da
nn
ua
L Ta
rgeT
20
17/1
8Q
1Q
2Q
3Q
4
So: 4
.6.1
.14.
6.1.
1.1
n
ew s
teer
ing
mec
hani
sms
appr
oved
(n)
ann
ual
2
4.6.
1.1.
1.1
Perc
enta
ge
com
plet
ion
of C
eT
serv
ice
deliv
ery
mod
el
(Q1
& 2)
(cum
ulat
ive)
(100
%)
CeT
ser
vice
de
liver
y m
odel
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
Sept
embe
r 20
17
(75%
)d
raft
CeT
ser
vice
de
liver
y m
odel
de
velo
ped
(100
%)
CeT
ser
vice
de
liver
y m
odel
de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
Sept
embe
r 20
17
4.6.
1.1.
1.2
Perc
enta
ge
com
plet
ion
of
repo
rtin
g po
licy
for
CeT
Col
lege
s
Qua
rter
ly
(cum
ulat
ive)
(100
%)
repo
rtin
g po
licy
for C
eT C
olle
ges
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y
31 m
arch
201
8
(25%
)1st
dra
ft re
port
ing
polic
y fo
r C
eT C
olle
ges
deve
lope
d
(50%
)1st
dra
ft re
port
ing
polic
y fo
r CeT
ga
zett
ed fo
r pu
blic
com
men
t (c
onsu
ltatio
n)
(75%
)in
corp
orat
ion
of p
ublic
co
mm
ents
and
dr
aft r
epor
ting
polic
y fo
r C
eT C
olle
ges
deve
lope
d
(100
%)
repo
rtin
g po
licy
for C
eT C
olle
ges
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y
31 m
arch
201
8
4.6.
1.1.
2 re
view
ed s
teer
ing
mec
hani
sms
appr
oved
(n)
ann
ual
1
4.6.
1.1.
2.1
Perc
enta
ge
com
plet
ion
of th
e re
view
ed fu
ndin
g fra
mew
ork
for C
eT
Colle
ges
Q1
& 2
(cum
ulat
ive)
(100
%)
revi
ewed
fund
ing
fram
ewor
k fo
r C
eT C
olle
ges
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y
30 S
epte
mbe
r 20
17
(75%
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raft
fund
ing
fram
ewor
k fo
r C
eT C
olle
ges
with
am
endm
ents
de
velo
ped
(100
%)
revi
ewed
fund
ing
fram
ewor
k fo
r C
eT C
olle
ges
deve
lope
d an
d ap
prov
ed b
y th
e m
inis
ter b
y
30 S
epte
mbe
r 20
17
10
Tec
hnic
al in
dica
tor d
escr
iptio
n gr
id fo
r per
form
ance
indi
cato
rs d
etai
ling
defin
ition
, met
hod
of c
alcu
latio
n, s
ourc
e et
c. e
ach
post
ed o
n th
e d
epar
tmen
tal w
ebsi
te a
long
with
the
aPP
for e
asy
read
ing
and
unde
rsta
ndin
g
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
95ANNUAL PERFORMANCE PLAN 2017 | 2018
STr
aTeg
ic
oB
Jec
TiV
eS in
Ta
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perf
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So: 4
.6.1
.24.
6.1.
2.1
mon
itor
ing
and
eval
uati
on
repo
rts
appr
oved
per
ann
um
(n)
(Q4)
3
4.6.
1.2.
1.1
Perc
enta
ge
com
plet
ion
of
mon
itorin
g on
CeT
Co
llege
s
(Q2
and
4)(c
umul
ativ
e)(1
00%
)Th
ree
mon
itorin
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d ev
alua
tion
repo
rts
on
CeT
Col
lege
s de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
31
mar
ch 2
018
(33%
)(o
ne in
this
qu
arte
r)re
port
on
the
impl
emen
tatio
n of
teac
hing
and
le
arni
ng s
uppo
rt
fram
ewor
k de
velo
ped
and
appr
oved
by
the
dire
ctor
-gen
eral
by
30
Sept
embe
r 20
17
(100
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o in
the
quar
ter)
1.
repo
rt o
n th
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plem
enta
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of te
achi
ng a
nd
lear
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mew
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deve
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irect
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201
82.
m
onito
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port
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20
18
So: 4
.6.1
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6.1.
