Annex A. Recent CET (draft) legislation

This annex provides a summary of (draft) legislation published in recent years on the topic of CET.


  • National policy on curriculum development and implementation in CET colleges (May 2017): The objective of CET programmes is to improve livelihoods, promote labour market inclusion and support community and individual needs. The colleges will therefore provide programmes in four areas: i) literacy and post-literacy programmes, ii) academic qualifications (at the high school level), iii) occupational and skills programmes, and iv) non-formal programmes. In addition, CET colleges may evolve to provide higher education qualifications. In order to implement the diverse curricula effectively, the colleges should appoint suitable subject specialists and develop teaching and learning plans.

Staffing and quality of teaching and learning

  • Draft Policy on Staffing Norms for Community Education and Training Colleges (March 2016): The budget for compensation of employees will be capped at 75% of the total CET budget. 80% of this budget is reserved for lecturing staff and 20% for support staff. Post allocations to CLCs are done based on “weighted students”, taking into account that some students and learning programmes require more favourable post allocations than others. Norms are set for minimum and maximum class sizes (depending on the type of programme), and guidelines are provided in terms of operating hours, providing for part-time and weekend operations.

  • Policy on minimum requirements for programmes leading to qualifications for educators and lecturers in adult and CET (March 2015): A set of entry-level qualifications, initial professional teaching qualifications, post-professional qualifications and postgraduate degrees are introduced and will replace all qualifications formerly recognised and approved for teaching in AET and in CET. Progression pathways between the different qualifications is clearly set out, and work-integrated learning forms an important components of the qualifications. Acknowledging that many students who enrol for AET/CET qualifications will have relevant work experience and/or studied related subjects, opportunities for RPL and credit accumulation and transfer are made available.

  • National Improvement Plan for Teaching and Learning for CET Colleges (January 2017): Formal qualifications will be the starting point of the CET institutions, and the institutions should decide on the streams they wish to offer. The institutions should gradually expand to also offer non-formal programmes that respond to the needs of the community and labour market. Advocacy plans should be put in place to inform and attract potential students. The quality of curriculum delivery will be monitored by the CET college management. New qualified lecturers should be attracted to the system, and the lecturers that are already in the system should participate in training activities. Adequate allocation should be set aside for procurement of learning and teaching support material. The performance of teachers, learners and centres should be monitored and evaluated rigorously.

Administration and student support

  • Draft policy framework for the development of admission policies by CET colleges (March 2017): The College Council determines the admission requirements to the College, in line with the DHET’s policies and regulations. A students’ attendance and punctuality policy should be put in place to monitor attendance after admission. A registry should be kept that records all admitted and registered students.

  • Draft national policy on student support services for CET colleges (June 2017): Student support services should be put in place to help students make informed choices. The support services consist of pre-entry support, on-course support, exit support, community support and career guidance. The pre-entry support services consist of profiling the students and administering placement tests. The results from the placement test can be used to re-orientate a student towards are more suitable education and training level. During their time as students at CET colleges, students should receive academic and personal development support, as well as support and preparation for examinations. It is of crucial importance for students to have access to learning and teaching support materials. Upon completion of the CET programme, students should receive information about further education and training opportunities, including entrepreneurial skills programmes, as well as job opportunities. In addition, student tracking systems should be introduced. Student support services should become a core function of the CET system, and appropriate funding and staff resources should be guaranteed.


  • The draft policy and procedures for regulating the opening, merging and closing of CET colleges and learning sites (March 2017): The Minister may merge or close CET colleges, but the decision to open, merge or close CET learning sites lies with the College Council. To open a new learning site, College Councils need to provide empirical evidence that justifies the opening, including evidence on proper infrastructure, sufficient resources, the identification of responsive education and training programmes, and support from the communities. Similarly, the merging and closing of learning sites should be based on empirical evidence, and the communities, staff and students should be warned in due course.

Monitoring and evaluation

  • The national policy for monitoring and evaluation of CET colleges (October 2016): The CET system will be monitored and evaluated using a range of data collection tools, including surveys, annual and quarterly reports, audits and information systems. Monitoring and evaluation will happen in three key areas: i) education, training and development, ii) planning, institutional development and support, and iii) financial management capacity and systems. Detailed areas include students’ performance, strategic partnerships and linkages, advocacy and community mobilisation, and the functionality of the council.

  • Draft national policy on the verification of enrolments and staff in the CET colleges (February 2017): A verification system needs to be established to ensure the authenticity of enrolled students and staff of CET institutions. The CLCs should keep detailed information on students, such as their enrolment forms, admission register and class lists, and staff members. Students and staff must complete a verification form once a year, which will be used to verify the authenticity of admission and enrolment data. In addition, the DHET will verify a random selection of students.

  • Draft national policy on annual reporting and submission of annual performance reports by CET colleges (September 2017): CET colleges must prepare a strategic plan that lays out its mission, vision, priorities and project plans for at least a five-year period. Annual performance plans must be prepared that cover planning and budgeting aligned with the strategic plan. These annual plans must contain performance indicators and targets. Every year, a report needs to be submitted that assesses the performance of the colleges.

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