Strategic Plan For the period : 2015/16 2019/20 · Strategic Plan For the period ... It is acknowledged that this strategic document is informed and underpinned by the new Business

DOCUMENT TYPE DEPARTMENT DOCUMENT DATE DOCUMENT STATUS FP&M SETA STRATEGIC PLAN FOR 2015-2020 FP&M SETA - CEO 12th JANUARY 2015 SECOND VERSION

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NAME OF PROVINCE: GAUTENG

DATE OF TABLING: 12TH JANUARY 2015

Strategic Plan

For the period : 2015/16 – 2019/20

Maximising skills development for a sustainable future


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ACKNOWLEDGEMENT

We would like to thank the CEO of the Fibre Processing and Manufacturing (FP&M) SETA, Ms. Felleng Yende, for her dedicated assistance in compiling this document.

It is acknowledged that this strategic document is informed and underpinned by the new Business Model which was developed by Ms. Yende and adopted by the FP&M SETA Board with a vision to turn around performance of the FP&M SETA. The FP&M SETA is currently reaping the rewards of the vision of Ms. Yende in the operational implementation of this new Business Model.


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FOREWORD

The Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA) Board takes pleasure in submitting to the Department of Higher Education and Training (DHET) the Strategic Plan of the FP&M SETA, for the financial year 01st April 2015 to 31st March 2016. The FP&M SETA is a public entity listed in Part A of Schedule 3 of the PFMA and has been established in accordance with Section 9 and 13 of the Skills Development Act No. 97 (as amended in 2008).

The Minister of Higher Education and Training, Dr. Blade Nzimande, announced the SETA Landscape for the period 2011-2016 at a media briefing session held in Parliament on Tuesday, the 9th November 2010. The new landscape saws the formation of one new authority; the Fibre Processing and Manufacturing (FP&M) SETA. This was formed through the amalgamation of the Clothing, Textiles, Footwear and Leather industries (CTFL) SETA, the Forestry, Furniture, Pulp and Paper and Wood Products Industries (FIETA) and the Printing, Packaging and Publishing sub-sectors of MAPPP SETA after Government took the decision to cluster these sectors in order to strengthen value-chain linkages between related industries.

The legal mandate of the FP&M SETA is defined by the Skills Development Act and this strategic planning framework represents the combined skills development trends from the Clothing, Footwear, Forestry, Furniture, General Goods, Leather, Packaging, Print Media, Printing, Publishing, Pulp and Paper, Textiles and Wood Products Sectors.


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THE PURPOSE AND FUNCTIONS OF THE FP&M SETA

The purpose of this SETA is to devise and implement strategies to develop and improve the skills of employees and work seekers in the FP&M Sector.

The functions of the FP&M SETA are to:

v Assist to promote job creation, economic growth and decent work in the Sector. v Co-ordinate the development of an overall training and education strategy for the Sector. v Develop an integrated sector skills plan and incorporating sub-sector skills training requirements and objectives within the national skills development

strategy framework. v Conclude a service level agreement with the Director-General of the Ministry of Higher Education and Training in terms of section 10A of the Act. v Promote the national standard established in terms of section 30B of the Act. v Submit to the Director-General of the Ministry of Higher Education and Training:

o any budgets, reports and financial statements (regarding its income and expenditure) that are required in terms of the Public Finance Management Act, 1999.

o any plans and reports on the implementation of its Sector Skills Plan and service level agreement. v Facilitate the involvement of relevant government departments in the activities of the SETA to:

o address the learning needs of the most vulnerable segments of the Sector. o promote training in SMMEs to enable them to qualify for public contracts.

Strategic planning in Government is currently guided by the Medium Term Strategic Framework (MTSF) which reflects Government priorities. The Accounting Authority takes overall responsibility for developing strategic priorities for the five-year-term period in office and beyond. This includes the development of policy and obtaining approval for the planned outcomes. This Strategic Plan has been prepared in accordance with the National Treasury Framework for Strategic Plans and Annual Performance Plans (August 2010).

The FP&M SETA Board sets out the policy priorities that have guided the development of the Strategic Plan. The Board is responsible for ensuring that the policy priorities set out in the plan are in line with the national/provincial priorities. The FP&M SETA Board endorses the Strategic Plan and commits to ensuring its implementation, ensuring the up-skilling of the sector, and to support the Minister of Higher Education and Training in achieving his vision of “creating a skilled and capable workforce”. This Strategic Plan is aligned with the FP&M SETA’s Sector Skills Plan.