3.1
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teac
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and
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ppor
t fra
mew
orks
ap
prov
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)
impl
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and
lear
ning
sup
port
fram
ewor
ks fo
r CeT
app
rove
d in
pre
viou
s fin
anci
al y
ear
So: 4
.6.1
.44.
6.1.
4.1
ceT
colle
ges
esta
blis
hed
(n)
CeT
Col
lege
s op
erat
iona
l
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201896
4.6.
4 eX
pec
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Tco
meS
The
follo
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arge
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elat
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out
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of t
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F w
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onito
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and
repo
rted
ann
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by
prog
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me
6. T
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form
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repo
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bas
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ting
syst
em p
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ecis
ion
mak
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on t
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o co
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perf
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/or
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defic
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tified
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o in
Term
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rnin
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no
reSu
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aTo
r (o
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om
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pacT
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SeLi
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2015
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2017
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me
fra
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rog
reSS
1h
ead
coun
t enr
olm
ents
in C
eT C
olle
ges
(n)
310
000
340
000
ann
ually
(3rd
Qua
rter
)(2
016
acad
emic
yea
r, re
port
ed a
nd v
erifi
ed b
y 31
oct
ober
201
7)
2Ce
rtifi
catio
n ra
tes
in C
eT fo
rmal
qua
lifica
tions
(%)
38%
45 %
ann
ually
(3rd
Qua
rter
)(2
016
acad
emic
yea
r, re
port
ed a
nd v
erifi
ed b
y 31
oct
ober
201
7)
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
97ANNUAL PERFORMANCE PLAN 2017 | 2018
reco
nci
Lin
g p
erfo
rma
nce
Ta
rgeT
S W
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2014
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2015
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2016
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2017
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2018
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2019
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r’m
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mill
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r’m
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nr’
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2.
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3
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 201898
The Deputy Minister, Mr MC Manana, MP having a lighter moment with learners during the ‘Take a Girl Child to Work’ Campaign
performance eXpenDWiTure anD TrenDS
programme 6: community education and Training
The total budget allocated for programme 6 for the 2017/18 financial year will amount to r2.2 billion. during the medium
term, CeT will focus it’s spending to develop and review CeT steering mechanisms, implement oversight instruments on
CeT Colleges, provide learning assessment services for CeT Colleges, provide CeT teaching and learning support plans and
develop infrastructure for CeT Colleges to ensure optimal geographic spread.
Spending over the medium term is projected to grow 4.3% with the following spending patterns, projections and possible
reduction:
The budget growth rate during the mTeF period on compensation of employees will grow by 4.3% while goods and
services will have an increase of 4.3% with a spending projection of 4.3%.
LINKS TO OTHER PLANS
PART C
uniVerSiTY of The free STaTe
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018100
5.
Lin
KS T
o T
he
Lon
g-T
erm
infr
aST
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D o
Ther
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con
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mB
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Trai
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utho
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(ag
riSe
Ta)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
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duca
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tr
aini
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nd d
evel
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n bo
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orke
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go
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com
mun
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aini
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31/0
3/20
20
2.Ba
nkin
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edu
catio
n an
d Tr
aini
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utho
rity
(Ba
nKS
eTa
)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
bank
ing
and
mic
rofin
ance
sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
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prog
ram
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omot
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owth
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pub
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VeT
Colle
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syst
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l of y
outh
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erac
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ills
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com
mun
ity tr
aini
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767
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31/0
3/20
20
Part
C: L
inks t
o O
ther
Plan
s
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
101ANNUAL PERFORMANCE PLAN 2017 | 2018
nu
mB
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ma
nD
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3.C
hem
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utho
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Prov
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, qua
lity
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acce
ssib
