Progress made against NSDS III - The National School of ... · • The National Skills Development Strategy 2011-2016 evaluation recommendations ... Seta landscape beyond March 2020

Progress made against NSDS III objectives and the road ahead”

7 October 2019

Gallagher Estates and Conference,

Midrand

• Background on the NSA

• The National Skills Development Strategy 2011-2016 evaluation recommendations

Strategy

Governance and Accountability

Key recommendations

• THE ROAD AHEAD: National Skills Development Plan 2020 Implementation

Part 1: NSDP Purpose and Priorities

Part 2: NSDP Overarching Principles

Principles for the Skills Landscape

Part 3 : Institutional Arrangements

Seta landscape beyond March 2020

PRESENTATION OUTLINE

2

Background of the National Skills Authority

3

Background – National Skills Authority (NSA)

-SDA provisions requires the NSA to execute an oversight and

advisory role over the NSDS policy, implementation, etc

National Skills Authority(NSA) is established in terms of Chapter 2, section

(5) of the Skills Development Act 97 of 1998 (SDA), as amended (Act 37 of

2008) - to advise the Minister as per the Act.

White Paper for Post-School Education and Training

states that “the National Skills Authority will

concentrate specifically on monitoring and evaluating

the SETAs. This implies that it will become an expert

body with high- level monitoring and evaluation skills.”

Functions of the NSA in terms of the SDA

5

NSA Functions

Advice Liaison (SETAs) Consultation Other

Advise the Minister on:•National Skills Development PolicyNational Skills Development Strategy (NSDS)NSDS Implementation GuidelinesNSF Funding Allocation Strategic Framework and CriteriaSDA Regulations (excl QCTO regulations)

Liaise with SETAs on:•The National Skills Development PolicyThe National Skills Development StrategySector Skills Plans

Consult with the Minister on:•SETA Changes, Amalgamations, Dissolutions and AdministrationSETA SLA RegulationsSETA Plans and DG Reporting requirementsSETA GrantsNSF Administration and OperationsProvincial Skills Development ForumsSkills Development Levies Act Regulations

The Authority must:Perform its functions in accordance with this Act and its constitution Conduct investigations on any matter arising out of the application of this Act Exercise any other powers and perform any other duties conferred or imposed on the Authority by this ActReceive, from the Department, information on skills

The Authority has:•The prescribed powers of entry and to question and inspect

Liaison (QCTO)

Liaise with the QCTO on:•occupational standards and qualificationsthe suitability and adequacy of occupational standards and qualificationsthe quality of learning in and for the workplace The NSA EO must be a QCTO board member

Reporting

Report to the Minister on the:•NSDS implementation progress Comment

The Authority must:•Comment on the NSF annual financial statements

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The Chairperson

1 member from SAQA

5 members

representing the

State

5 members representing

OrganisedLabour

4 members

representing

Education &

Training

Institutions

5 members representing

OrganisedBusiness

5 members representing Community

Constituency

National Skills Development StrategyEvaluation

7

Impact in relation to Transformational imperatives

8

African; 79,17%

Coloured; 6,06%

Indian; 2,76%Other; 0,04%

White; 11,98%

African Coloured Indian Other White

Race:Enrolments in learning programme across population groups

Across the 21 SETAs and the NSF, there were more than 1.3 million beneficiaries whoparticipated in learning programmesFor SETAs, 79% of learners that accessed learning programmes were African, followed by 12% forWhites, 6% for Indians and 3% for ColouredsEven though there was improved access amongst the previously disadvantaged at 88%, theproportion of the Black beneficiaries that completed their training programmes was 85%

Enrolments vs completions: per learning programme

9

Learnerships

81%

6% 2% 6% 5%

77%

6% 3% 9% 5%0%

50%

100%

Enrolments Completions

54%43%

3%

50% 46%

4%

0%

20%

40%

60%

Female Male Undefined

Enrolments Completions

Internships

89%

4% 2% 4% 2%

90%

4% 1% 4% 1%0%

50%

100%

Entered Completed

55%42%

3%

60%

39%

1%0%

20%

40%

60%

80%

Female Male Unknown

Enrolment Completions

Impact in relation to Transformational imperatives (7)

10

Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r

10

Enrolments over 5 years per SETA: per learning programme

10

-

20 000

40 000

60 000

80 000

100 000

120 000

140 000 P

SETA

BA

NK

SETA

FO

OD

BEV

EW

SETA

CA

THSS

ETA

CET

A

ETD

PSE

TA

FP

&M

SETA

SA

SSET

A

MIC

TSET

A

INSE

TA

AG

RIS

ETA

LG

SETA

SER

VIC

ES

CH

IETA

HW

SETA

TET

A

W&

RSE

TA

MER

SETA

FA

SSET

MQ

A

Learnership Internship Skills Programme Artisan


11


11

Racial composition of enrolments across learning programmes: over 5 years

11

0%

20%

40%

60%

80%

100%

Artisan Internship Learnership SkillsProgramme

TotalLear

ner

s in

th

e p

rogr

amm

e (%

)

