Create SA a special project of the MAPPP SETA Create SA is a special project of the MAPPP SETA undertaken in partnership with DAC Funded by the NSF (

Create SA a special project of the MAPPP SETA Create SA is a special project of the MAPPP SETA undertaken in

partnership with DAC

Funded by the NSF ( project closeout at the end of 2005)

CREATE SA introduced a comprehensive framework for on-the-job training in the creative industries sector that was intended to promote the growth and competitiveness of the sector and specifically benefit: the unemployed (by providing access to work through training); existing freelance, contract or full-time workers (by upgrading their on-the-job skills and opening up opportunities for career development); employers (by ensuring that workers in the sector have skills that are relevant and in demand in the workplace); and Customers and clients (by promoting the quality and quantity of creative products and services for export and domestic markets).

Vision

The project is based on the conviction that the creative industries in South Africa have the potential to:

develop into a major growth industry in the South African economy;

be globally competitive through the development of a product/service culture which is both informed by and exceeds international comparators in terms of quality and price of product and service; and

create sustainable work and meaningful livelihoods for hundreds of South Africans.

Learnerships and Skills programmes To this end, work-based and work-relevant training

programmes (known as learnerships and skills programmes) were developed and implemented over an initial three-year period.

The sub-sectors within the Creative Industries that had been prioritized for development were Craft and Design, Heritage, Music, the Performing Arts, Film and Video Production, Technical Production Services for events.

National Skills Development Strategy- NSDS

Two critical pieces of legislation, the Skills Development Act (1998) and the Skills Development Levies Act (1999) underpin the National Skills Development strategy. The strategy creates a system within which training needs within a particular sector of the economy can be planned and implemented by an industry training organisation governed and financed by business and labour organisations from that sector.

The Skills Development Levies Act requires that all employers with a wage bill of >R250 000 pay 1% of pay-roll to the South African Revenue Services (SARS). SARS then pays 80% of this amount to the relevant SETA, and 20% to the National Skills Fund.

A new approach to Education and Training for the sector

CREATE SA aim was to bring about important shifts in the way in which education and training happened within the sector, working within the National Qualifications Framework (NQF) and the associated outcomes based approach to education and training.

Demand Driven Training The guiding principle for the project

design and implementation was to ensure that skills development in the Creative Sector be demand-driven, with a measurable impact and is defined through employment, work creation and quality of products and services.

Outcomes, Qualifications and Unit Standards: the role of SAQA

The SAQA Act of 1995 requires that all training lead to the acquisition of learning credits and qualifications that reflect the achievement of clearly defined competencies or outcomes on the part of the learner/worker.

Qualifications are then made up of meaningful packages of these outcomes, which are known as unit standards, each of which has a credit value attached to it.

Each qualification has to clearly define what the achievement thereof will prepare the learner/worker to do and why these skills are worth having from the point of view of both the learner’s personal development and his or her employability.

Training Providers and SAQA

Training providers need to demonstrate that they have appropriate training programmes, learning materials, methodologies and the necessary human and physical resources in place to deliver training that can lead to the achievement of these outcomes.

The other important primary function that SAQA performs is to ensure that structures are in place to monitor the quality of training provision against these outcomes.

SAQA does this by accrediting various organizations and associations as Education and Training Quality Assurance bodies (ETQA), which in turn take responsible for accrediting training providers for the delivery of training against specific standards and qualifications.

Each SETA is accredited by SAQA to perform this function for providers and workplaces offering training in its sector.

Create SA Qualifications Craft Production-Focusing on technical skills across the range

of crafts that are produced in South Africa. The beneficiaries will be existing and emerging craft groupsNQF1/2

Craft Micro-Enterprise-The focus in this learnership will be on craft enterprise skills across the value chain. The beneficiaries will be existing and emerging craft groups NQF4

Design-This learnership will produce product developers and craft development workers to work with emerging rural and peri-urban craft groups. Beneficiaries will be new entrants with an existing design qualification NQF6

Craft Operations Management Craft SMME training for well established existing craft groups and individuals NQF5

Continued Heritage Development-Designed to assist

communities in exploiting their cultural heritage to establish a range of creative SMMEs (NQF4)

Design and Applied Arts-Generic design training with specializations in different genres. Targeting new entrants with an emphasis on transformation of the sectors (NQF4)

Continued Generic Technical Production-Focusing on

lighting, sound and production management skills for live events and film and video production. Beneficiaries will be existing freelance workers and new entrants(NQF4)

Technical Production Specialization for Events-A more advanced level of Technical Production for Live Events. Beneficiaries will be existing freelance workers and new entrants(NQF5)

Continued Music Business-Focusing on all aspects

of music business including financial management, marketing and copyright. Beneficiaries will be existing freelance workers and new entrants (NQF4)

Music (Sound )Technology-Focusing of music technology such as MIDI and other technologies within and outside of recording studios. Beneficiaries will be existing freelance workers.(NQF5)

Continued Film & Video production-Focusing on

aspects of film production including scriptwriting, direction etc. Beneficiaries will be existing freelance workers and new entrants (NQF5)

Arts Administration -Focusing on general management skills such as financial management, marketing, organisational development across all sectors (NQF4)

Create SA becomes the Arts and Culture Chamber of the MAPPP

SETA MAPPP SETA made a decision that Create SA, and the

advisory panels,( these panels were elected through a public process ) be reconstituted to become the Arts and Culture chamber of the SETA.

And that all present Create SA staff be incorporated into this chamber.

The current learnership and skills programmes of Create SA will close out at the end of 2005.

All new programmes ( 2005/6 ) be conducted under the auspices of the Arts and Culture chamber of the MAPPP SETA.