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n th
e ch
emic
al in
dust
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sect
or
§§es
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ish
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edib
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tiona
l mec
hani
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4.Co
nstr
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ctor
ed
ucat
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and
Trai
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a
utho
rity
(CeT
a)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
tr
aini
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nd d
evel
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ent i
n th
e co
nstr
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§§es
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ish
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edib
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tiona
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sm fo
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ills
plan
ning
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se a
cces
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occ
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ram
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5.Co
unci
l on
hig
her
educ
atio
n (C
he)
adv
ises
the
min
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r of h
ighe
r ed
ucat
ion
and
Trai
ning
on
all
high
er e
duca
tion
polic
y m
atte
rs,
impl
emen
ts th
e sy
stem
of
qual
ity a
ssur
ance
for a
ll h
ighe
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ucat
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inst
itutio
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onito
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the
stat
e of
the
high
er e
duca
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syst
em a
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ontr
ibut
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th
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velo
pmen
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atte
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qua
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hig
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educ
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per
man
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ub-c
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ittee
, th
e h
ighe
r edu
catio
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ualifi
catio
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omm
ittee
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eQC
), in
clud
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audi
ting
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qual
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m
echa
nism
s an
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cred
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Pro
gram
mes
offe
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ighe
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catio
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stitu
tions
§§m
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sta
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f hig
her e
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tion
and
publ
ish
info
rmat
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rega
rdin
g de
velo
pmen
ts in
hig
her
educ
atio
n on
a re
gula
r bas
is, i
nclu
ding
arr
angi
ng
and
coor
dina
ting
conf
eren
ces
on h
ighe
r edu
catio
n is
sues
52 7
9631
/03/
2020
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018102
nu
mB
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f en
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ma
nD
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Trai
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aut
horit
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aTh
SSeT
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Prov
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rele
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, qua
lity
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acce
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duca
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d de
velo
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t in
the
tour
ism
, ho
spita
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lt la
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278
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opm
ent i
n th
e ed
ucat
ion,
trai
ning
and
de
velo
pmen
t sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
863
997
31/0
3/20
20
8.en
ergy
and
Wat
er S
ecto
r ed
ucat
ion
and
Trai
ning
a
utho
rity
(eW
SeTa
)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
ener
gy
and
wat
er s
ecto
r
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
589
159
31/0
3/20
20
9.Fi
bre,
Pro
cess
ing
and
man
ufac
turin
g (F
P&m
Se
Ta)
Prov
isio
n of
rele
vant
qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
fibre
, pr
oces
sing
and
man
ufac
turin
g se
ctor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
377
667
31/0
3/20
20
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
103ANNUAL PERFORMANCE PLAN 2017 | 2018
nu
mB
ern
am
e o
f en
TiTY
ma
nD
aTe
ou
Tpu
TS20
17/1
8 a
nn
ua
L B
uD
geT
r ‘0
00D
aTe
of
neX
T eV
aLu
aTio
n
10.
Fina
ncia
l and
acc
ount
ing
Serv
ices
Sec
tor e
duca
tion
and
Trai
ning
aut
horit
y (F
aSS
eT)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
finan
cial
an
d ac
coun
ting
serv
ices
sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
496
000
31/0
3/20
20
11.
Food
and
Bev
erag
es
Sect
or e
duca
tion
and
Trai
ning
aut
horit
y (F
oo
dBe
V-Se
Ta)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
food
an
d be
vera
ges
sect
or
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
335
382
31/0
3/20
20
12.
hea
lth a
nd W
elfa
re S
ecto
r ed
ucat
ion
and
Trai
ning
a
utho
rity
(hW
SeTa
)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
heal
th
and
wel
fare
sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
600
137
31/0
3/20
20
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018104
nu
mB
ern
am
e o
f en
TiTY
ma
nD
aTe
ou
Tpu
TS20
17/1
8 a
nn
ua
L B
uD
geT
r ‘0
00D
aTe
of
neX
T eV
aLu
aTio
n
13.
insu
ranc
e Se
ctor
ed
ucat
ion
and
Trai
ning
a
utho
rity
(inSe
Ta)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
tr
aini
ng a
nd d
evel
opm
ent i
n th
e in
sura
nce
sect
or
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
467
600
31/0
3/20
20
14.
loca
l gov
ernm
ent S
ecto
r ed
ucat
ion
and
Trai
ning
a
utho
rity
(lg
SeTa
)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
loca
l go
vern
men
t sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
600
055
31/0
3/20
20
15.
man
ufac
turin
g,
engi
neer
ing
and
rela
ted
Serv
ices
Sec
tor e
duca
tion
and
Trai
ning
aut
horit
y (m
erSe
Ta)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
tr
aini
ng a
nd d
evel
opm
ent i
n th
e m
anuf
actu
ring,
eng
inee
ring
and
rela
ted
serv
ices
sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
1 19
2 07
931
/03/
2020
16.
