PRESENTATION TO PORTFOLIO COMMITTEE ON EDUCATION: NBFET 200506 ANNUAL REPORT

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PRESENTATION TO PORTFOLIO COMMITTEE ON EDUCATION
NBFET 2005/06 ANNUAL REPORT

• 14 NOVEMBER 2006
• 0900 1300

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Mandate of the NBFET

• According to the FET Act No.98 of 1998, the NBFET
  must advise the Minister of Education on
• Any aspect on FET at the request of the Minister
• Quality promotion and assurance in FET training
• National FET policy, goals and priorities and
• The norms and standards in FET,

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Foreword to the Report

• 2nd NBFET May 2005
• Great deal of ground covered
• Activities and Highlights
• Declaration Statements
• Workshop between Colleges and SETAs
• Workshop on FETC (Vocational)
• W\shop on College Recapitalisation
• FET Curriculum

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Operational context

• Education Training under pressure for the next
  ten years
• Economic and Social dev, as well as Poverty
  Alleviation Employment creation
• Stakeholders and role players to put maximum
  effort to ensure sustainable dev underpinned by
  economic growth, skills revolution and strong
  democracy.
• It is thus hoped that the content of the report
  and especially, its recommendations will assist
  the Minister in creating an enabling environment
  for the FET sector to thrive

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Purpose of the Report

• Section 40(a)(ii) of the FET Act, no 98 of 1998
  requires the NBFET to
• Report on the quality of further education and
  training in respect of the country as a whole
  while
• Section 3(c) of the relevant Regulations requires
  the Board to
• Monitor and report annually to the Minister on
  the goals and performance of the National
  education and Training system.
• Thus this report seeks to provide an account of
  the Second NBFET
• during the period of its inauguration on August
  2005 to October 2006
• and to highlight certain recommendations arising
  from those
• activities.

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Composition of the Board

• The National Board on Further Education and
  Training is composed of
• Ordinary members drawn from stakeholder
  representatives
• Non-voting members drawn from Heads of
  Departments of the Provincial FET Directorates
• Equally important to note is that the Board is an
  advisory body to the
• Minister and not a policy making body.
• It is based on participatory democracy
  underpinned by partnerships,
• co-operation and the articulation of the needs
  interest of all the players
• involved in the FET sector.
• The important principle is to get the right
  balance between expert policy
• making functions and stakeholder representation.

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On its inter-action with the Minister

• At the inauguration of the 2nd NBFET the Minister
  raised the following as
• challenges that needed the attention of all the
  stakeholders in the FET
• Sector
• Systemic development of the FET sector, led by
  the DoE, with support from government and private
  sector
• Positioning of the FET colleges as key lever for
  skills development
• Increasing the number of students in high quality
  vocational programmes
• Developing high quality modern and responsive FET
  programme offering
• Focus on the development and employment needs and
  opportunities related to major capital
  development projects over the next ten years
• Differentiation of the FET college system
  according to national and provincial priorities

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The Boards response to the Ministers call

• For the realisation of the Ministers call the
  Board took cognisance of the
• fact that
• In the next five years the FET sector will have
  to receive significant new investment in teaching
  and learning resources and equipment.
• There will be a need for re-orientation of
  administration, governance, management, teaching
  and learning and the entire academic support
  systems.
• Given the nature of the work the Board is
  supposed to do, the Board feels
• that it would be advisable if structured meetings
  could be facilitated
• between the Board and the Minister. These should
  be, at least
• One per annum between the entire Board and the
  Minister and
• Two (one per term) between the Minister and the
  executive committee of the Board.

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The Board activities for the period under review.

• The Board has, at its meetings and executive
  committee workshops,
• sought to prioritise those areas about which more
  information and
• engagement for cooperative governance is required
  for a comprehensive
• and satisfactory grounded recommendations to the
  Minister. The areas
• identified are
• Declaration Statement between SETAs and FET
  College Principals
• FET Strategic Plan 2005 2009
• National Skills Development Strategy (NSDS)
  2005-2010
• Master Craftsman/Artisan
• Worldskills Competition
• Umsobomvu Youth Fund
• FETC (Vocational)
• FET Colleges Recapitalisation
• FET Curriculum

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JIPSA

• To establish a systematic approach to addressing
  the requirements for qualified and competent
  artisans in an integrated and complementary
  manner with other critical and scarce skills that
  are required to deliver on the ASGISA projects
• To increase the numbers of people in both
  learnerships and apprenticeship pathways in order
  to meet or exceed two to three times the proposed
  JIPSA target of 50 000 by March 2010 through a
  project that will ensure a national agreement and
  alignment of both learnerships, apprenticeship
  and FET pathways,
• To maintain and ensure integration of principles
  such as redress, relevance, responsiveness and
  career paths for learners in order to meet the
  ever changing social and growth skills needs in
  the economy beyond 2010, to make the pathways
  attractive to prospective learners, and to use
  this initiative as a foundation for further
  learning

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Apprentice Training Pre mid 1980s
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Apprentice Training late 1980s to date
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Apprentice / Learnership Training current
shifts and new initiatives
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Forms of Learning

• Occupationally and Professionally Related
  Qualifications
• Focus is on scarce and priority skills

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3 learning modes for achieving occupational /
professional competence
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Existing artisan/learnerships interventions

