Faculty of Commerce, Law and Management (ETDs)

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    Misalignment between government planning and budgeting in Limpopo department of economic development, environment and tourism
    (University of the Witwatersrand, Johannesburg, 2022) Mahlatji, Elizabeth Sarona; Malindini, Kholiswa
    Prior to 1994 in South Africa, strategic planning and budgeting processes were fragmented. However, in the post-1994 democratic dispensation, the South African government introduced certain strategic planning and budgeting reforms. The aim of these reforms was to ensure alignment between government planning and budgeting processes to enhance service delivery, as well as the effective and efficient utilisation of resources. These reforms included the introduction of various policy frameworks, structures, and systems to guide planning and budgeting. The purpose of this research was to assess the factors contributing to misalignment between strategic planning and budgeting and challenges this presents in the execution of government programs in LEDET. The study employed the organisational alignment theory to guide the development of this empirical journey stressing the integration of various functional areas within an organisation to enhance performance. A qualitative research approach was employed and a total of 13 senior and middle management officials within the chosen case study participated in the study. Participants were purposefully sampled for semi-structured interviews so as to provide rich information relevant to the phenomenon under investigation due to the experience and knowledge they possess relating to the subject. A thematic data analysis method was used to analyse the primary data and formulate the themes. Some of the findings of this study indicate that, despite the government reforms to ensure alignment between planning and budgeting, misalignment still persists. This misalignment impacts negatively on effective and efficient utilisation of government resources in terms of budget and achievement of planned developmental programs and projects for improved organisational performance. The study further discovered that misalignment between government planning and budgeting is due to both internal and external factors. Internally, misalignment between planning and budgeting is as a result of parallel processes by planning and budgeting units with no efforts for synchronisation. There is duplication of functions that existed for a long time between the department and some state owned entities which has a bearing on allocation of limited resources. In addition, the study found that evaluations of departmental programs and projects to determine their impact on the plight of the poor people and also to inform future planning and budgeting are not conducted. Furthermore, a lack of strategic leadership contributes to the misalignment between planning and budget, as sometimes things are done just for compliance, rather than for improving the quality of the processes to ensure synchronisation. It may be necessary to deploy effective planning and budgeting processes to enhance alignment, support the evaluation of departmental programs and projects to inform future planning and budgeting
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    Examining the extent which the SAIVCET support institute for TVET colleges in South Africa has accomplished its primary roles one to six
    (University of the Witwatersrand, Johannesburg, 2023) Tutu, Bongiwe; Motsepe, Dikgang
    The National Development Plan (NDP) envisions South Africa’s economic transformation by focusing on higher education and skills development. Since its adoption in 2012, it has emphasised the crucial role of Technical, Vocational Education and Training (TVET) colleges as the major institutions to improve education, skills development and to enhance economic growth. Despite this realization, there are shortfalls that remain within TVET colleges, whereupon the NDP states, “the FET (TVET) system is not effective, it is too small and the output quality is poor” (NDP, 2012: 40). The Department of Higher Education and Training (DEHET) established the South African Institute for Vocational and Continuing Education and Training (SAIVCET) to support the TVET colleges. The SAIVCET was established on six primary roles and three implementation objectives. Using the qualitative survey research approach, adopting questionnaires and semi-structured interviews to gather and assess data, this research examines the extent to which the institute has accomplished the six primary roles and fulfilled the purpose behind its establishment. Through the purposive sampling of the research participants used, this research has found that the rationale and importance for the SAIVCET to strengthen the TVET and CET sector is unquestionable. However, research findings and conceptual analysis indicates that there have been challenges to the formal implementation of the SAIVCET. The institute was projected for 2012, however has yet to be established due to funding and governance constraints. As a result, SAIVCET has no governance structure. In the interim, a “SAIVCET Project” which is an informal body was formed to fulfil some of the functions and primary roles of the main SAVICET body. In a recent 2020/21 DHET Annual Performance Plan, the SAIVCET is still presented as a planned initiative, which has been projected for implementation in the period 2020 – 2025 (DHET, 2020: 10). In examining the primary roles