med
ia, i
nfor
mat
ion
and
Com
mun
icat
ion
Tech
nolo
gies
Sec
tor
educ
atio
n an
d Tr
aini
ng
aut
horit
y (m
iCT-
SeTa
)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
tr
aini
ng a
nd d
evel
opm
ent i
n th
e in
form
atio
n sy
stem
, ele
ctro
nics
an
d te
leco
mm
unic
atio
ns
tech
nolo
gies
sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
777
880
31/0
3/20
20
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
105ANNUAL PERFORMANCE PLAN 2017 | 2018
nu
mB
ern
am
e o
f en
TiTY
ma
nD
aTe
ou
Tpu
TS20
17/1
8 a
nn
ua
L B
uD
geT
r ‘0
00D
aTe
of
neX
T eV
aLu
aTio
n
17.
min
ing
Qua
lifica
tions
a
utho
rity
(mQ
a)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
min
ing
and
min
eral
s se
ctor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
1 58
2 20
831
/03/
2020
18.
nat
iona
l Ski
lls F
und
(nSF
)To
fund
nat
iona
l ski
lls
deve
lopm
ent p
riorit
y pr
ojec
ts
as id
entifi
ed in
the
nat
iona
l Sk
ills
dev
elop
men
t Str
ateg
y an
d pr
ojec
ts re
late
d to
ach
ievi
ng
the
purp
ose
of th
e a
ct a
s de
term
ined
by
the
acc
ount
ing
aut
horit
y
§§Co
mm
it 10
0% o
f res
erve
fund
s§§
Com
mit
r2.1
20 b
illio
n in
adv
ance
aga
inst
futu
re
reve
nue
§§Fu
nd 7
0 00
0 le
arne
rs§§
dis
burs
e 90
% o
f gra
nts
reve
nue
rece
ived
§§Fu
nd 8
0% o
f ear
mar
ked
infra
stru
ctur
e pr
ojec
ts
3 11
5 52
431
/03/
2020
19.
nat
iona
l Stu
dent
Fin
anci
al
aid
Sch
eme
(nSF
aS)
resp
onsi
ble
for a
dmin
iste
ring
loan
s an
d bu
rsar
ies
and
allo
catin
g th
ese
to e
ligib
le
stud
ents
, dev
elop
ing
crite
ria a
nd
cond
ition
s fo
r the
gra
ntin
g of
lo
ans
and
burs
arie
s to
elig
ible
st
uden
ts in
con
sulta
tion
with
th
e m
inis
ter o
f hig
her e
duca
tion
and
Trai
ning
, rai
sing
fund
s, re
cove
ring
loan
s, m
aint
aini
ng
and
anal
ysin
g a
data
base
for
loan
s an
d bu
rsar
y ad
min
istr
atio
n un
dert
akin
g re
sear
ch fo
r the
be
tter
util
isat
ion
of fi
nanc
ial
reso
urce
s an
d ad
visi
ng th
e m
inis
ter o
n m
atte
rs re
latin
g to
st
uden
t fina
ncia
l aid
§§in
crea
se in
the
perc
enta
ge o
f rec
over
ed fu
nds
from
th
e in
form
al s
ecto
r§§
effec
tivel
y m
anag
e th
e in
stitu
tiona
l util
isat
ion
of
fund
s ad
min
iste
red
§§St
reng
then
effi
cien
cies
in th
e pr
oces
sing
of s
tude
nt
awar
ds/c
laim
s to
ens
ure
that
fund
ing
reac
hes
the
targ
et p
opul
atio
n§§
Stre
ngth
en th
e qu
ality
of i
nter
nal m
anag
emen
t in
line
with
cha
ngin
g fu
ndin
g pa
tter
ns§§
effec
tivel
y co
mm
unic
ate
and
man
age
the
rela
tions
hip
with
all
nSF
aS
stak
ehol
der g
roup
s an
d ta
rget
ed a
udie
nces
16 1
63 0
0031
/03/
2020
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018106
nu
mB
ern
am
e o
f en
TiTY
ma
nD
aTe
ou
Tpu
TS20
17/1
8 a
nn
ua
L B
uD
geT
r ‘0
00D
aTe
of
neX
T eV
aLu
aTio
n
20.
Publ
ic S
ervi
ces
Sect
or
educ
atio
n an
d Tr
aini
ng
aut
horit
y (P
SeTa
)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
publ
ic
serv
ices
sec
tor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
106
634
31/0
3/20
20
21.
