1. Skills for Employability: the Project Remo Chipatiso Head: Education & Society International Skills Partnership Conference, South Africa 2014 www.britishcouncil.org1

2. South African Context The shortage of skilled labour in South Africa is one of the most challenging socio-economic issues which need to be addressed. The skills development challenges South Africa faces are complex and span across numerous industries and skill levels. Deloitte: Skills Development, developing people for the future of Business  The South African government is giving skills shortages considerable attention however; skill shortages are still very real in South Africa today.  There have been a number of policy developments in South Africa pre and post 2009. www.britishcouncil.org2

3. Key Policy Developments  New Growth Path, 2009  National Skills Development Strategy III, 2011  National Skills Accord, 2011  National Development Plan (NDP), 2012  Industrial Policy Action Plan, 2014/15  Human Resource Development Plan, 2014  White Paper on Post-school Education and Training, 2014 www.britishcouncil.org3

4. Skills for Employability Its purpose is to enhance quality of skills systems by encouraging closer links between education, employers and policy makers in the UK and worldwide. The global goal of SfE is to enhance UK leadership of, and shared learning from international education. This will be achieved through higher quality skills development including vocational and higher technical education and training,  professional education and enterprise skills training that meets industry needs and helps young people prosper. www.britishcouncil.org4

5. There are 7 outcomes that SfE seeks to achieve. This framework is loosely implemented by various countries and they hardly focus on all the outcomes.  Active network of local and global employers, employer representative organisations and other skills stakeholders established  Improved knowledge and understanding of effective approaches to skills development  Young people better prepared for the world of work and enterprise www.britishcouncil.org5 SfE Global Framework

6. SfE Global Framework continued  Increased understanding and recognition of the benefits of working internationally and how to do this effectively  New approaches to skills development implemented at institution/organization level  Policy changes and/or new approaches to skills development implemented at national and/or system level  Higher quality skills development that meets industry needs www.britishcouncil.org6

7. Global Picture www.britishcouncil.org7 Skills for Employability 14/15 South Asia Bangladesh Pakistan India East Asia Vietnam China Myanmar Indonesia Middle East and North Africa Bahrain Iraq Saudi Arabia Kuwait Qatar UAE Yemen Egypt Libya Morocco Tunisia Oman Jordan Americas Brasil Colombia Mexico Trinidad and Tobago Jamaica Sub-Saharan Africa South Africa European Union Spain Italy

8. SfE in South Africa Alignment Speaks to Commitment 2 and 8 of the Skills Accord.  Commitment 2: Internship and placement opportunities in industry;  Commitment 8: Improving role and performance of Further Education and Training (FET) Colleges Project Categories (implementation so far….  Association of Colleges South Africa (AOCSA)  International Skills Partnerships (ISP) www.britishcouncil.org8

9. AoCSA This would promote the effectiveness of South African FET colleges by creating an organisation to support the sector’s approaches to:  teaching and learning;  curriculum design and delivery;  quality;  working with employers; and  engaging with local communities. Most importantly, the strategic thrust of the AoCSA will be to contribute to building communities of trust amongst key role players, to help to develop a coherent and integrated post-school system. www.britishcouncil.org9

10. ISP Model ISP TVETSETAIndustry Skills Players Lobbying Bodies Government www.britishcouncil.org10

11. ISP in South Africa Eastcape Midlands College and Walsall College and Black County University Technical College The partnership aims to develop a Bridging Programme to increase the progression of learners from level 2 to level 3 NCV and to support the development of Eastcape Midland College’s ‘Learning Company’ model. www.britishcouncil.org11

12. Sedibeng and Harrow, Dudley and Belfast Metropolitan College The partnership focuses on Curriculum design; lecturer development; employer engagement and quality assurance in the automotive sector only. www.britishcouncil.org12

13. Northlink and Gwent and Llandrillo Menai College The project aims to develop skills relating to Renewable Energy technologies by developing relevant curriculum, delivery methodology and resource capability. The focus will be on awareness of renewable energy, solar heating and Gas. www.britishcouncil.org13

14. Orbit and Harrow, Dudley and Belfast Metropolitan College The project aims to focus on Curriculum design; lecturer development; employer engagement and quality assurance in the automotive sector. www.britishcouncil.org14

15. Gert Sibande and Highbury and North Hertfordshire College The partnership aims to develop and utilize appropriate information technology systems for both learning and management performance monitoring, which builds on a system already developed by the college to monitor teaching and learning practices. www.britishcouncil.org15

16. Q & A www.britishcouncil.org16