Department of Higher Education and Training
National Skills Development Plan (NSDP) outcomes
and the role of SETAs in National Plan for PSET
(NPPSET)
Presentation at the Theory of Change Workshop
Date: 11 October 2019
PART A: Mandate of SETAs
• Strategic, Legislative and Policy environment
• DHET Mandate
• Role of SETAs in Higher Education and Training
PART B: National Skills Development Plan
• Vision and Purpose
• Principles
• Outcomes
• SETA Landscape
PART C: The National Plan for Post School Education and Training
• Vision and purpose
• Role of SETAs as outlined in NPPSET
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PRESENTATION OUTLINE
PART A:
MANDATE OF SETAs
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STRATEGIC, LEGISLATIVE AND POLICY ENVIRONMENT
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LEGISLATION REGULATIONS STRATEGIES/ PLANS
Skills Development Act, 97 of 1998
SETA Grant Regulations White Paper for PSET
Skills Development Levies Act, 9 of 1999
WBL Agreement Regulations
National Skills Development Plan 2030
South African Qualifications Authority Act ( No 58 of 1995)
SETA Standard Constitution Regulations
National Plan for PSET
National Qualifications Framework Act (No. 67 of 2008)
Regulations regarding establishment of SETAs
National Development Plan 2030
Public Finance Management Act (Act No. 1 of 1999)
National Treasury Regulations
Revised Human Resource Development Strategy for SA 2030
DHET MANDATE
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White Paper Thrust:
• Build a single coordinated, coherent, highly articulated and yet
diverse PSET system.
• Build a post-school system that can assist in building a fair,
equitable, non-racial, non-sexist and democratic South Africa;
• Set skills development agenda that responds to key
transformational imperatives to provide equal opportunities for
education and training for all.
• Expand opportunities and access to education and training for
people in previously disadvantaged areas and address youth
unemployment
• Expand workplace training through partnerships with industry
ROLE OF SETAs IN HIGHER EDUCATION AND TRAINING
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On the demand side:
• Conduct labour market research and develop Sector Skills Plans (SSP)
• Engage with employers to obtain relevant data for skills planning and to
establish skills needs of the economy
• Develop Strategic Plans (SP), Annual Performance Plans (APP) and
Service Level Agreements (SLA)
• Implement plans against budget and submit quarterly reports and Annual
Reports
On the supply side:
• Address sector skills needs & priorities through availing and channelling
funding in response to the skills needs of the economy.
• Address skills shortages and skills gaps through implementation of
learning programmes (Artisans and Learnerships)
• Facilitate easy access to education and training at different entry points
(Articulation and RPL)
ROLE OF SETAs IN HIGHER EDUCATION AND TRAINING (cont.)
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Learner
University
Employer
TVET College
Community College
Professional
Middle Level
Elementary
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PART B:
NATIONAL SKILLS DEVELOPMENT
PLAN
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Vision
An educated, skilled and capable workforce for South Africa
Key Policy Instruments
- National Development Plan
- New Growth Path
- White Paper for Post-School Education and Training ..
- Industrial Policy Action Plan
Contribution towards
- Economic growth- Employment creation- Productivity- Social Development
NSDP VISION AND PURPOSE
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PRINCIPLE 1: Locating the NSDP within an
integrated post-school system
• Promoting greater levels of integration
within the post school-system: for planning, funding, monitoring,
evaluation and reporting.
PRINCIPLE 2: Contributing to the
country's socio-economic objectives
• Contribute to strategies and
priorities of various sectors of the
economy for an inclusive growth.
PRINCIPLE 3: Advancing an equitable and integrated system
• Contribute towards transformational and
developmental imperatives such as gender, race, class, youth, disability and
geography.
NATIONAL SKILLS DEVELOPMENT PLAN PRINCIPLES
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PRINCIPLE 4: Greater inclusivity and collaboration
• Encouraging public and private sector collaborations;
• Strong focus on workplace based learning
opportunities in both public and private sector;
• Quality education and training provision with
strong articulation between programmes
and qualification offerings.
PRINCIPLE 5: Focus on support system for
learners and employers
• Ensure that prospective learners and the public are aware of when and
how to access opportunities;
• Employers where required are supported
through simplified processes;
• Standardisation of processes, systems,
including stipends/learner allowances etc
• Harness the use of technology.
PRINCIPLE 6: Strong emphasis on accountability
• Improved governance,
monitoring and evaluation,
• Review SETA Standard Constitution
Regulations with stronger emphasis on
accountability.
NATIONAL SKILLS DEVELOPMENT PLAN PRINCIPLES
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PRINCIPLE 7: Understanding demand
• Analysis of sectoral growth, development
plans and labour market – towards
evidence based skills priorities and
occupations in demand;
• Research and innovation will be key.
PRINCIPLE 8: Steering supply – qualifications
and provision
• Quality Councils will ensure the design, development and maintenance of
occupational standards and qualifications.
PRINCIPLE 9: Steering funding – funding
mechanisms
• Alignment between levy and fiscus
funding.
NATIONAL SKILLS DEVELOPMENT PLAN PRINCIPLES
OUTCOME ONE:
Identify and increase production
of occupations in demand
• Primary aim of determining occupations in high demand
is to improve the responsiveness of the post-school
education and training system to the needs of the
economy and to the broader developmental objectives of
the country;
• National list of occupations in high demand will continue
to be produced and reviewed every two years;
• The methodology of Centres of Specialisation will be
encouraged.
