Continuing Education and Training Act, 2006 (Act No. 16 of 2006)NoticesNational Norms and Standards for Funding Technical and Vocational Education and Training CollegesB. A Framework for the Public Funding of Technical and Vocational Education and Training22. Programme types funded at TVET Colleges |
The TVET colleges focuses on four types of programme offerings:
| (a) | The National Certificate: (Vocational) NC(V)) introduced in 2007 with a wide range of variants to choose from. Grade 9 is a minimum qualification to enter into the NC(V), although a growing proportion of students have Grade 12. A certificate can be obtained for each year of three years of technical/vocation orientated study at NQF levels 2, 3 and 4. NC(V) level 2 to 4 are equivalent to grades 10 to 12 respectively and are at NQF levels 2, 3 and 4. After completing the NC(V), students are required to do approximately two years of work experience. They may then sit the national trade test skills in their field of specialisation. |
| (b) | The NATED Report 191 lists national programmes Nl - N6 which are largely theoretical in nature and require candidates to complete an extended apprenticeship before sitting the national trade test to become a qualified artisan. Artisan qualifications include plumbing, welding, carpentry, boiler making and many others. Grade 9 is a minimum qualification to enter into the NC(V) or N1-N3 programmes, although a growing proportion of students have Grade 12. The N1 - N3 programmes have never been directly aligned with the NQF, but N3 broadly equates to grade 12. N4 - N6 programmes correspond to three years of study post-grade 12, culminating in a National Diploma at NQF level 6. |
| (c) | Occupational Programmes which some are offered by Centres of Specialisation and by the Sector Education and Training Authorities (SETAs). These are typically skills based programmes with structured work integration. |
| (d) | Pre-Vocational Leaming Programmes (PLP). |
| (i) | Bridging and foundation programmes were developed to assist underprepared students who enter TVET colleges. These programmes are fully government-funded. The cost of these offerings will be offset by the savings made through improved efficiency as a result of better throughput rates and fewer repeaters in the system. |
| (ii) | The task teams involved in the development of the national plan for post-school education is considering recommending the offering of foundation programmes with compulsory elements on work readiness, ICT skills, life orientation as well as fundamental foundations for mathematics, science and language. These programmes should be coordinated across the colleges. |