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Progress in Transferring Skills Development to the Department of Higher Education and Training and Transitional Arrangements

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Title: Progress in Transferring Skills Development to the Department of Higher Education and Training and Transitional Arrangements


1
Progress in Transferring Skills Development to
the Department of Higher Education and Training
and Transitional Arrangements
  • Presentation to the Portfolio Committee on Higher
    Education and Training,
  • 16th September 2009

2
Structure of Presentation (1)
  • The Context
  • Creating a new Department of Higher Education and
    Training
  • Legal establishment and legal mandate
  • Institutions for which the DHET is responsible
  • Administrative Transition
  • Managing the transition phase administrative and
    financial
  • Scope of DHET
  • DHET and the Medium Term Strategic Framework and
    Programme of Action

3
Structure of Presentation (2)
  • Skills Transition
  • Legal responsibility 1st November
  • Financial responsibility 1st April
  • Immediate Tasks for Minister
  • Strengthening relationships with key
    stakeholders
  • Clarifying overarching skills strategies
  • Strengthening the NSA to
  • Review NSDSIII
  • Review the recommendations on the SETA Landscape

4
Creating a New Department
  1. Legal establishment and legal mandate
  2. Institutions for which the DHET is responsible
  3. Administrative Transition
  4. Managing the transition phase administrative and
    financial

5
LEGAL ESTABLISHMENT(1)
  • Proclamations
  • Promulgation of department
  • The Dept of HET was established by Presidential
    Proclamation No. 48 of 2009, Govt Gazette No.
    32387 of 7 July 2009
  • The new Department of HET formed through
  • a split of the DoE to the DHET and DBE
  • incorporating the Skills Development functions of
    the Department of Labour

6
LEGAL MANDATE (1)
  • Proclamations
  • Re-Assigning of Legislation
  • Ministry of Higher Education and Training
    responsible for a range of Legislation in terms
    of
  • Presidential Proclamation No 44 of 2009
    Government Gazette Number 32367 of 1 July 2009
  • Presidential Proclamation No 531of 2009
    Government Gazette Number 32549 of 4th
    September2009

7
Previous DoE Legislation (1)
  • National Student Financial Aid Scheme Act, 1999
    (Act No. 56 of 1999)
  • Higher Education Act, 1997 (Act No. 101 of 1997)
  • Adult Basic Education and Training Act, 2000 (Act
    No. 52 of 2000)
  • Further Education and Training Colleges Act, 2006
    (Act No. 16 of 2006)
  • National Qualifications Framework Act, 2008 (Act
    No. 67 of 2008)

8
Previous DoE Legislation (2)
  • The following Acts contain sections applicable to
    the mandate of the Ministry
  • National Education Policy Act, 1996 (Act No. 27
    of 1996)
  • Employment of Educators Act, 1998 (Act No. 76 of
    1998)
  • South African Council for Educators Act, 2000
    (Act No. 31 of 2000)
  • General and Further Education and Training
    Quality Assurance Act, 2001 (Act No. 58 of 2001)

9
Previous DoL Legislation
LEGISLATION EXTENT OF TRANSFER
Skills Development Act, 1998 (Act No. 97 of 1998) All the provisions except- sections 2(1)(g) and (h), 2(2)(a)(v), (vi) and (xii), 5(4) (only with respect to Productivity South Africa), 22(1), 23, 24, 25, 26K, 26L, 26M, 26N, item 4 of Schedule 2A and Schedule 4 and any other provision which pertains to employment services, as defined in section 1, or Productivity South Africa, as established by section 26K.
Skills Development Levies Act, 1999 (Act No. 9 of 1999) All the provisions
National Qualifications Framework Act, 2008 (Act No. 67 of 2008) Section 9
10
Institutions for which the DHET is responsible (1)
  • Qualification Councils
  • South African Qualifications Authority
  • Council on Higher Education (including HEQC)
  • Qualification Council for Trades and Occupations
  • Advisory Boards
  • Council on Higher Education
  • National Board for Further Education and Training
  • National Skills Authority
  • Funding Structures
  • NSFAS
  • National Skills Fund

11
Institutions for which the DHET is responsible (2)
  • Providers
  • 23 Public HEI (and private)
  • 50 FET Colleges (and private)
  • Nationally planned
  • Regionally relevant
  • Responsive to local needs
  • Nursing and Agricultural Colleges to remain with
    line Departments but to form part of a
    co-ordinated College sector within a defined
    framework
  • Trade Testing Centres
  • Skills Development Institutes

