Continuing Education and Training Act, 2006 (Act No. 16 of 2006)

Notices

National Policy on Students and Community Support Services for Community Education and Training Colleges

Legislation and Policy context
Purchase cart Previous page Return to chapter overview Next page

 

22. The National Policy on Students and Community Support Services for Community Education and Training Colleges must be read in conjunction with the following legislation and policies:

 

Constitution of the Republic of South Africa

22.1. The Constitution of the Republic of South Africa, 1996 indicates that everyone has the right:
(a) to basic education, including adult basic education; and
(b) to further education, which the state, through reasonable measures, must make progressively available and accessible.
22.2. It further affirms the democratic values of human dignity, equality, and freedom. It stipulates the unlawfulness of all forms of discrimination which include discrimination based on race, gender, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience,  belief, culture, language, and birth. In the context of the CET College system, colleges must strive to provide support and programmes that are in line with the Constitution and eliminate all forms of discrimination.

 

Continuing Education and Training Act

22.3. The directive principles of the Continuing Education and Training Act,2006 (Act No.16 of 2006) specifies that further education and training systems should contribute to the full personal development of each student, and to the moral, social, cultural, political and economic development of the nation at large, including advancement of democracy, human rights and the peaceful resolution of disputes. As such, students and community support services must provide services that will contribute to their full personal development.

 

Protection of Personal Information Act

22.4. The Protection of Personal Information Act, 2013 (Act No. 4 of 2013) describes the importance of handling personal information with caution. It is aimed at ensuring that South African institutions conduct themselves in a responsible manner when collecting, processing, storing and sharing personal information. In line with the Protection of Personal Information Act, this policy supports the protection of personal information when dealing with student records unless otherwise there are consent agreements relating to support to be provided.

 

Disaster Management Act

22.5. The Disaster Management Act,2002 (Act No.57 of 2002) indicates that each organ of state indicated in the National Disaster Management Framework must prepare a disaster management plan setting out the way in which the concept and principles of disaster management are to be applied in its functional area. Accordingly, CET colleges under the guidance and administration of the Department of Higher Education and Training shall adhere to the disaster management plans as set out by the Department.

 

White Paper for Post-School Education and Training

22.6. The White Paper on Post-School Education and Training (2013) indicates that as community colleges develop, it is essential that they develop learner support services focusing on areas such as career and programme advice, counselling and guidance, orientation, extra-curricular activities, financial aid, labour market information, community information and links with placement agencies. This will be done with relevant agencies in contact points of community colleges.

 

National Policy on Community Education and Training

22.7. The National Policy on Community Education and Training (2015) puts forth principles that guide the establishment and operations of community education colleges. As such, the operations of students and community support services shall be governed by the principles of the National Policy on Community Education and Training.

 

White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System

22.8. White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001) makes provision for the inclusion of learners with barriers to learning in the mainstream classroom. It advocates for equal educational access and this has implications for teaching and learning activities. As such, CET colleges must make provision for the inclusion of students with disabilities in teaching and learning and extra-curricular activities.

 

National Youth Policy 2020

22.9. The National Youth Policy 2020 highlights interventions that are proposed to promote optimal development of young people as individuals as well as members of the South African Society. The policy makes proposals that promote youth employment, work exposure, entrepreneurship, rural development, education, guidance, health and inclusion of youth, including those with disabilities. The policy directs government departments, including the Department of Higher Education and Training to partake in the implementation of the policy.

 

Recognition of Prior Learning Coordination Policy

22.10. The Recognition of Prior Learning Coordination Policy, 2016 describes the importance of recognizing previous knowledge, skills and competencies recognized towards access, mobility, and career paths. Moreover, it seeks to accelerate the redress of unfair discrimination in education, training, and employment opportunities. As such, this policy recognizes the importance of recognition of prior learning as part of relevant community support. Recognition of learning in the area of students and community support service must be applied through college selection and placement processes that will determine the placement of students into appropriate programmes.

 

National Policy for an Integrated Career Development System for South Africa

22.11.The National Policy for an Integrated Career Development System for South Africa, 2017 indicates that career development services must be provided to individuals across their life span. Career development is necessary to facilitate informed learning pathways and subject choices. Career development services should be an integral part of in-service and adult learning programmes and should be seen as key in preventing unemployment, particularity long-term unemployment. CET colleges should therefore enable career development services for the benefit of students and communities where colleges are located.

 

National Policy on Learning and Teaching Support Materials

22.12. The National Policy on Learning and Teaching Support Materials, 2016 indicates that every student and lecturer must access the minimum set of core materials required to implement formal, skills and non-formal programmes. As such, CET colleges must ensure timeous provision of appropriate teaching and learning materials to meet the requirements of specific formal, skills, and non-formal programmes.

