Alignment of the NSDSIII, HRDSA and HRD Strategy Vision 2015 EASTERN CAPE - PROVINCE 14TH Public Sector Trainers’ Forum (PSTF) Conference making the elephant dance 4th – 6th October 2010 East London - PowerPoint PPT Presentation


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Alignment of the NSDSIII, HRDSA and HRD Strategy Vision 2015 EASTERN CAPE - PROVINCE 14TH Public Sector Trainers’ Forum (PSTF) Conference making the elephant dance 4th – 6th October 2010 East London


Alignment of the NSDSIII, HRDSA and HRD Strategy Vision 2015 EASTERN CAPE - PROVINCE 14TH Public Sector Trainers Forum (PSTF) Conference making the elephant ... – PowerPoint PPT presentation

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Title: Alignment of the NSDSIII, HRDSA and HRD Strategy Vision 2015 EASTERN CAPE - PROVINCE 14TH Public Sector Trainers’ Forum (PSTF) Conference making the elephant dance 4th – 6th October 2010 East London

Alignment of the NSDSIII, HRDSA and HRD Strategy
Public Sector Trainers Forum (PSTF)
Conference making the elephant dance 4th 6th
October 2010 East London
Specific mandates-skillstraining
  • HRDSA- to promote justice and social cohesion
    through improved equity in the provision and
    outcomes of education and skills development
  • HRD Strategy- an improvement in SAs Human
    Development Index and the countrys global HDI
  • MSTF- strengthen the skills and human resource
  • 10 Priorities- a skilled and capable workforce to
    support inclusive growth path
  • NSDS- an overarching strategic instrument for
    skills development and guides sector skills

Active role players
  • DHET- plays a custodian role
  • NSA advisory/oversight role (labour, business,
    community, state, providers of training,
    employment services, quality councils, and skills
  • PSDFs- stakeholders platform to address specific
    provincial skills needs (government, business,
    community, labour, setas, public/private
  • HRD Council responsible for HRD Strategy for SA

Human Resource Development Strategy
Human Resource Development Council
Organised Labour
National Skills Authority
Organised Labour
Organised Business
Organised Business
Organised Community
Organised Community
Organised Providers
Organised Providers
SOEs, COHORT, Other councils
Inputs and outputs
Inputs and outputs
National Skills Development Strategy
Experts and Researchers
Special Role Players
Special Role Players
Chair and EO of NSA
What are the problems we seek to address?
  • Marginalisation and economic disempowerment of
    the majority low employment rates and large
    inequalities in incomes
  • The low skills base of young people who face
    difficulty finding decent work and earning decent
  • The need for a more diversified and knowledge
    intensive economy
  • Skill bottlenecks, especially in priority and
    scarce skills
  • Low participation rates and distortions in shape,
    size and distribution of access to post-school
  • Quality and inefficiency challenges in the system
    and its subsystems and in institutions
  • Individuals and transitions

  • A single post-school education and training
    system structured for youth and adults which
    responds to
  • the requirements of the economy,
  • rural development challenges,
  • the need to develop an informed and critical
  • Maximum cooperation amongst the components of the
    learning delivery system
  • Colleges
  • Universities
  • Workplaces and work training centres
  • Increased access and success
  • A diverse and differentiated institutional base
    that functions as an integrated whole with
    meaningful learning pathways across institutional
    and workplace education and training forms
  • Effective coordination between the SETA system
    and education and training institutions,
    particularly FET Colleges and Universities of

Introduction Background and legal context
  • National Skills Development Strategy III (NSDS
    III) is a new opportunity
  • It is
  • A guide for Sectoral Skills Plans (SSPs)
  • Companion to HRDSA.
  • Must give address targets for social development
    and economic growth

Overarching imperatives
  • NSDS III must
  • Contribute to the achievement of the countrys
    economic growth and social development goals
  • Rest on quality Sector Skills Plans
  • Reflect active engagement with and participation
    of senior Government and social partner
  • Incorporate cross-sectoral collaboration across
    SETAs with education and training sectors
  • Align with the HRDS-SA
  • Reflect and leverage the new education, training
    and skills development environment
  • Improve on NSDS I II
  • Take account of the countrys development and
    growth challenges

