Understanding NSDS 3Daryl McLean

2IO LION STREET PARKVIEW JOHANNESBURG

Outline of Presentation A summary critique of NSDS1 and NSDS2 Key aspects of the thinking behind NSDS3 –The legal goals for skills development –A shift from top-down to “interactive” skills planning –A new “performance” orientation across the state –Other themes The Core Content of NSDS 3 –Goals and success indicators –INSETA strategic programs to achieve these –Funding levers The Implications of NSDS 3 for insurance sector companies –Core processes (skills planning, delivery and quality assurance) –PIVOTAL grants

Summary Critique of NSDS1 and 2 What do YOU think were the main achievements and problems with NSDS1 and 2?

Under NSDS1 and NSDS2… National program categories and targets were set in the NSDS The targets were “cascaded” down to 22 SETA SLAs Each SETA roughly divided the money available by the targets as their plan

NSDS3’s “Interactive” Approach A draft framework for NSDS was published SETAs developed and submitted their needs and strategies within this framework The framework was revised Then the SSPs were revised SETAs propose their own targets within the broad framework

The “Value Chain” of Skills Development Identifying the Skills Required Delivering the Training Quality Assuring

The Legal Framework – SDA GOALS OF THE SKILLS DEVELOPMENT ACT to develop the skills of the South African workforce – –to improve the quality of life of workers, their prospects of work and labour mobility; –to improve productivity in the workplace and the competitiveness of employers; –to promote self-employment; and –to improve the delivery of social services; to increase the levels of investment in education and training in the labour market and to improve the return on that investment; to encourage employers – –to use the workplace as an active learning environment; –to provide employees with the opportunities to acquire new skills; –to provide opportunities for new entrants to the labour market to gain work experience; and –to employ persons who find it difficult to be employed…” Any person applying this Act must interpret its provisions to give effect to its purposes.

EXAMPLES OF SKILLS PLANNING APDP Goal to increase production from new vehicles per annum to 1.2m by % local content, hence growth in “upstream” industries (automotive component manufacturing, metals, plastics, new tyres… NAACAM estimates at least 50-60% growth in employment Projected new jobs in auto, new jobs in metals Add to this existing employees who will need to be replaced due to retirement Questions about how to fund this and how to build the supply-side capacity FILM Aim to build post-production capacity in film Also to build “low-tech” film production along lines of Nollywood “upstream” growth in performing arts

The Legal Mandate (2) “A SETA must, in accordance with any requirements that may be prescribed: a. develop a sector skills plan within the framework of the national skills development strategy; b. implement its sector skills plan by- i.establishing learnerships; ii.approving workplace skills plans; iii.allocating grants in the prescribed manner and in accordance with any prescribed standards and criteria to employers, education and training providers and workers; and iv.monitoring education and training in the sector; v.promote learnerships by – 1. identifying workplaces for practical work experience; 2. supporting the development of learning materials; 3. improving the facilitation of learning; and 4. assisting in the conclusion of learnership agreements”

The Government Wide Framework for Monitoring and Evaluation

Categories of Performance Information

NSDS3 Equity Indicators –Race –Gender –Geography –Disability –Age –HIV/AIDS –Class

Effectiveness Measures – NQF and NSDS Quality Assurance (NQF) Skills Development (NSDS) OutputsX accredited providers Y registered assessors Z qualifications/learnerships A sites visits / moderations B certificated learners learners trained Outcomes Improved quality of provision Improved assessments Improved acceptance of qualifications/learnerships, etc. rising entry, completion and placement rates improved productivity increased equity in labour market and economy sustainable new ventures Objective s Improved human, social and economic performance of the sector

eQS Illustrative Framework of Indicators Education and training outcomes % correlation of enrolment figures against scarce and critical needs of sector % rise in achievement rates, measured by the number of learners passing divided by those who enrolled % rise in retention rates, measured by the number of learners completing divided by those who enrolled Stakeholder Satisfaction Outcomes % learner satisfaction, measured against standardized course evaluation ratings % employer satisfaction, measured against standardized employer feedback ratings Employment Outcomes % of unemployed learners in jobs 6 months after training % transfer of learning to the workplace, measured against standardized transfer of learning ratings Social Outcomes % contribution to sector employment equity objectives (applicable to all providers for reporting, but only to SETA-funded provision as measurement)

Sample Monitoring and Evaluation System Agree framework of impact indicators Build sector buy-in Develop tools Pilot system Employers and providers report results Line functions analyse results Monitoring and Evaluation Unit reports organisational results New targets and plans are established

Other NSDS3 Themes Tripartism and state leadership Cross-sectoral Partnerships Both demand- and supply-side focus (public sector provision esp.) Possible regional focus (under SADC)?

NSDS3 Goals 1 Establishing a credible institutional mechanism for skills planning 2 Increasing access to occupationally-directed programmes 3 Promoting the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities 4 Addressing the low level of youth and adult language and numeracy skills to enable additional training 5 Encouraging better use of workplace-based skills development 6 Encouraging and supporting cooperatives, small enterprises, worker- initiated, NGO and community training initiatives 7 Increasing public sector capacity for improved service delivery and supporting the building of a developmental state 8 Building career and vocational guidance

INSETA Strategic Programs INSETA Strategic Programme 1: Tumi Peele Youth Education and Development INSETA Strategic Programme 2: Glen Edwards Address the need for Scarce and Critical Skills INSETA Strategic Programme 3: Adeline Singh SME Development INSETA Strategic Programme 4: Sandra Dunn and Project Office Social Development INSETA Strategic Programme 5: Christine Fritz (Project Office), Neesha Naidoo (ETQA), Adeline Singh ( Skills Division ) Research and Benchmarking

Funding Levers 1% SKILLS LEVY 20% NSF80% SETA 10% PG40% MG20% DG10% ADMIN

Implications for INSETA Companies Skills planning, implementation and monitoring/reporting will need become more “performance”based Stronger alignment required between sector needs and WSPs PIVOTAL program funding criteria and application processes to take place only later this year

Questions and Discussion

THANK YOU Queries to be sent to INSETA Skills Division at on or (011)