It was argued in Chapter 2 that Further Education and Training colleges should play an increasingly important role in providing social and economic development services, particularly in the provision of education and training programmes. Since 1994, both the Department of Education and the Department of Labour have implemented numerous interventions aimed at improving the quality of education. Various pieces of legislation, of which the most important are the Education White Paper (RSA, 1995), the FET Act (RSA, 1998c) and the Skills Development Act (RSA, 1998a), now provide the legislative framework for the groundbreaking reforms that have taken place in the sector responsible for technical and vocational qualifications, namely the Further Education and Training band.
FET colleges are expected to deliver a diverse range of programmes and curricula, whilst developing niche areas of specialisation. They are also expected to put into place adequate quality assurance mechanisms, adopt a variety of delivery modes, make available opportunities for students with special needs, facilitate access to and articulation with higher education, and provide increased learner support and guidance. Colleges are also expected to be more responsive to communities and the business sector by developing partnerships with communities and business.
This research has attempted to examine the roles of the FET colleges in skills development and their impact on the world of work in the Mpumalanga Province as perceived by industries. This research has, furthermore, attempted to relate these roles to current developments in education and training policies (RSA, 1998c). The point of departure of the research was that education and training are essential elements of human resources development. The research has proceeded to offer approaches that could assist FET colleges in focusing on being responsive to community and industry needs.
6.3 RESEARCH PROBLEM
The following research problem, outlined in the first chapter of this research, guided the design of the research:
6.3.1 How well are the services provided by the FET colleges received by the intended sector?
The theoretical framework, the legislation and the literature review confirmed that FET colleges are ideally placed to respond to the learning needs of specific communities, and to offer a cross-section of general, further and higher education programmes that fall into both formal and
non-formal categories of learning. In this research it emerged that industries were not satisfied with the programmes offered by these institutions. The dissatisfaction is attributed to the fact that the Department of Education has introduced a rigid curriculum of 12 programmes, meaning that these programmes are the only programmes funded by the Department of Education – no other programmes could be offered.
The underlying challenge for FET colleges is to keep abreast of social and business development and to constantly reposition themselves in response to the emerging trends. Such a strategy and attitude will ensure continued growth, increased responsiveness and relevance of the programmes offered by FET colleges.
6.3.2 How are these colleges involved in skills development in the selected industries?
The research has found that an integrated approach to education and training implies a view of learning that rejects the rigid division between “academic” and “applied”, “theory” and “practice”, “knowledge” and “skills”, and “head” and “hand”. Both industries and FET colleges realise the potential for skills development in Mpumalanga. The theoretical framework showed that collaboration between the two groups and accessibility to programmes offered by the FET colleges would have the potential for the realisation of skills development. Furthermore, the offering of skills training programmes that address the call for the Accelerated Shared Growth in South Africa) and other legislation could assist the FET colleges in fulfilling their mission
6.3.3 What are the roles and/or involvement of FET colleges in the skills development of human resources in selected local industries?
What has emerged from this research is that FET colleges in Mpumalanga are not fulfilling their roles as implied by government policy and expected by the economy. This situation is attributed to the fact that they operate parallel to industries. If these industries could guide the FET colleges in terms of what they need, they could play a positive role in the skills development of human resources in both local industries and society.
Both the legislation and policy framework argue that the key tenet of the FET system is the delivery of programmes that are flexible, with multiple entry and exit points that support different learning pathways, and that have clear, built-in articulation. The research could not over-emphasise the need for a qualification framework that allows for the mapping of responsive qualifications. This is a policy challenge currently in the hands of both the Department of Education and the Department of Labour.
6.3.4 Do all the stakeholders follow the relevant skills development legislation mandate?
The research has shown that legislation regarding skills development has been successful in the sense that funds are made available for skills training, and that employers are made aware of the need for development. The skills development legislation has tried to forge cooperation between FET colleges and employers, but industries do not respond to the government’s call. There is a drive to empower the workforce and the youth. Even though skills development legislation is available, in a
practical situation there are problems in bringing the FET colleges and industries together.