12
Institutions for which the DHET is responsible (3)
  • Sectoral Education and Training Authorities that
    cover all economic sectors by allocated standard
    industrial classification codes with the
    following responsibilities
  • Manage stakeholder relations and skills demand
    needs in the sector
  • Develop sector skills plans and signal sector
    skills demand and priorities
  • Disburse mandatory grants against employer
    workplace skills plans and annual training
    reports
  • Disburse discretionary grants for national and
    sector skills development activities (projects,
    learnerships, apprenticeships, bursaries,
    workplace experience, internships, skills
    programmes, ABET)
  • Improve quality of learning in the workplace
    through learning development planning
    (qualifications and learning programmes,
    curriculum development support), assessment and
    certification
  • Quality assure learning achievements (currently
    as SAQA accredited ETQAs accredit providers,
    approve learning programmes and certificate
    successful achievements, register assessors)
  • Manage learnership agreements and apprenticeship
    contracts for employed (18.1) and unemployed
    (18.2) learners
  • Support development of Institutes of Sectoral and
    Occupational Excellence

13
ADMINISTRATIVE TRANSITIONNational Macro
Organisation Project (1)
  • Departments of Labour and Education have
    established 9 operational work streams under the
    MOP of the DPSA to manage split and incorporation
    of skills development functions Deadline for
    completion 31 Oct 09
  • Organisatonal scoping
  • to analyse and identify functions for transfer to
    the affected departments
  • Human resource scoping (HR Audit)
  • for affected functions including corporate
    services of both relinquishing Departments
  • Organisational structure
  • Designing the new organisational structures of
    both new (DHET and DBE) and relinquishing
    departments (DoL)

14
ADMINISTRATIVE TRANSITIONNational Macro
Organisation Project (1)
  • NMOS Operational Work Streams (ctd)
  • Physical resource audit
  • Finance and budget audit
  • ICT audit
  • Labour relations
  • Legal
  • Change management and communications

15
Conclusion of NMOS
  • The purpose of the NMOS Organizational Report is
    to finalize the organizational design and
    processes in order to conclude
  • Consultation with labour in departmental
    chambers.
  • Approval by the relevant Executive Authorities
    for the identified functions, staff identified
    for transfer and organisational structure of
    affected departments.
  • A determination by the Minister for the Public
    Service and Administration on the transfer of
    functions and concomitant staff.

16
Managing the Transition Administrative
  • The processes of allocating staff to the new
    departments is unlikely to be complete by 3th
    October.
  • It will be proposed that
  • The following functional units be transferred
    from the relinquishing Department of Education as
    soon as the organogram has been approved, and
    that an SLA be concluded regarding financial
    management until the end of the 2009/10 financial
    year
  • Branch Higher Education
  • Chief Directorate FE Colleges
  • Directorate HRD
  • Directorate Adult Education
  • The functional units identified by DPSA be
    transferred from the Department of Labour as soon
    as the organogram has been approved

17
Managing the Transition Financial
  • It will be proposed that
  • The corporate service functions remain with the
    relinquishing department of the DoE and DoL until
    the end of the 2009/10 financial year under a SLA
    agreement
  • The DHET has no budget for 2009/10. All ac
    tivities are funded through the approved budgets
    of DoE and DoL.
  • The DGs of DoE and DoL are the accounting
    officers for 2009/10

18
Scope of DHET (1)
  • The bringing together of Higher Education
    Institutions, FET Colleges and the Skills Sector
    into a single Ministry of Higher Education and
    Training provides a powerful basis for
    addressing education and training in an
    integrated way. The Ministry has the
    responsibility to develop the countrys education
    and training institutional capacity and resources
    into a coherent but diverse and differentiated
    post school learning system serving adults and
    youth within the framework of the HRD-SA.

19
Scope of DHET (2)
  • This post school system for the country will be
    based on guiding principles which will include
  • The post schooling system will be planned as a
    single nationally coordinated entity of the
    highest quality with maximum articulation and
    portability
  • The system will be designed and operated to
    maximise equity of opportunity and outcome for
    youth and adults in and out of the labour market
  • The system will consist of a diverse and
    differentiated institutional base with
    institutional missions being appropriate to the
    needs of the country.

20
Scope of DHET (3)
  • The work of the Ministry will focus on addressing
    the short, medium and long-term priorities of a
    Human Resource Development Strategy for South
    Africa which must be aligned to
  • The Government Programme of Action and the
    Medium Term Strategic Framework (MTSF)
  • Government policies including
  • National Industrial Policy Framework and
    Industrial Policy Action Plan
  • The Land Restitution and Rural Development
    Strategies
  • The Anti-Poverty Strategy
  • The Technology and Innovations Strategy
  • The Growth and Development Strategy
  • New sector-specific plans that emerge
  • The HRD Strategy for the Public Sector.

21
MEDIUM TERM STRATEGIC FRAMEWORK (1)
  • Comprehensive rural development strategy Skills
    development
  • Recapitalise agricultural training colleges to
    develop and run training programmes to support
    rural economies.
  • Skills development and training services will be
    accessible to farm workers.
  • Rural FET colleges will be strengthened and
    equipped to address a range of relevant rural
    development skills challenges.