• NSDS 2001-2005
• 88 410 section Skills Development Act 18 (2)
  formerly unemployed learners below 35 yrs)
• 21 237 Manpower Training Act Section 13
  apprentices ( between 18 and 35 yrs and do an
  apprenticeship and trade test)
• 45 813 SDA Section 18 (1) previously employed
  learners in learnerships
• 15 466 MTA apprentices above 35 yrs and MTA
  Section 28 (People with sufficient experience and
  prepared to undergo a trade test to become
  artisans)
• NSDS 2005-2010 (2005/6)
• 41 004 SDA Section 18 (2) learnerships
• 3 594 MTA Section 13 apprentices below 35 yrs
• 16 301 SDA Section 18(1)
• 2 962 MTA apprentices above 35yrs and MTA section
  28

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(No Transcript)
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Proposed Target of 50 000 artisans trained by
March 2010

• Proposed target of 50 000
• Can be achieved within the current skills
  development framework and resources without major
  adjustments,
• Do not require a separate Business Plan Process.
• The NSDS 2005 2010 sets the following target to
  be achieved by March 2010 and to be funded as
  part of the projected R21,9 billion.
• 125 000 workers in employment to be trained in
  identified scarce and critical skills list in
  Learnerships Apprenticeships Bursaries and
  Internships learning programmes and another
• 125 000 unemployed young people below 35 yrs to
  be trained in identified scarce and critical
  skills list in Learnerships Apprenticeships
  Bursaries and Internships learning programmes

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Proposed commitments in order to achieve and or
exceed the proposed targets

• DoL / DoE and other Government departments Short
  Term interventions.
• Facilitate and secure national agreement and
  alignment between the 3 pathways (FET
  Learnerships and Apprenticeship) to achieve
  artisan level or equivalent status.
• Maintain and provide data on learners with N1 N
  6 qualifications for recruitment purposes
• Conclude and implement new Tax Allowances as from
  01 April 2007 for Learnerships and
  apprenticeships.
• Ensure prioritization and focus on Artisan
  delivery amongst SETAs and other institutions.
• Support Artisan delivery in identified scarce and
  critical skills through additional funding
  allocations from NSF Scarce and critical skills
  support and other related sources
• Secure internal government usage of the 1 levy
  budgeted for training and reporting, financial
  contribution to SETAs, levels of representation
  in SETA Boards etc, and development of identified
  sector specific skills needs through integrated
  sector frameworks.
• Ensuring adjustments on prioritized trades,
  improved moderation, adjusted assessment
  standards in identified priority trades.

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Proposed commitments in order to achieve and or
exceed the proposed targets

• Business and Labour.
• Commit to make SETAs to function and to deliver
  on their agreed targets
• Actively canvass and make workplaces available
  for young people to obtain experiential learning,
  and to fulfill trade union and employer
  obligations towards these learners.
• Reach agreements on the percentages of learners
  to be recruited and to be placed in full time
  employment after training, payable allowances
  rates and other employment related conditions.
• To work together in the development, submission
  of the Workplace Skills Plans and implementation
  and compilation and submission of the Annual
  Training Report.
• Work closely with DoL/DoE in the clarifying
  relations and alignment between NQF learnerships
  levels and various Trades in their sectors.
• Provide dedicated mentors for young people and
• Commit additional funding beyond 1 skills levy
  funds towards training.

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Recommendations matters requiring urgent
attention.

• Schools
• Monitoring, Evaluation and Reporting
• Programmes, Curriculum and Accreditation
• National Qualifications Framework
• Teacher Shortages in Schools.

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Short and medium term goals

• Medium Term interventions
• Implementation of a comprehensive Employment
  Services System that will provide reliable data
  and information gathering regarding artisans and
  other occupations by
• Sector, trade (occupation), race, age and gender,
  geographic location
• Numbers of new apprentice contracts signed,
  throughputs per year of training, trade
  assessments and achievement of trade status
  (certification).
• Provide linkages with other systems used in SARS,
  StatsSA, DoHA, UIF, NLRD etc. to ensure accuracy
  of information.
• Reviewing the designated trades
• Ensuring alignment and rationalization across
  similar trades to ensure occupational portability
  and coherence
• Establishing a high level discussion about the
  phasing out of NATED (N) courses
• Developing a set of guidelines about
  apprenticeships and contract management,
  accompanied by legislative amendments to the SDA
  to amongst others clarify the role of Indlela in
  apprenticeship assessment nationally, bring
  certainty on future the apprenticeship system,
  requirements fro Trade Test, Apprenticeship
  conditions of employment etc.
• Reviewing the system of Section 28 assessments
• Developing new systems for moderation of trade
  assessments to ensure standardization of trade
  tests.

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In Conclusion

• At the beginning of this report we stated that
  Section (3)(c) of the
• Regulations to the Further Education and Training
  Act requires the
• NBFET to
• Monitor and report annually to the Minister on
  the goals and performance of the national
  education and training system.
• There are currently no agreed performance
  indicators against which the
• quality of implementation in FET can be measured.
  Consequently it will not
• be possible, to date, for the NBFET to submit a
  comprehensive report on
• the quality, goals and performance in the FET
  sector in the country as a
• whole.
• There is a need for an educationally sound
  quality measurement system
• which should be integrated into FETMIS.

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Thank You