Sub Outcomes
• Targets for priority qualifications and occupations;
• Indication of interventions required to improve enrolment
Indicators
• Occupations in high demand identified
• Increased enrolment into priority qualifications
Targets will be set for three year period and annually
determined through service level agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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OUTCOME TWO:
Linking education and workplace
• Improving the relationship between education and
training and work is a key policy of the White Paper for
Post-School and Education;
• The WP-PSET is unequivocal that the main purpose of
the TVET is to prepare students for the world of work;
• OECD- TVET systems in 20 countries concluded that a
key feature common to effective TVET systems
everywhere is a focus on training for employment.
Sub Outcome
• Opening of workplace based learning opportunities
increased.
Performance Indicators
• Number of learners requiring work Intergrated learning
placed;
• Number of TVET lecturers exposed to workplaces;
• Number of learners participating in other various
workplace based learning opportunities – learnerships,
internships etc
Targets will be set for three year period and annually determined
through service level agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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OUTCOME THREE:
Improving the level of skills in
the South African workforce
• South Africa is challenged by low productivity in the
workplace, as well as slow transformation of the labour
market and a lack of mobility of the workforce;
• The number of and share of the employed with primary
completed or lower was still over 2 million workers in
2014.
Sub Outcome
• Increase the number of workers participating in various
learning programmes from 37% in 2016 to at least 80%
by 2030.
Performance Indicators
• Number of workers trained and supported.
Targets will be set for three year period and annually
determined through service level agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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OUTCOME FOUR :
Increased access to occupationally
directed programmes
• NDP sets the target of 30 000 artisans produced
annually by 2030, this is an indication that South
Africa’s intermediate skills base is too low to
support the country’s socio-economic
development goals.
Sub Outcomes
• Occupational qualifications developed; and
• Increase access for intermediate and high level
skills.
Performance Indicators
• Number of artisans produced;
• Dedicated grant for artisan development;
Targets will be set for three year period and
annually determined through service level
agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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OUTCOME FIVE:
Support the growth of the public
college system
• The NDP situates TVET Colleges as critical pillars for social and
economic development;
• Community Education and Training (CET) Colleges will cater for
the knowledge and skills needs of the large number of adults
and youth requiring education and training opportunities;
• Stats SA estimates that more than 18 million people above 20
years have educational levels below the National Senior
Certificates
Sub Outcomes
• Support for the TVET and CET Institutional Types
• Support for Centres of Specialisation;
• Support for colleges implementing occupational programmes;
Performance Indicators
• Number of learners in workplace based learning opportunities
• Lecturers exposed to workplaces
• Number of CET and TVET colleges supported
Targets will be set for three year period and annually
determined through service level agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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OUTCOME SIX:
Skills development support for
entrepreneurship and
cooperative development
• It is estimated that SMMEs contribute more than 30%
to South Africa’s GDP.
• Support for the cooperatives can play an important
role, not just in the margins, but in the mainstream of
the economy.
Sub Outcomes
• To increase support for entrepreneurial activities and
the establishment of new enterprises and
cooperatives.
Performance Indicators
• Number of skills support mechanisms for emergent
enterprises and cooperatives
• Number of entrepreneurship and cooperative activities
supported by skills levy institutions; and
• Number of skills development support for the local
small business and cooperatives.
Targets will be set for three year period and annually
determined through service level agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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OUTCOME SEVEN:
Encourage and support worker
initiated training
• Trade unions, their educational programs and
worker-initiated programmes, play an
important role in skilling workers in broader
sectoral policy and capacity to effectively
engage in the workplace and broader
economy;
• Worker initiated education and training can
also contribute to the workforce that is better
able to understand the challenges facing the
economic sectors in which they operate.
Performance Indicators
Skills needs of workers identified and supported,
through relevant interventions.
Targets will be set for three year period and
annually determined through service level
agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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OUTCOME EIGHT:
Support career development
services
• Career development services, do not just aim to
provide quality career and study related information
and counselling but also contribute to the larger
goal of assisting people to embrace and fulfil their
potential;
• The OECD (2017) Report – Getting Skills Right in
South Africa calls for the provision of a tailor made
career advice services to students early on, based
on better skills needs.
Performance Indicators
• Increased access to career development services
especially in rural areas and for targeted
beneficiaries of the NSDP
• Number of career development mechanisms
supported
Targets will be set for three year period and
annually determined through service level
agreement
NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES
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SETA LANDSCAPE
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The Minister issued a formal communique in the form of a gazette on 22 July 2019,
communicating that SETAs are re-established as they are currently until 31 March
2030 with the exception of MQA which is re-established until 31 March 2022.
PART C:
ROLE OF SETAs OUTLINED IN THE
NATIONAL PLAN FOR PSET
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• The purpose of the NPPSET is to translate the policy directions outlined
in the WPPSET into concrete actions.
• The NP-PSET is a roadmap for the development and strengthening of
post-school education and training (PSET) from 2019 – 2030.
• The Plan identifies the goals, objectives and outcomes for PSET.
• The Plan describes the implementation strategies, targets, and
responsibilities for achieving the White Paper vision of an expanded,
effective, and integrated PSET system
• The Plan formalises work already in progress towards the goals of the
White Paper, including the National Skills Development Plan (NSDP)
which is fully integrated into the NP-PSET
• The overall goal is a PSET system that is socially just, responsive, and
well coordinated, providing access to a diversity of education and
training opportunities.
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Purpose of the NP-PSET
Role of SETAs outlined in NPPSET
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Conduct research to understand demand and signal implications for
supply to address skills needs of the economy
Support the Department in steering the system through managing the
use of the levy to ensure efficiency and effectiveness of the system
Support the Department in developing capacity of public and private
education and training providers to deliver programs
Facilitate workplace-based learning with a focus on occupations and
professions that support economic growth.
Perform system support functions and manage implementation of plans
and budgets
Thank you…