22
MEDIUM TERM STRATEGIC FRAMEWORK (2)
  • Strengthen the skills and human resource base
  • Broaden access to post-secondary education and
    improve higher education throughput rate
  • Deliver post-secondary education through a
    diverse mix of sites of learning and types
  • Where appropriate, colleges for various
    professions will be established to address skills
    shortages
  • Learners will be given the tools to make informed
    choices regarding education opportunities
  • Financial need and the physical capacity of the
    post-secondary system must meet learner demand

23
MEDIUM TERM STRATEGIC FRAMEWORK (3)
  • Strengthen the skills and human resource base
  • Broaden access to post-secondary education and
    improve higher education throughput rate (ctd)
  • Higher education should skew resources to areas
    of study that will aid in addressing the skills
    shortages and ensure enrolment of the ablest of
    students irrespective of socio-economic
    background
  • The transformation of higher education
    institutions will be intensified with a culture
    built on professionalism, innovation and personal
    accountability
  • Efforts will be made to increase the proportion
    of students studying at postgraduate level
  • A sustainable investment strategy will be
    developed

24
MEDIUM TERM STRATEGIC FRAMEWORK (4)
  • Strengthen the skills and human resource base
  • Broaden access to post-secondary education and
    improve higher education throughput rate (ctd)
  • The FET sector nationally (including
    Agricultural Colleges) will be the primary site
    for skills development training.
  • FET will play a significant role in providing
    second chance education for those who do not make
    it in the 12th year programme of education
  • FET colleges and SETAs will link with business,
    industry, and other s to involve employers/firms
    more meaningfully
  • FET colleges to recruit and retain highly skilled
    and experienced instructors

25
MEDIUM TERM STRATEGIC FRAMEWORK (5)
  • Strengthen the skills and human resource base
  • Broaden access to post-secondary education and
    improve higher education throughput rate (ctd)
  • FET instructors to link classroom experiences
    with practical, workplace-based learning
    experiences.
  • FET colleges to partner with other governmental
    agencies and civil society programmes that create
    and incubate small enterprises
  • Government will ensure better coordination and
    integration of the relevant government
    departments and agencies responsible for skills
    development, including SOEs.

26
MEDIUM TERM STRATEGIC FRAMEWORK (6)
  • Training and skills development initiatives in
    the country must respond to the requirements of
    the economy, rural development challenges and
    social integration.
  • The main aim would be to increase the number of
    skilled personnel in the priority skills areas
    such as design, engineering and artisanship
    categories that are critical to manufacturing,
    construction, cultural activities and other
    priority economic sectors identified in the NIPF.
  • Additionally skills development programmes will
    be implemented, purposefully aimed at equipping
    the unemployed and vulnerable with requisite
    skills to overcome poverty and unemployment.

27
IMMEDIATE TASKS
  • The immediate tasks include ensuring that all
    policies, strategies and plans of each of the
    component sectors (HE, FET and Skills) are
    brought into alignment with
  • the National Human Resource Development Strategy.
  • the MTSF and PoA
  • The MTEF

28
The Skills Transition
  • The Minister assumes the legal mandate on 1st
    November
  • Urgent Issues before the Minister include
  • Appointing a Chair for the NSA. The NSA would
    need to be consulted with regard to
  • Publication of the restructured SETA Landscape
    for stakeholder consultation
  • Approval of the publication of the National
    Skills Development Strategy (NSDS III) 2010
    2015 for stakeholder consultation
  • Launching the QCTO and the appointing the Chair.

29
ImmediateTasks for Minister HET
  • Strengthening relationships with key
    stakeholders particularly, business and labour
    and collaboratively
  • Clarify overarching skills strategies so that
    structures and instruments are refined to serve
    strategy, and that the various components of the
    education and training system are coherently
    conceptualized
  • Strengthen the NSA so that it can rigorously and
    vigorously perform its policy advisory role to
    the Minister, operate as powerful source of
    strategy to complement the HRD Council as well
    as establish the processes necessary to
    effectively monitor agencies and quality
    assurance processes

30
  • With a re-invigorated and strengthened NSA
  • Reviewing NSDSIII so that it is a strategic
    instrument of the HRD and its related social and
    economic developmental strategies
  • Reviewing the recommendations on the SETA
    Landscape to ensure that SETA structures are
  • Based on a more precise understanding of the role
    of the SETAs and the priorities they should
    follow
  • Reflect an appropriate segmentation of the
    economy that is aligned with emerging industrial
    strategies and the work of the Quality Council
    for Trades and Occupations
  • Minimize capacity deficits at all levels, avoid
    duplication and maximize economies of scale
  • Financially sustainable
  • Build the public sector
  • Informed by policy positions of government
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