WACE 19 th World Conference in Kyoto, JAPAN Opportunities and Challenges in Republic of South Africa Workplace-based Learning for Empowering youth & Socio-Economic Growth

1.South Africa Society of Co-operative Education (SASCE) Implementation of Work Integrated Learning 2. Japan International Cooperation Agency (JICA) Official Assistance Development on Pre-WIL sub-programme Presenters

Kyoto South Africa

Population54 million GDP$350.6 Billion GDP in African regionNo.2 GNI per Capita$7,190 GDP growth1.5 % Unemployment rate24.3% Absorption rate43% Primary Indicators Development Issue SA Statistics Office, 2014 Q4

Medium Term Strategic Framework Vision: A skilled and capable workforce that shares in, and contributes to, the benefits and opportunities of economic expansion and an inclusive growth path Outcomes 1-4 Basic education, health,Safety, Economic Growth Outcomes 6-12 Human settlements, community, public sector, environment, global relations, citizenship Outcome 5 Skills & Capabilities National Objectives

Population and Higher Education Institutions North West University1 TVET college3 Free State University2 TVET college4 Northern Cape University1 TVET college2 Western Cape University4 TVET college6 Eastern Cape University4 TVET college8 KwaZulu-Natal University4 TVET college9 Mpumalanga University1 TVET college3 Limpopo University 3 TVET college7 Gauteng University 6 TVET college8 Y2010 No. Enrolment Graduates University , ,000 TVET college ,000 Population 54 million

Source: 2010 HEMIS database, January Percentage distribution of headcount enrolments in public Higher Education Institutions, by qualification type, 2010

DHET & JICA Social Standard cluster Value creating cluster Value creating cluster Human Resource cluster Quality of Delivery Quantity of Enrolment Input Employees Input Employees Output Graduates Output Graduates WIL Q &Q of Delivery Reviewed role of the E&T Reviewed role of the E&T WIL in Policy

 Create a single, coordinated post-school E & T system  Expand access. Headcount enrolment targets for 2030 are: 1.6 million in public universities (from approx ) 2.5 million in TVET colleges (from ) 1.0 million in community colleges (from ) 0.5 million in private institutions  Improve quality and increase diversity  Expand workplace training and other partnerships  A system that is responsive to the needs of individual citizens and employers and to broader societal, developmental objectives Main Policy Objectives-PSET

Life-Long E & T and Qualification NSC grade 12 NSC grade 11 NSC grade 10 Senior intermediate Phase 4-9 Foundational grade 1-3 TVET-NVC Level 3 TVET-NVC Level 2 TVET-NVC Level 1 ABCE 4 ABCE 3 ABCE 2 ABCE 1 Doctoral degree Master’s degree Postgraduate Diploma Bachelor degree Advanced Certificate Higher Certificate Advanced NVC Universities NQF 10 NQF 9 NQF 8 NQF 7 NQF 6 NQF 5 NQF 4 NQF 3 NQF 2 NQF 1 Occupational Skills Qualification NQF (National Qualification Framework) Occupational Skills Qualification NQF (National Qualification Framework) 21 SETAs Support

OVERVIEW National Skills Development Strategy III MISSION : To increase access to high quality and relevant education and training and skills development opportunities, including workplace learning and experience, to enable effective participation in the economy and society by all South Africans and reduce inequalities PURPOSE OF NSDS III To improve the effectiveness and efficiency of the skills development system Explicit commitment to encourage the linking of skills development to career paths, career development and promoting sustainable employment and in-work progression Linking Education and the Workplace: NSDS

Encouraging better use of workplace-based skills development NSDS Outcome 4.5.1: Training of employed workers addresses critical skills, enabling improved productivity, economic growth and the ability of the work force to adapt to change in the labour market Linking Education and the Workplace

13  SETAs will focus on developing the skills of those in existing enterprises and the development of a skills pipeline to such workplaces. Their focus to be narrowed to engaging with stakeholders in the workplace, establishing their needs, and ensuring that providers have the capacity to deliver against these.  SETAs and TVET colleges, in consultation with employers, should collaborate to plan, design, fund and deliver occupational programmes that address scarce skills needs Greater collaboration between colleges/universities and SETAs should result in better WIL and work-placement of graduates  E very workplace a training space – in public and private sector Linking Education and the Workplace : White Paper

Skills Development Levy % All employers whose gross wage bill exceeds R per annum should be paying 1% Skills Development Levies. Skills Development Levy % All employers whose gross wage bill exceeds R per annum should be paying 1% Skills Development Levies. 80% SETAs 20% NSF PIVOT 21 Sector Education & Training Authorities (SETAs) AgriSETA, BankSETA, CetaSETA, ChietaSETA, CsthSETA, CtflSETA, ESETA, EtdpSETA, FassetSETA, HsetaSETA, IctSETA, InSETA, LGSETA, MerSETA, MqaSETA, PSETA, SasSETA, ServiceSETA, SsdSETA, TetaSETA, W&RSETA NQF for Life long Education and Training: Budget system