National priorities and alignment
  • Establishment of NSDS III 2011-2016 allows
  • Skills development partners and stakeholders to
    agree a set of national skills development
    objectives, priorities and initiatives to support
    and sustain
  • The national economic growth and social
    development goals (MTSF)
  • The national industrial policy framework and the
    Industrial Policy Action Plan 2
  • The national human resources development strategy
  • Setting the parameters for Sector Skills
    Planning, monitoring and evaluation over the NSDS
    III period
  • Setting the parameters within which the Service
    Level Agreements between SETAs, the NSF and the
    DHET can be determined, monitored and evaluated

Aligning with MTSF IPAP 2
  • Structural and systems alignment can be leveraged
  • Proposed new SETA landscape and IPAP 2
  • Example Culture, Sports, Tourism and Hospitality
  • Proposed new SETA landscape alignment with
    national government departments and institutions
  • Proposed requirements for SSP development,
    consultation and sign-off
  • Focus on the sector economic and labour market
    analyses and projections which frame the SETA
    SSPs (Chapter 1 of the SSP)

Proposed architecture of the NSDS III

National concern EQUITY impact
  • Class (wage disparities)
  • Race
  • Gender
  • Age
  • Disability
  • HIV / AIDS
  • To measure impact a baseline must be set
    sectorally and nationally.

National concerns Ending poverty by creating
decent work
  • The new development and growth path for South
    Africa requires the participation of all
    economically active South Africans in productive
  • Sector Skills Plans (SSPs) are expected to
    anticipate and promote sectoral economic growth
    trajectories and constitute our best guess at the
    skills needs.

National concern Code of decent conduct
  • South Africas inclusive growth plans are
    currently being endangered by a range of
    unethical practices such as poor quality
    workmanship and fraud, corruption and
  • If these are permitted to proliferate then the
    poor will remain excluded whilst a few enrich
  • Skills development is not only a site where such
    practices are evident, it is also a vehicle by
    means of which such practices can be challenged.
  • Professional bodies have traditionally bound
    their members to Codes of Ethical Practice and
    have debarred those who breach these codes from
  • Ways need to be found to encourage such peer
    policing of ethical conduct whilst,
    simultaneously avoiding tendencies for such
    practices from themselves becoming barriers for
    new entrants.
  • Sectors, in partnership with others, need to find
    ways whereby codes of decent conduct can be
    advanced across the board.

2. Sector Skills Plans (SSPs) at the centre of
the NSDS Stage
  • SSPs must be taken forward with the highest level
    within each sector, from both the private and the
    public sectors, building on the best information
    of sector analysis and forecasts, and informed by
    public strategies and plans in each sector.
  • This is an exercise in economic planning which
    informs human resource development planning in
    the form of sectoral skills projections.
  • Some strategies, such as the Rural Development
    Strategy and the Industrial Strategy Action Plan,
    will require cross sectoral coordination.

The SSP process
  • SSPs will be reviewed by
  • Panels of experts
  • The leadership responsible for driving key
    sectoral strategies in both the public and
    private sector
  • The Technical Working Group of the Human Resource
    Development South Africa Council
  • NSDS III targets will be aggregated from plans
  • SSPs will require sign-off by major stakeholders
    such as DGs of relevant government departments,
    large employers and unions in the sector,
    relevant professional bodies and key

Learning programmes for decent work
  • Historically there has been a tendency for both
    SETAs and their provincial counterparts to
    highlight short courses to meet specific needs.
    These often fail to address critical occupational
    skill shortages
  • Programmes have often also focused narrowly on
    technical skills but advancing critical
    citizenship is also vital

Broadly 4 types of programmes
  • Programmes to facilitate access, success and
  • PIVOTAL occupational programmes and
  • Skills Programmes and other non-accredited short
  • Programmes that build the academic profession and
    engender innovation

Learning programmes for decent work
  • Programmes to facilitate access, success
  • Information and career guidance
  • Recognition of prior learning
  • Raising the base ABET Foundational Learning
  • PIVOTAL occupational programmes
  • Meet critical needs for economic growth and
    social development
  • Combine institutional and workplace learning
  • Include placements, apprenticeships,
    learnerships, internships, work-integrated
  • Skills programmes and short courses
  • Focussed on specific application or
    specialisation learning requirements
  • Specified for employed and unemployed persons
  • Programmes to build South Africas academic and
    innovation capacity

(1) Programmes to facilitate access, success and
  • 1. Information and career guidance
  • SETAs need to submit information in a standard
    format and need to help expose learners to the
    work before they make their final decisions
  • 2. Recognition of Prior Learning
  • People who seek to enrol on learning programmes
    without the standard entry qualifications need to
    be afforded the opportunity to have their skills
    acquired through experience measured against that
    which they require to attain.
  • 3. Raising the base
  • Foundational learning programmes
  • Adult education and training

