Constraints in the implementation of the national certificate vocational (NCV) policy.

Abstract

Policy changes within the Further Education and Training (FET) sector have been debated by scholars like Simon McGrath (2006), Cloete (2009) and Papier (2009). McGrath (2006) examined policy development within the FET sector and how that relates to the broader policy development within the South African context. McGrath further investigated the extent to which policy has been implemented and highlighted challenges remaining for the sector, post-policy implementation. Papier established a range of factors that caused poor performance of the National Certificate Vocational (NCV) Policy learners in 2007 and 2008. Other Scholars like Cloete (2009) have revealed in their study that FET Colleges have low levels of institutional autonomy and are a provincial competency which is also a hindrance to effective implementation of the policy. Further Education and Training Colleges are the delivery arm of government to skill the nation whose skills deficit remains worryingly high. The FET Act 16 of 2006 led to the implementation of the National Certificate Vocational (NCV) Policy whose intention was to increase the impact of FET colleges in skilling the nation. It is now five years since this Act was promulgated and since the NCV policy was implemented. Based on studies by McGrath (2006), Cloete (2009) and Papier (2009), this research investigated how the NCV policy was implemented and the implications thereof. The research focused attention on the constraints that affected effective implementation of NCV policy given the history and context within which FET Colleges operate. The view in this research was that lecturers, though key strategic players and a critical component of the College system were not ready to implement the NCV Policy. The research identified constraints that affected effective implementation of NCV policy framework; the role played by the College and, in addition, ascertained causes of policy implementation failures. Against this backdrop, the research determined the pros and cons of the implementation process and the effects that some of these had on employee morale. Specifically, the research targeted Elangeni College for FET, which consists of eight (8) Campuses. By closely examining NCV policy implementation, together with the implementation of FET ACT 16 of 2006 which resulted in qualified and competent staff leaving the sector, the research shed new light on this area, which has not been thoroughly researched.