 

National Policy for the Monitoring and Evaluation of Community Education and Training Colleges

22.13. The National Policy for the Monitoring and Evaluation of Community Education and Training Colleges, 2016 guides the education, training, and development cluster of the CET system to monitor and evaluate teaching and learning management. As such, colleges must ensure that support provided to students is of good quality and there must be regular and on-going monitoring and evaluation of support programmes by colleges and regional offices.

 

National Strategy on Partnerships within Community Education and Training

22.14. The National Strategy on Partnerships within Community Education and Training, 2016 provides guidance on the collaborative initiatives that colleges must have with various state organs. Colleges are directed to form strategic partnerships that will contribute and assist in building capacity within. Partnerships must be with local business, Faith Based Organisations (FBOs), NGOs, Sector Education and Training Authorities (SETAs), Universities, TVET colleges and existing public and private institutions in the areas of work integrated learning, job placement, health and wellness, disability support, academic support, extra-curricular and financial aid.

 

Strategic Policy Framework on Disability for the Post School Education and Training System

22.15.The Strategic Policy Framework on Disability for the Post School Education and Training System (2018) indicates that teaching and learning practices as well as the pedagogical curricula design should reflect the context of social inclusion in institutions. In line with the framework, CET colleges must provide services that will cater for the needs of students with disabilities by providing them with support upon entry and during teaching and learning so that they are fully included in college programmes.

 

Policy Framework for the Realisation of Social Inclusion in Post-School Education and Training Institutions

22.16. The Policy Framework for the Realisation of Social Inclusion in Post-School Education and Training Institutions (2016) locates the entire PSET system within the universal human rights discourse. The framework promotes social inclusion as a concept that embraces the entire humanity and cuts across all factors that divide human beings. CET colleges must therefore enable a teaching and learning environment that is inclusive of all people.

 

Policy Framework to Address Gender-Based Violence in the Post-School Education and Training System

22.17. The Policy Framework to Address Gender-Based Violence in the Post-School Education and Training System (2020) addresses all forms of gender-based violence, including sexualised violence and harassment. It sets out an intent by the Department to curb the scourge of gender related violence within all post-school institutions. In support of the framework, CET colleges are therefore encouraged to create an enabling environment to prevent and curb the incidences of gender-based violence.

 

Open Learning Policy Framework for Post-School Education and Training

22.18. The Open Learning Policy Framework for Post-School Education and Training (2017) advocates for post-school institutions to adopt open learning practices and approaches as one of the ways of widening access to affordable and quality learning opportunities. Looking at the CET context, such opportunities will create an enabling environment to meet the differentiated needs of students. CET colleges are therefore encouraged to work on strategies that will introduce this mode of teaching and learning delivery.

 

National Plan for Post-School Education and Training

22.19. The National Plan for Post-School Education and Training (NPPSET) provides guidance on the establishment of community colleges and how to strengthen them to serve the needs of many people that require post-school education and skills development opportunities. The plan indicates that student support services are necessary to promote student success. CET colleges must therefore have student support services programmes that offer appropriate academic and psycho-social support as required by the students.

 

CET College System: National Plan for the Implementation of the WP-PSET System 2019-2030

22.20. The Community Education and Training College System: National Plan for the Implementation of the White Paper for Post-School Education and Training System 2019-2030 (2019) maps out a strategic policy direction that CET colleges must follow. It highlights the development of the students and community support services policy as one of the steering mechanisms to regulate and support appropriate provision of community education and training programmes. Students and community support services must therefore ensure the provision of appropriate academic, psycho-social support, career advice and guidance and provision of support for entry into self-employment initiatives and cooperatives through establishing linkages with entrepreneurship hubs and employment creation initiatives.

 

Norms and Standards for Funding Community Education and Training Colleges

22.21. Paragraph 77 of the Norms and Standards for Funding Community Education and Training Colleges indicates that Student Support Services must be funded on the basis of full-time equivalents as state funded programmes. This cover must cover academic and social support. Poor students need more support particularly in the case of rural areas. As such, colleges must make provisions for such support in line with the Norms and Standards for Funding Community Education and Training Colleges.

 

National Development Plan, 2030

22.22. The National Development Plan, 2030 advocates a strong relationship between the college sector and the industry in order to improve the quality of training in colleges, including relevance and responsiveness to community needs. This is aimed at quick absorption of college graduates into jobs. Industry is envisaged to provide practical training. Colleges are therefore encouraged to work with industry to prepare students for work integrated learning (WIL) thus increasing chances for employment of youth and adults in communities.