Proposed success indicators Information and
Career Guidance
  • Success indicator
  • SETAs submit a comprehensive occupational profile
    of their sector and guide to employment
    opportunities in their sector in the format
    prepared by DHET by March 2013. Such a profile
    and guide to be updated by March 2016.
  • SETAs provide information on the steps taken to
    expose prospective learners to work in their

Proposed success indicators
  • RPL Success indicator All principal sectoral and
    national programmes to include RPL access routes
    by 2016. Number of learners assisted to access
    further learning to be counted against programmes
  • Raising the base SI Where sectoral or national
    programmes specify an entry requirement of NQF
    Level 4 or above, these programmes must be
    complimented by the provision of either Adult
    Education and Training or Foundational Learning
    Programmes which enable those who do not meet
    these requirements to have the opportunity of
    doing so. Number of learners assisted to access
    further learning to be counted against programmes

(2) PIVOTAL occupational programmes
  • Professional, vocational, technical and academic
    learning programmes
  • These are programmes that generally combine
    course work at universities, universities of
    technology and colleges with structured learning
    at work leading to a full occupation e.g artisan,
    technician or engineer.
  • Workplace learning is achieved by means of
    quality overseen placements, work-integrated
    learning, apprenticeships, learnerships,
    internships and the like.

Typical PIVOTAL linkages
Professional Para-professional Trade / trade
equiv. General to occupation
(3) Skills programmes and other non-accredited
short courses
  • They will tend to be programmes for a specific
    application or specialisation.
  • Skills programmes and other short courses for the
  • Skills programmes and other short courses for the

Success indicator Skills programmes and other
short courses for the unemployed
  • (1) Catalytic Grants The NSF shall enter
    Catalytic Grant agreements with SETAs, government
    departments or other claimants to achieve
    targeted national goals. The targets (expressed
    in terms of number of learners to be trained,
    broken down by equity criteria) shall be set once
    the Catalytic Grant applications are concluded
    but shall be listed under the national strategic
    headings as per the 12 MTSF outcomes
  • (2) Social Development Funding Window grants
    The target under this heading shall be formulated
    on a per learner cost estimate based on the
    allocation of funds to this goal.

(4) Programmes that build the academic profession
and engender innovation
  • Too often the academic profession the
    researchers and innovators that pioneer new
    frontiers of knowledge and develop its useful
    applications are seen as inhabiting another
    world to that occupied by the skills development
  • This is far from true. Without this profession,
    industry would stagnate, competitiveness wither,
    social understanding would stagnate and pressing
    health, social and economic problems would remain
  • Success Indicator This imperative can be pursued
    in a number of ways and the indicators of its
    success can both be measured in terms of an
    increase in the number of people filling these
    ranks (broken down by equity profile) as well as
    by the knowledge products or socially useful
    innovations that are found. SETAs and the NSF are
    invited to explore both of these dimensions as
    they consider their contribution to the
    achievement of this goal.

Programme delivery partners
  • Support provider capacity including
  • Infrastructure of facilities
  • Curriculum and qualification design
  • Lecturer, teacher or trainer development
  • Learning material
  • Student information and support
  • Facilitation of partnerships between public and
    private providers and
  • Even subvention of the wages of key staff members
    or the creation of dedicated chairs for
    required programmes.

Success indicator Support delivery partners
  • SETAs each partner with at least (x number)
    institutions/faculties, of which at least (y
    number) are public institutions/faculties.
    Arising out of these partnerships the
    institutions should attain accreditation for the
    delivery of the targeted programmes from the
    QCTO. (Figures to be finalised when SSPs are
    signed off.)
  • Each sector should build at least (x) Institute
    of Sectoral or Occupational Excellence whose role
    must include assistance to other institutions
    providing the same programmes.
  • NSF support these initiatives against strategic

Skills development levies
  • SETA Grants
  • WSP and PIVOTAL Grants
  • Discretionary Grants (This grant would be at the
    SETAs discretion, and would be dedicated to the
    achievement of its approved Sector Skills Plan)
  • NSF grants
  • Catalytic Grants
  • Other grants

NSF Grants
  • Catalytic Grants
  • Triggered by government from strategies from
    which funding criteria derived
  • Applications from SETAs for achievement of SSPs
    where available funds do no suffice
  • Applications from national, provincial and local
    government for strategic skill purposes
  • Provision of bottom-up claims
  • Social Development Funding Window
  • Key system enhancing grants

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