of the SAIVCET support institute for TVET colleges in South Africa, this research has found that, the extent to which the SAIVCET, even as acting through the SAIVCET Project, fulfilled its primary roles is poor. The findings indicate that the SAIVCET has attained average to poor results in effectively fulfilling of its primary roles. Each of the primary roles received consolidated scores that are below average (below 50 percent) from the participants’ primary data. The conceptual framework and analysis further indicates the lacking impact of the institute, particularly under assessments of the Good governance framework and the Education policy implementation framework. This research recommends DHET uphold publishing annual reports to the functions and progress of the SAIVCET and SAIVCET Project, in order to enable public awareness and engagement on developments within higher education. Further, this research recommends a two-year progress review of the SAIVCET once it has been established. Further, this research study recommends coordinated efforts among various ministries, stakeholders, public and private sectors and higher education institutions, on the functions and resources for SAIVCET. Furthermore, this study recommends an institutional push for shifts in mind-sets, particularly among employers with bias when selecting candidates from higher education institutions and TVET colleges. Furthermore, this research recommends funding and resources, which are allocated without reservations, but for the sole purpose of advancing progress
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    Examining the extent which the SAIVCET support institute for TVET colleges in South Africa has accomplished its primary roles one to six
    (2023-02) Tutu, Bongiwe
    The National Development Plan (NDP) envisions South Africa’s economic transformation by focusing on higher education and skills development. Since its adoption in 2012, it has emphasised the crucial role of Technical, Vocational Education and Training (TVET) colleges as the major institutions to improve education, skills development and to enhance economic growth. Despite this realization, there are shortfalls that remain within TVET colleges, whereupon the NDP states, “the FET (TVET) system is not effective, it is too small and the output quality is poor” (NDP, 2012: 40). The Department of Higher Education and Training (DEHET) established the South African Institute for Vocational and Continuing Education and Training (SAIVCET) to support the TVET colleges. The SAIVCET was established on six primary roles and three implementation objectives. Using the qualitative survey research approach, adopting questionnaires and semi-structured interviews to gather and assess data, this research examines the extent to which the institute has accomplished the six primary roles and fulfilled the purpose behind its establishment. Through the purposive sampling of the research participants used, this research has found that the rationale and importance for the SAIVCET to strengthen the TVET and CET sector is unquestionable. However, research findings and conceptual analysis indicates that there have been challenges to the formal implementation of the SAIVCET. The institute was projected for 2012, however has yet to be established due to funding and governance constraints. As a result, SAIVCET has no governance structure. In the interim, a “SAIVCET Project” which is an informal body was formed to fulfil some of the functions and primary roles of the main SAVICET body. In a recent 2020/21 DHET Annual Performance Plan, the SAIVCET is still presented as a planned initiative, which has been projected for implementation in the period 2020 – 2025 (DHET, 2020: 10). In examining the primary roles of the SAIVCET support institute for TVET colleges in South Africa, this research has found that, the extent to which the SAIVCET, even as acting through the SAIVCET Project, fulfilled its primary roles is poor. The findings indicate that the SAIVCET has attained average to poor results in effectively fulfilling of its primary roles. Each of the primary roles received consolidated scores that are below average (below 50 percent) from the participants’ primary data. The conceptual framework and analysis further indicates the lacking impact of the institute, particularly under assessments of the Good governance framework and the Education policy implementation framework. This research recommends DHET uphold publishing annual reports to the functions and progress of the SAIVCET and SAIVCET Project, in order to enable public awareness and engagement on developments within higher education. Further, this research recommends a two-year progress review of the SAIVCET once it has been established. Further, this research study recommendscoordinated efforts among various ministries, stakeholders, public and private sectors and higher education institutions, on the functions and resources for SAIVCET. Furthermore, this study recommends an institutional push for shifts in mind-sets, particularly among employers with bias when selecting candidates from higher education institutions and TVET colleges. Furthermore, this research recommends funding and resources, which are allocated without reservations, but for the sole purpose of advancing progress, transformation and human development. This requires rigid policy interventions within South Africa’s education system. This research can be used to build on new and existing studies of frameworks on TVETs and SAIVCET.