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Should any changes materialize in the legislative environment that could impact on the content of this Strategic Plan, the FP&M SETA reserves the right to update the Strategic Plan accordingly.

Mr Sipho Ngidi Signature: (Chairman: FP&M SETA Board)


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OFFICIAL SIGN-OFF

It is hereby certified that this Strategic Plan:

• Was developed by the Management of the Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M) SETA under the guidance of the Board of the FP&M SETA and the Department of Higher Education and Training.

• Takes into account all the relevant policies, legislation and other mandates that the FP&M SETA is responsible for. • Accurately reflects the strategic-outcome-orientated goals and objectives which the FP&M SETA will endeavour to achieve over the period of 2015-

2020.

Mr Sithembiso Ngwenya Signature: (Chief Financial Officer Ms Felleng Yende Signature: (Chief Executive Officer) Approved by: Mr Sipho Ngidi Signature: (Chairman: FP&M SETA Board)


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Table of Contents VISION ........................................................................................................................................................................................................................................ 9

MISSION ..................................................................................................................................................................................................................................... 9

ORGANISATIONAL VALUES ......................................................................................................................................................................................................... 9

VALUE PROPOSITION .................................................................................................................................................................................................................. 9

PART A: STRATEGIC OVERVIEW................................................................................................................................................................................................. 10

1. FP&M Strategic Outcomes Oriented Goals ................................................................................................................................................................. 10

2. Ministerial Imperatives and Key Strategic Drivers 2013-2016 ..................................................................................................................................... 13

3. Situational Analysis .................................................................................................................................................................................................... 23

4. How will the levels of education and skills be improved and addressed in each sector? ............................................................................................. 30

4.1 Promotion of Partnerships with Public TVET Colleges and Higher Education Institutions .............................................................................................. 37

4.2 Recognition of Prior Learning (RPL) .............................................................................................................................................................................. 38

4.3 Career Guidance and Counselling: ................................................................................................................................................................................ 39

5. Environmental Analysis .............................................................................................................................................................................................. 40

6. FP&M SETA’s Corporate Governance Environment .................................................................................................................................................... 48

7. Efficiency and Effectiveness of Internal Resources ..................................................................................................................................................... 48

8. High Level Integrated Strategic Planning Processes .................................................................................................................................................... 49

9. Budgetary Planning Aligned to Strategic Planning Processes ...................................................................................................................................... 50

PART B: STRATEGIC OBJECTIVES ............................................................................................................................................................................................... 51

10. Resource Considerations (aligned to the new Business Model as developed by the FP&M SETA CEO, Ms Felleng Yende) ........................................... 72

11. Service Delivery Improvement Programme (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende) ................... 77


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12. FP&M SETA’s Sustainable and Value Adding Service Delivery Model (aligned to the new Business model developed by the FP&M SETA CEO, Ms Felleng Yende): .......................................................................................................................................................................................................... 79

13. Proposed Organisational Operations Management (aligned to the new Business Model as developed by the FP&M SETA CEO, Ms Felleng Yende) ... 80

14. Management Approach in Providing Leadership: Ensuring Performance Standards and Targets are Met (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende) .............................................................................................................................................. 81

15. Employee Business Conduct and Expectations (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende)............... 83

16. Measures of Success (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende) ..................................................... 83

17. Specific Areas and Plans that the Minister / Parliament Directed the SETA to Report on ............................................................................................ 84

Annexure A:....................................................................................................................................................................................................................... 85

Annexure B: ..................................................................................................................................................................................................................... 100

Annexure C: ..................................................................................................................................................................................................................... 110


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VISION “To be a credible and effective skills development partner and ensuring the delivery of service excellence that will produce a highly-skilled world-class workforce through various skills development interventions."

MISSION “To establish a credible institutional mechanism that facilitates an efficient and effective skills development process through a range of quality services and partnerships and to contribute to the achievement of sector competitiveness, transformation, and economic growth."

ORGANISATIONAL VALUES FP&M SETA Is Committed To Living Its Values Which Are:

• Integrity: Honouring our mandate and doing what is right.

• Accountability: Clarifying and accepting responsibility and delivering on our commitments.

• Respect: Driving delivery with respect towards all our stakeholders, embracing openness, trust, teamwork, diversity and relationships that are mutually beneficial.

• Service Excellence: Striving for the best service and delivering it with pride.