The Arts and Culture chamber be comprised of : Visual Arts and Culture/ Design / Live Events and TPS / Music / Performing Arts and Heritage.

Film and Video becomes a separate chamber.

The formation of the Arts and Culture Chamber of the MAPPP SETA

The following organizations attended consultative workshops over a period of time with the objective of fully establishing the Arts and Culture Chamber. These organizations included: RISA / DSA / DAC / SARRAL / SATI / TPSA / SAMPA / DTI / MUSA / TMSA / PPSA / BASA / SAMRO / CCSA / VANSA / PAWE / NACSA / CACA / SAMA / SARA / ACMASA / NAC / NHCSA / DEFSA / PANSA / SAHRA/ NORM / SABMA

Roles and responsibilities of the chamber

The Chamber should provide a forum for industry stakeholders to address the skills development needs of the various sub-sectors in the Arts.

Oversee sector skills planning (SSP) and the implementation of training

Advise the MAPPP SETA on issues specific to the Arts sector

The Music industry and Create SA

Create SA with (NSF funding) funded the training of a total of 674 learners across the country in Music Business/ Sound Technology / Technical Production Services.

Create SA conducted capacity building workshops for service and training providers which included : Project management skills/ Assessor training / Moderator training / Financial management / SDF training /

The Music Industry and the way forward

Future funding for programmes will be accessed from the discretionary grants of the MAPPP SETA.

Discretionary money is the accrued (unclaimed ) money of the levies paid to the SETA’s.

Levy payers claim money through grants and mandatory grants.

The Arts and Culture chamber has ring-fenced funds for particular initiatives in the Music industry which include:

Training Interventions;

1. New qualifications to supplement the Sound technology and Music Business qualifications.

2. The development of HIV/AIDS prevention programmes.

3. Intellectual property skills development programmes.

4. Capacity building programmes for training providers

1: New qualifications to supplement the Sound technology and Music Business qualifications.

Lessons learnt with regard to the Qualifications include the following: There is a lack of ability amongst musicians to read music Despite the learning obtained in the Music Business qualification, more

training was required to equip individuals to successfully work within the collection agencies.

There is a general lack of knowledge about the context and operations of the SA Music industry.

There is a lack of literacy , numeracy and life skills in the Music sector The specialist needs of specific occupations within the music sector be

identified. The relevance of training provision to the music sector be advocated

to the sector.

1: continued That more music business trainers be identified and capacitated

with an emphasis on BEE development within the training sector. The importance of the role of broadcasters to the sector, and as such the need to career pathing into this and other sectors such as advertising be identified and implemented.

The need to consider absorption rates in relation to learner intake on the programmes be considered

More effective recruitment be done A standardized delivery of qualifications through a national

curriculum, learner support material and other tools be implemented.

That a more strict application of criteria for the appointment of trainers be applied to improve the quality of provision

That greater access to potential workplaces ( with the assistance of the industry) be identified

That more focused and specific alignment to industry needs ,practice and information be applied.

Interventions for solutions include The development and delivery of a specially designed ABET

programme targeted at musicians More emphasis on skills programmes as delivery modes as

this allows for greater flexibility within the training intervention as it takes into account the seasonal work variations and musician scheduling.

The incorporation of multi-lingual programming where possible.

The development and implementation of a RPL programme for musicians.

More focus on the identification and development of workplace programmes to provide for an authentic learning experience.

Priority interventions include; Development of a general information

programme or credit-based skills programme as an introduction to the music sector.

The scoping of new qualifications, starting at NQF 2 , to provide a foundation of knowledge aimed at musicians.

The development of standardized content for the Music Business ( NQF 4 ) qualification.

The development of guidelines for recruitment of learners.

Capacity building programmes for training providers.

2 :Intellectual Property (IP) skills development in the Music industry

More focus should be given to the training within this highly specialised field.

The primary needs were to : Establish base level courses which clearly outlines the

relationship between IP and music, how it operates, its values and how it trades.

What are the values of creating and dealing with it. Basic education regarding the agreement structures. An introduction to the copyright act. ( In layman's terms)

Emphasizing the difference between authorship and ownership.

Identifying the difference between rights and laws and the development of a clear definition.

Acknowledging the importance and significance of international IP instruments that SA is signatory to.

Proposed intervention Short term: The development of 2 non-

NQF aligned skills programmes to introduce IP issues.

Mid- level programme- targeting participants in the industry grappling with IP issues

Professional programme- more detailed programme aimed at musician s who own their own copyright, managers etc

Long term: The registration of an Intellectual Property Qualification which has electives which deal with areas of IP specilisation.

3: HIV/ AIDS Intervention

Although musicians have been on the fore front of high profile Aids awareness campaigns , very little attention has been focused on HIV/AIDS issues within the sector. ( In fact in all the art sectors)

MUSA along with FIM have developed a phased programme of action for the prevention and education with regard to the pandemic.

Training interventions includes;

Leadership and coaching programme initiated by the Arts and Culture Chamber

Other role players to include DTI and the Music Industry Stakeholders

4: Capacity Building for Education and training providers in the Music Industry

A broad forum of Education and Training Providers has been convened by MUSA. This forum aims to provide a consistent framework for engagement with education and training providers ensure better linkages to the industry and to improve the provision of training.

Issues identified related to capacity for training providers

The need for accreditation The need for skills development

programmes with institutions and organisations

The lack of appropriate training to provide business skills in tertiary institutions and the gaps within their curriculum

Interventions

Extension of the capacity building programme to providers (30 )within the forum

The development of a “train the trainer” programme to upgrade the skills of trainers and educators.

Questions and Answers