Monitoring the implementation of Skills Development Delivery H. Luiters 23 March 2017

Comments Which terminology – delivery agents or implementing agents? Can we include in the problem statement the challenge that provinces have to report on and account for all interventions in the province, even those of other stakeholders Do we admit that our coordinating structures are not very effective any more? Have changed the order of some slides – slide 4 used to be slide 5

Problem Statement Youth find it difficult to access Skills Programmes; Information about opportunities is not consistently available; Implementing agents do not plan with provincial stakeholders; Funding spread towards priority projects; Provinces have to report on and account for all interventions in the province, even those of other stakeholders

Align Planning and Reporting We need to ensure that all plans and budgets include sectoral and Provincial priorities; Common planning and reporting templates; Ensure consistent criteria for implementing agents, i.e. SETA’s, TVET, Departments, etc; Link planning with economic projects; The need to determine social impact of skills programmes, i.e. research is critical;

Information System There is a need to create a common information sharing platform; Information on the available skills programmes should be shared; The job opportunities of certain skills programmes should be reflected; Details of participants must be captured and shared to avoid perpetual training attendees;

Access to Skills Programmes There is a need for a common platform where youth can access opportunities, i.e. register for opportunities and be informed when to start; We need to ensure that training is linked to academic years and not financial years, i.e. allow graduates/TVET students/Artisans to start in January, that will ensure smooth transition from institution to workplace;

Access to Skills Programmes Ensure access platforms for rural youth – Youth information centres in rural areas; Increase rural youth participation by changing rigid guidelines that are only applicable to urban participants, i.e. travel and accommodation allowances to cities for workplace learning; Need for smooth exit and entering of workplaces or learning programmes from unemployed youth, Graduates and TVET’s

Monitoring Skills Development The Eastern Cape has a range of coordinating structures to plan and monitor skills development implementation in the Province Provincial Skills Development Forum: convenes every quarter with Provincial Government, Business, SETA’s, TVET Colleges and Universities, Organised Labour, Municipalities, NYDA Sector Forums: Artisan Forum, TVET - SETA Forum, SIP Forum, Operation Phakisa Working Groups and the Green Skills Forum address sector specific issues in detail.

Findings Planning is difficult to coordinate: TVET Colleges have limited enrolment per annum – focussing on NCV and Report 191 and have limited capacity to respond to additional skills development programmes; SETA’s plan nationally and Provincial offices are not empowered to take decisions; SETA’s advertise nationally for Provincial opportunities; Budgets and Plans not aligned to the demands for training interventions; Information re unemployed youth or students in need of placement not readily available to all stakeholders;

Findings SETA Quarterly reports not readily available – national reports not broken down per Province; Institutional enrolment and exit information is a challenge; Lack of Post-training information and tracking systems, i.e. employment and labour movement; There is a need to determine the social impact of skills development interventions;

Findings WIL guidelines not available for each qualification ; Workplaces differ and do not offer all the workplace experience – the need to transfer learners to other workplaces; Need to include mentor training; Pre-artisan training (handskills) very needed; Artisans are registered at NAMB but NAMB statistics differ from SETA information;

Issues needing Urgent Intervention DHET guidelines re workplace requirements for TVET learners. We need to ensure that all maintain the same standards; National to consult Provincial re Projects and providers and reports should be available on nationally managed projects being implemented in each province; All stakeholders to participate in Coordination Structures ICT Support re Information Sharing;

Thank You