Understanding NSDS 3 Daryl Mc Lean 2

Understanding NSDS 3 Daryl Mc. Lean

2 IO LION STREET PARKVIEW JOHANNESBURG

Outline of Presentation • A summary critique of NSDS 1 and NSDS 2 • Key aspects of the thinking behind NSDS 3 – The legal goals for skills development – A shift from top-down to “interactive” skills planning – A new “performance” orientation across the state – Other themes • The Core Content of NSDS 3 – Goals and success indicators – INSETA strategic programs to achieve these – Funding levers • The Implications of NSDS 3 for insurance sector companies – Core processes (skills planning, delivery and quality assurance) – PIVOTAL grants

Summary Critique of NSDS 1 and 2 What do YOU think were the main achievements and problems with NSDS 1 and 2?

Under NSDS 1 and NSDS 2… • National program categories and targets were set in the NSDS • The targets were “cascaded” down to 22 SETA SLAs • Each SETA roughly divided the money available by the targets as their plan

NSDS 3’s “Interactive” Approach • A draft framework for NSDS was published • SETAs developed and submitted their needs and strategies within this framework • The framework was revised • Then the SSPs were revised • SETAs propose their own targets within the broad framework

The “Value Chain” of Skills Development Identifying the Skills Required Delivering the Training Quality Assuring

The Legal Framework – SDA GOALS OF THE SKILLS DEVELOPMENT ACT • to develop the skills of the South African workforce – – to improve the quality of life of workers, their prospects of work and labour mobility; – to improve productivity in the workplace and the competitiveness of employers; – to promote self-employment; and – to improve the delivery of social services; • to increase the levels of investment in education and training in the labour market and to improve the return on that investment; • to encourage employers – – to use the workplace as an active learning environment; – to provide employees with the opportunities to acquire new skills; – to provide opportunities for new entrants to the labour market to gain work experience; and – to employ persons who find it difficult to be employed…” Any person applying this Act must interpret its provisions to give effect to its purposes.

EXAMPLES OF SKILLS PLANNING APDP • Goal to increase production from 535 000 new vehicles per annum to 1. 2 m by 2020 • 70% local content, hence growth in “upstream” industries (automotive component manufacturing, metals, plastics, new tyres… • NAACAM estimates at least 50 -60% growth in employment • Projected 160 000 new jobs in auto, 140 000 new jobs in metals • Add to this 150 000 existing employees who will need to be replaced due to retirement • Questions about how to fund this and how to build the supply-side capacity FILM • Aim to build post-production capacity in film • Also to build “low-tech” film production along lines of Nollywood • “upstream” growth in performing arts

The Legal Mandate (2) “A SETA must, in accordance with any requirements that may be prescribed: a. develop a sector skills plan within the framework of the national b. skills development strategy; implement its sector skills plan by- i. establishing learnerships; ii. approving workplace skills plans; iii. allocating grants in the prescribed manner and in accordance with any prescribed standards and criteria to employers, education and training providers and workers; and iv. monitoring education and training in the sector; v. promote learnerships by – 1. 2. 3. 4. identifying workplaces for practical work experience; supporting the development of learning materials; improving the facilitation of learning; and assisting in the conclusion of learnership agreements”

The Government Wide Framework for Monitoring and Evaluation

Categories of Performance Information

NSDS 3 Equity Indicators –Race –Gender –Geography –Disability –Age –HIV/AIDS –Class

Effectiveness Measures – NQF and NSDS Quality Assurance (NQF) Skills Development (NSDS) Outputs X accredited providers Y registered assessors Z qualifications/learnerships A sites visits / moderations B certificated learners 10 000 learners trained Outcomes n Improved quality of provision n rising entry, completion and placement rates n improved productivity n increased equity in labour market and economy n sustainable new ventures n Improved assessments n Improved acceptance of qualifications/learnerships, etc. Objectives Improved human, social and economic performance of the sector

e. QS Illustrative Framework of Indicators Education and training outcomes Stakeholder Satisfaction Outcomes Employment Outcomes Social Outcomes % correlation of enrolment figures against scarce and critical needs of sector % rise in achievement rates, measured by the number of learners passing divided by those who enrolled % rise in retention rates, measured by the number of learners completing divided by those who enrolled % learner satisfaction, measured against standardized course evaluation ratings % employer satisfaction, measured against standardized employer feedback ratings % of unemployed learners in jobs 6 months after training % transfer of learning to the workplace, measured against standardized transfer of learning ratings % contribution to sector employment equity objectives (applicable to all providers for reporting, but only to SETA-funded provision as measurement)

Sample Monitoring and Evaluation System • Agree framework of impact indicators • Build sector buy-in • Develop tools • Pilot system • Employers and providers report results • Line functions analyse results • Monitoring and Evaluation Unit reports organisational results • New targets and plans are established

Other NSDS 3 Themes • Tripartism and state leadership • Cross-sectoral • Partnerships • Both demand- and supply-side focus (public sector provision esp. ) • Possible regional focus (under SADC)?

NSDS 3 Goals 1 Establishing a credible institutional mechanism for skills planning 2 Increasing access to occupationally-directed programmes 3 Promoting the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities 4 Addressing the low level of youth and adult language and numeracy skills to enable additional training 5 Encouraging better use of workplace-based skills development 6 Encouraging and supporting cooperatives, small enterprises, workerinitiated, NGO and community training initiatives 7 Increasing public sector capacity for improved service delivery and supporting the building of a developmental state 8 Building career and vocational guidance

INSETA Strategic Programs INSETA Strategic Programme 1: Tumi Peele • Youth Education and Development INSETA Strategic Programme 2: Glen Edwards • Address the need for Scarce and Critical Skills INSETA Strategic Programme 3: Adeline Singh • SME Development INSETA Strategic Programme 4: Sandra Dunn and Project Office • Social Development INSETA Strategic Programme 5: Christine Fritz (Project Office), Neesha Naidoo (ETQA), Adeline Singh ( Skills Division ) • Research and Benchmarking

Funding Levers 1% SKILLS LEVY 20% NSF 10% PG 80% SETA 40% MG 20% DG 10% ADMIN

Implications for INSETA Companies • Skills planning, implementation and monitoring/reporting will need become more “performance”based • Stronger alignment required between sector needs and WSPs • PIVOTAL program funding criteria and application processes to take place only later this year

Questions and Discussion

THANK YOU Queries to be sent to INSETA Skills Division at callcentre@inseta. org. za on 086 113 0013 or Itumelengm@inseta. org. za adelines@inseta. org. za (011) 544 2000