Black Coloured Indian Other Unknown White


12


12


12

56%

47%

20%

92%

17%

48%

42%

51%

75%

8%

77%

48%

2%

2%

5%

6%

5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Black

Coloured

Indian

Other

White

All learners

1-3 4-6 7 & higher

African

Amongst the learners who accessed the learning programmes, 55% were employed whilst 45% were unemployedAbout 48% of the learners accessed qualifications at NQF level 1 to 3 (low level skills)The proportion of learners who accessed learning opportunities at NQF levels 4 to 6 (mid-level skills) was also 48% indicating that there was a balanced allocation between low and mid-level skillsMore Africans (56%) and Coloureds (47%) tended to be enrolled in lower NQF levels when compared to their Indian (20%) and White (17%) counterparts


13


13


13

Female48%Male

52%

Over the period under review there were more males (52%) enrolled in learning programmes ascompared to females (48%)Across SETAs, those involved in manufacturing and technical industries tended to have higherproportions of males trainedWhile less females were enrolled, even lesser completed their learning programmes and werecertificated


14


14


14

Whilst the Gauteng population constitutes 25,5% of the country’s population,about 35,6% of learners came from GautengWith the exception of the Northern Cape which had an even spread of learningopportunities as compared to the population proportion, the rest of theprovinces had lesser proportion of learners


15


15


15


16


16


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Over the period under review there the proportion of people living withdisabilities that accessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population ofpermanent employees and received a 0.62 per cent share of all training ofpermanent employeesThis means there was a significant improvement between that phase of theNSDS and the period under

Promotion of joint planning process and oversight for skills

development;

Development of financial strategy to support the NSDP;

Strengthen the capacity of the NSA as a multi-stakeholder

structure;

Addressing data challenges within the skills system;

Strengthen governance and accountability of the SETA by

repositioning of SETA; structures, development of an accountability

framework and simplifying SETA structures; and

Development of effective communication strategy.

NSDS III Evaluation Key Recommendations

17

18

Hon. Minister Dr.

GNM Pandor with

members of the 4th

NSA Board

The NSA Chairperson and

Executive Officer with

Board and Secretariat

members

The NSA with some of the

newly appointed SETA

Accounting Authorities

during their induction in

2018

The NSA with some of the

newly appointed SETA

Accounting Authorities

during their induction in

2018

THE ROAD AHEAD: National Skills Development Plan – NSDP 2020

OVERVIEW

19

20

Background

• White Paper for Post-School Education and Training

• Ministerial Task Team Report on SETA Performance

• Human Resource Development Council Report on the Skills System Review

• Number of other reviews and reports considered

National Skills Development

Strategy and SETA Landscape

Proposal (NSLP 2015) – 29

February 2016

• SETA Landscape due to lapse 31 March 2016

• NSDS III due to lapse 31 March 2016

Government Gazette issued to extend NSDS III and Re-establish SETAs until 31

March 2020

• Cabinet

• NSLP Public Comments

• Task Teams (WP/MTT)

• NEDLAC

• National Skills Authority (NSA)

• SETAs

• QCs

• Inter-governmental engagements

Consultation/Engagement

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Part 1 : NSDP Purpose and Priorities

Take into account inputs

Priorities remains to harness efficacy of PSET and address challenges

White Paper is the Overarching strategy for Skills Development

To engage on the revised proposals which outlines the objectives and institutional mechanism

Phase-in and build capacity

Shifting to a Longer- Tem Plan

Outlines the Priorities to support the achievement of the vision and objectives of the White Paper

Levy institutions will support the Post-School Education and Training system to address occupations in demand

To enable economic growth, employment creation and social development

22

Principles for the Skills Landscape

• Transformational Imperatives – NSDS

Principle 1: Advancing an equitable and integrated system

• Partnership and collaboration

Principle 2: Greater Inclusivity and Collaborations across the system

• Access and standardisation

Principle 3: Focusing on support systems for learners/stakeholders

• Improving Accountability Framework through improved Monitoring and Evaluation

Principle 4: Strong Emphasis on Accountability

• Ensure greater coherence of system while also rationalising and streamlining of institutional and functional overlaps

Principle 5: Rationalising and Streamlining the skills Landscape

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Objectives – Building on NSDS III

• - Framework for collaboration with Educational institutions to increase enrolment;

•Funding Occupations in High Demand (49.5%) – WPBL Incentives

•Fund National Priorities that focus on the needs of the poor (20%);

•Longer term planning

•Fiscus and Levy to support occupational priorities;

•Longer term planning and funding to build capacity to deliver programmes to address occupations in high demand;

•Support Workplaces and institutions partnering - Incentives

•Quality Councils to ensure qualifications and curricula in place;

•Demand Analysis to inform enrolment Planning;

•Enhancing articulation

• - Partnerships with TVET/CETC/HEI

•Determine Occupational Demand based on workplace demand and Government Priorities through research and analysis

Understanding Demand

Steering Supply –

Qualification and Provision

Steering Supply -Funding

Growing Supply

SETA LANDSCAPE BEYOND MARCH 2020

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5

SETA LANDSCAPE

The 21 SETAs should not be merged during this process of skills

development system review but rather be reestablished up to 2030 to

ensure greater efficiency, effectiveness, coordination and collaboration.

The NSA advice further highlights the following points:

Ensure standardisation of systems;

Create shared service for support functions;

Develop central application system for SETAs;

Develop systems to eliminate irregularity and fraud;

Promote Inter-SETA collaborations and partnership; and

Review Standard Industrial Codes (SICs) to address overlaps.

Thank YouDr Thabo Mashongoane

NSA Executive [email protected]

Progress made against NSDS III - The National School of ... · • The National Skills Development Strategy 2011-2016 evaluation recommendations ... Seta landscape beyond March 2020

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