Links between colleges, industry vital
Weak partnerships with industry and poor curriculum choices are among the factors driving unemployment among graduates
Nowhere is complexity more evident than in the attempts by the government to change the Technical and Vocational Education and Training landscape which, in the choice phrasing of minister of higher education and training, Blade Nzimande, reflects “forging dynamic strategic partnerships with industry”.
Fostering a paradigm shift through an industry-led system in the TVET context, that anticipates a smaller set of strong, coordinated, expanded and high-quality institutions with responsive curricula, in an increasingly competitive labour market, is a daunting task, especially considering the long-existing challenges in the sector.
We may lock in dispute over whether the strategic interventions adopted at the recent two-day Colleges and Industry Partnership Summit in Cape Town will go beyond formulaic pieties but, whatever the finer point of our argument, the summit was a thought-provoking and knowledge-building exercise bringing together dozens of government officials, agencies, policy-makers and industry and other stakeholders to find a sustainable solution.
Furthermore, it was an opportunity to find a common position in reshaping the TVET landscape and bringing about new goals and plans to address the crisis of skills deficit and unemployed graduates, and strengthen ongoing college-industry relations. However, it also showed the many fundamental, structural problems in the system and major barricades to the achievement of a college-industry policy.
Apart from colleges having to grasp the nettle, as they are highly unlikely ever to be autonomous or to take any policy decision without government directions, an attempt to form closer links with industry is not new.
In recent decades, there has been a tight connection between businesses and the college sector to enhance employment prospects for students. These relations were best demonstrated in the apprenticeship or artisan development system and the National Accredited Technical Education Diploma (Nated) programmes, where college graduates could be exposed to theoretical, practical and workplace knowledge to help them gain access to the job market.
But, as a result of neglecting to configure the college system, and a lack of well-formulated plans and strategies regularly to monitor and rigorously to evaluate the relevance and quality of college curricula to meet the demands of the economy, these ties gradually dwindled, putting Nated graduates and apprentices in jeopardy in terms of finding opportunities for workplace training.
Subsequently, the ministry of higher education and training issued a practical document on work-integrated learning in TVET colleges, which sought to revitalise collegework transitions by developing a common understanding of workintegrated learning, notably establishing standards for its provision within vocational and occupational training programmes.
This document resonated with the vision of the white paper for post-school education and training. It suggests: “TVET colleges must develop and maintain close working relationships with employers in their areas.
“Close partnerships between colleges and employers can assist the colleges in locating workplace opportunities for students who need practical experience.”
Regrettably, this practical guide has never gained significant traction in the sector for a number of complex reasons including lack of support from the department and the demands it imposed amid resource constraints, dilapidated infrastructure and poor capacity in some dysfunctional colleges to implement it.
Despite unclear policy on the college-industry system, there is no doubt these links will pave a new direction to consolidate and facilitate work-integrated learning, which would lead to more job placements for TVET graduates.
However, as is often said, all that glitters may not be perceived as gold by everyone. The fact that the department is still hesitant to phase out Nated programmes is a reminder of the extent to which transforming college curricula is a major challenge.
Poor curriculum alignment with economic priorities, weak links with industry and the mismatch between the skills demanded by employers and the skills supplied by TVET institutions are among the major contributors to unemployed college graduates.
Commendable as the department’s decision to review and update programmes and qualifications and phase-out the outdated N1 to N3 programmes was, many would agree that for the college-industry partnership to gain impetus the department must remove the entire Nated programme.
Quite frankly, N-courses have left disenchanted TVET graduates at risk of economic ostracism and becoming spectators in the job market, amid sluggish economic growth and youth unemployment.
These programmes have done tremendous damage to the image of the sector as they have fallen far short of quality barometers and unwittingly created blockages in various learning pathways.
It must be borne in mind that, no matter how many measures are put in place to update and convert them remotely, Report 191 programmes are poorly articulated, not an appropriate match with the standards of provision, hamper student mobility and lead to high levels of inefficacy.
Interestingly, in 2009, a solid foundation was laid in the gazette to phase them out because they were already in a bad state. Sadly, such a move never attained true fruition.
Keeping outdated Nated programmes and N6 National Diploma qualifications will stunt colleges and negatively affect their development.
Needless to say, no one can deny that, for the past 25 years, Report 191 instructional offerings have contributed immensely to the personal development of youth and adults in this country, redressed the injustices of the past, provided opportunities for lifelong learning and enabled students to obtain post-matric technical and academic qualifications in N4 to N6 mainstream programmes.
However, rapid globalisation, the tremendous impact of information technology and the move towards a knowledge-driven economy are bringing forth challenges.
The college community is under pressure to undergo a major transformation and modernise its macro governance system, not only to foster partnerships with industry, but also to have up-to-date simulatedworkplace learning programmes to prepare South Africans for the future in a fast-changing economic environment.
Restoring the momentum behind TVET provision could change this grim picture but that would take blood and sweat, given the pressing systemic obstacles and, of course, the fiscal space available for the government trying to rebuild the already battered TVET system triggered by relatively low budget, corruption and shrunk with slow growth.
The bigger question that stares us in the face is: What does fostering dynamic strategic partnerships with industry mean for the sector? Perhaps we can say it means improving professionalism and developing innovations in pursuit of quality technical and vocational education with modern, industry-driven skills. It also suggests the following:
O Providing a new three-year National Diploma programme to replace outdated N-courses, with a full 360 credits, prior to seeking internships or in-service training.
This would contribute to more effective absorption of students into the world of work and swiftly respond to the call made by the white paper on colleges becoming the institutions of choice.
For this to reach solid ground, the Quality Council for Trades and Occupations will need to be at the forefront in assessing occupational qualifications with clear NQF levels and credits.
O Outlining a framework for an introductory Recognition of Prior Learning in the TVET band as an imperative mechanism to upskill, re-skill and assess students’ knowledge, work experience and relevant existing skills to grant formal recognition.
O Building structures that will enable colleges to form alumni associations and chapters to support and offer broader networks for TVET graduates. Alumni associations provide networking career opportunities and services for graduates.
In this context, Sector Education and Training Authorities will be easily able to obtain accurate data about workplace skills needs and the number of unemployed college graduates.
O Amending section 20 of the Continuing Education and Training Act on the appointment of TVET principals on a term or contract basis — for at least a five- to 10-year period — holding public office subject to performance and capacity to accelerate transformation and curb abuse of power, corruption, looting and patronage-based appointments as threats in public colleges.
The government has a mammoth task in helping to yank the sector out of its decay with visionary leadership. It needs financially viable management systems in place to identify gaps and analyse what drives keeping the outdated N-programmes of 1990s, in the age of 4IR, and what creates barriers to adopting new qualification programmes to meet the future needs of the population and, ultimately, sustain a durable relationship with industry.
Stanley Ncobela is an academic and lecturer. He is a regular contributor of opinion pieces on various social, academic and economic issues in the mainstream media and deeply committed to transformation of postschool education and training.
The views expressed are those of the author and do not necessarily reflect the official policy or position of the
The college community is under pressure to undergo a major transformation and modernise its macro governance system