Qua
lity
Coun
cil f
or T
rade
s an
d o
ccup
atio
ns (Q
CTo
)To
dev
elop
and
qua
lity
assu
re
occu
patio
nal q
ualifi
catio
ns
that
are
resp
onsi
ve to
labo
ur
mar
ket a
nd d
evel
opm
enta
l sta
te
initi
ativ
es
§§es
tabl
ish
and
mai
ntai
n oc
cupa
tiona
l sta
ndar
ds a
nd
qual
ifica
tions
§§Q
ualit
y as
sure
occ
upat
iona
l sta
ndar
ds a
nd
qual
ifica
tions
and
lear
ning
in a
nd fo
r the
wor
kpla
ce§§
des
ign
and
deve
lop
occu
patio
nal s
tand
ards
an
d qu
alifi
catio
ns a
nd s
ubm
it th
em to
Sa
Qa
fo
r reg
istr
atio
n on
the
nat
iona
l Qua
lifica
tions
Fr
amew
ork
§§en
sure
the
qual
ity o
f occ
upat
iona
l sta
ndar
ds a
nd
qual
ifica
tions
and
lear
ning
in a
nd fo
r the
wor
kpla
ce§§
dev
elop
and
man
age
the
occ
upat
iona
l Q
ualifi
catio
ns S
ub-F
ram
ewor
k, m
ake
reco
mm
enda
tions
and
adv
ise
the
min
iste
r of
hig
her e
duca
tion
and
Trai
ning
on
othe
r mat
ters
re
latin
g to
its
Sub-
Fram
ewor
k §§
liai
se w
ith th
e n
atio
nal S
kills
aut
horit
y on
the
suita
bilit
y an
d ad
equa
cy o
f occ
upat
iona
l sta
ndar
ds
and
qual
ifica
tions
and
the
qual
ity o
f lea
rnin
g in
and
fo
r the
wor
kpla
ce§§
liai
se w
ith S
aQ
a, o
ther
Qua
lity
Coun
cils
and
pr
ofes
sion
al b
odie
s re
spon
sibl
e fo
r est
ablis
hing
st
anda
rds
and
qual
ifica
tions
95 3
2031
/03/
2020
22.
Safe
ty a
nd S
ecur
ity S
ecto
r ed
ucat
ion
and
Trai
ning
a
utho
rity
(Sa
SSeT
a)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
safe
ty
and
secu
rity
sect
or
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
428
813
31/0
3/20
20
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
107ANNUAL PERFORMANCE PLAN 2017 | 2018
nu
mB
ern
am
e o
f en
TiTY
ma
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aTe
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8 a
nn
ua
L B
uD
geT
r ‘0
00D
aTe
of
neX
T eV
aLu
aTio
n
23.
Serv
ices
Sec
tor e
duca
tion
and
Trai
ning
aut
horit
y (S
erVi
CeS
SeT
a)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
trai
ning
an
d de
velo
pmen
t in
the
serv
ices
se
ctor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
1 68
5 09
031
/03/
2020
24.
Sout
h a
frica
n Q
ualifi
catio
ns a
utho
rity
(Sa
Qa
)
SaQ
a fo
cuse
s on
the
furt
her d
evel
opm
ent a
nd
impl
emen
tatio
n of
the
nQ
F, w
hich
incl
udes
uph
oldi
ng
the
prin
cipl
es a
nd o
bjec
tives
of
the
nat
iona
l Qua
lifica
tions
Fr
amew
ork,
ens
urin
g ac
cess
, qu
ality
, red
ress
and
dev
elop
men
t fo
r all
lear
ners
, thr
ough
an
inte
grat
ed n
atio
nal f
ram
ewor
k of
le
arni
ng a
chie
vem
ents
§§a
dvis
e th
e m
inis
ter,
info
rm p
olic
y m
aker
s, de
velo
p po
licie
s an
d m
ake
reco
mm
enda
tions
on
all n
QF
mat
ters
§§Fa
cilit
ate
effec
tive
and
good
cor
pora
te g
over
nanc
e th
roug
hout
the
orga
nisa
tion
and
prov
ide
supp
ort
to th
e Bo
ard
and
man
agem
ent o
f Sa
Qa
§§Co
llabo
rate
with
cou
ntrie
s an
d re
gion
s re
ques
ting
assi
stan
ce in
dev
elop
ing
qual
ifica
tions
fram
ewor
ks
118
740
31/0
3/20
20
25.
Tran
spor
t edu
catio
n an
d Tr
aini
ng a
utho
rity
(TeT
a)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
tr
aini
ng a
nd d
evel
opm
ent i
n th
e tr
ansp
ort s
ecto
r
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t coo
pera
tives
, sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
and
com
mun
ity tr
aini
ng
834
444
31/0
3/20
20
26.
Who
lesa
le a
nd r
etai
l Se
ctor
edu
catio
n an
d Tr
aini
ng a
utho
rity
(W&r
SeTa
)
Prov
isio
n of
rele
vant
, qua
lity
and
acce
ssib
le e
duca
tion,
tr
aini
ng a
nd d
evel
opm
ent i
n th
e w
hole
sale
and
reta
il se
ctor
§§es
tabl
ish
a cr
edib
le in
stitu
tiona
l mec
hani
sm fo
r sk
ills
plan
ning
§§in
crea
se a
cces
s to
occ
upat
iona
lly-d
irect
ed
prog
ram
mes
§§Pr
omot
e th
e gr
owth
of a
pub
lic T
VeT
Colle
ge
syst
em§§
add
ress
the
low
leve
l of y
outh
and
adu
lt la
ngua
ge
and
num
erac
y sk
ills
§§Su
ppor
t sm
all e
nter
pris
es, w
orke
r-in
itiat
ed, n
go
an
d co
mm
unity
trai
ning
1 02
4 93
731
/03/
2020
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018108
8. puBLic priVaTe parTnerShipS
none
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
109ANNUAL PERFORMANCE PLAN 2017 | 2018
aeT adult education and Training
aPP annual Performance Plan
arPl artisan recognition of Prior learning
BriCS Brazil, russia, india, China, South africa
CaS Central application Service
CeT Community education and Training
Che Council on higher education
heaidS higher education hiV/aids Programme
hei higher education institution
hemiS higher education management information System
heQC higher education Quality Committee
hiV/aids human immuno-deficiency Virus/acquired immunodeficiency Syndrome
hrd human resource development
hrdCSa human resource development Council of South africa
hrdSSa human resource development Strategy for South africa
iCT information and Communication Technology
ieg infrastructure and efficiency grant
indlela institute for the national development of learnerships, employment Skills and labour assessments
iSFaP ikusasa Student Financial aid Programme
mTeF medium Term expenditure Framework
mTT ministerial Task Team
nC(V) national Certificate (Vocational)
ndP national development Plan
ngaP new generation of academics Programme
nQF national Qualifications Framework
nSdS national Skills development Strategy
nSF national Skills Fund
nSFaS national Student Financial aid Scheme
Ped Provincial education department
PerSal Personnel Salary System
PFma Public Finance management act
Pheis Private higher education institutions
PSeT Post-School education and Training
QCTo Quality Council for Trades and occupations
acronyms
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018110
rdg research development grant
SaiVCeT South african inistitute for Vocational and Continuing education and Training
SaPS South african Police Service
SaQa South african Qualifications authority
SeT Science, engineering and Technology
SeTa Sector education and Training authority
ShiP Student housing infrastructure Plan
SPu Sol Plaatje university
SrC Student representative Council
STi Sexually Transmitted infection
Tdg Teaching development grant
TldCiP Teaching and learning development Capacity improvement Programme
ToC Transformation oversight Committee
TVeT Technical and Vocational education and Training
uCdP university Capacity development Programme
umP university of mpumalanga
VCeT Vocational and Continuing education and Training
ADDENDUM
uniVerSiTY of SouTh africa
DEPARTMENT OF HIGHER EDUCATION AND TRAINING
ANNUAL PERFORMANCE PLAN 2017 | 2018112
aDDenDum 1: ViSion, miSSion anD VaLueS
ViSion Where we want to be
miSSion Why we exist
VaLueS How we behave
• Integrity• Accountable• Committed • Responsive• Proactive• Continuous• Learning• Rational• Team work• Emotional
intelligence
To provide national strategic leadership in support of the Post-School Education and Training system for improved quality of life of South Africans
Leading Post-School Education and Training for growth
ORGANISATIONAL PERFORMANCEHow we manage our collective performance
INDIVIDUAL PERFORMANCEHow we manage our individual performance
STraTegic goaLS anD oBJecTiVeSWhat we must achieve
Addendum
RP05/2017ISBN: 978-0-621-45113-9