• Inclusive, Sustainable Socio Economic Transformational Interventions: Driving interventions that are meaningful and will impact positively on our communities. These interventions will be specifically designed to deliver on inclusive economic growth and realization of economically independent individuals and communities collectively; with a concerted effort placed on youth, people with disabilities, rural development, and women.

VALUE PROPOSITION The FP&M SETA provides leading skills development practices that empower the community and encourage inclusive socio-economic growth.


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PART A: STRATEGIC OVERVIEW

1. FP&M Strategic Outcomes Oriented Goals The FP&M SETA Strategic Plan is compiled in compliance with the National Treasury Regulations and is guided by the Medium Term Strategic Planning Framework (MTSF), which reflects the political outcomes of government.

FP&M SETA STRATEGIC INTENT 2014 - 2018 To continuously be a credible institutional mechanism that facilitates an efficient and effective skills development process through a range of services and partnerships

that contribute to the achievement of sector competitiveness, transformation and economic growth. Key Strategic Objectives

Key Strategic Actions

Ø Deepen the efficacy of the Functional and integrated financial management system.

Ø Embed effective financial policies and procedures.

Ø Augment project funding with Donor funding.

Ø Achieve audits that have no materiality comments.

Ø Continues training of all committees and board members.

Ø Have a comprehensive document management system.

Ø Develop efficient monitoring and evaluation systems.

Ø Keep up to date with changing regulations and laws.

Ø Align with other departments as appropriate e.g. DTI & DOL.

Ø Influence policy making structures.

Ø Develop a QA system. Ø Develop comprehensive learning

and career pathways aligned to OFO. Ø Create external assessment

capacity/system and registration of qualifications. Ø Align to QCTO. Ø Incorporate innovation and new

changes into the curricula. Ø Review learning delivery

systems. Ø Review HR management

framework and include Talent management process. Ø Attract new levy paying

companies.

Ø Identify and leverage collaborative relationships. Ø Identify stakeholder

needs. Ø SLA’s with priority

stakeholders.

Ø Develop a communication strategy.

Ø Use of website. Ø Grant funding windows. Ø Speed up/mechanise

information flow between board, committees and management.

Ø Deepen understanding and interaction with sector by staff members.

Ø Continuous development of staff and performance management.

Ø Avoid/manage staff conflict of interest.

Ø Professional and timeous selection and appointment of board and committee members.

Ø Encouraging staff to join professional bodies.

Ø Derive value from professional partnerships e.g. Zabalaza through an evaluation mechanism. Ø Enhance benchmarking

processes and scorecard usage.

Financial & administrative

efficiency & effectiveness

Meet Regulatory Compliance

Build Sectoral Skills

Development Capacity

Formalise Strategic

Partnerships

Develop & Streamline Comm.

Systems & Processes

Organisational Architectural &

Design

Develop Research & Knowledge Mgt.

Capability


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The following key pieces of legislation have informed and underpinned the development of the plan:

• The Constitution of the Republic of South Africa, 1996; which addresses the political transformation agenda of South Africa. • Skills Development Act of 1998, as amended in 2008; provides a framework to develop and improve the skills of the South African workforce. • Skills Development Levies Act of 1999, (Act 9 of 1999), as amended in 2010 (Act 24 of 2010); provides for the imposition of skills development levies

and matters related, thereto. • The Public Finance Management Act, 1999; regulates financial management in government, thereby ensuring that all revenue, assets and liabilities are

managed efficiently and effectively. • National Qualifications Framework Act, 2008; creates a single integrated framework for learning achievements.

The National Skills Development Strategy III (NSDS III) requires sector skills strategies to contribute to the achievement of the country’s new economic growth and social development goals, as embodied in the MTSF. The core focus of NSDS III is informed by the Medium Term Strategic Framework (MTSF 2009-14), which articulates a strong focus on quality education and skills development priorities, and sets high order goals to address major societal needs in South Africa. This strategic plan aims to address the key strategic priority (4) with the goal to “strengthen the skills and human resource base”, and addresses the outcomes of the President’s Office; which contribute to achieving the targets for Outcome 5: “A skilled and capable workforce to support an inclusive growth path”.

Operational Plans

•Formulate Implementation Plan (Goals, Targeted Outputs).•Formulate Project Plans and Initiatives.•Present Strategy, goals, plans & budgets to Executives for approval.•Formulating and aligning sub strategies.•Resource allocation and approval.•Stakeholder communication, execution and reporting.•Monthly, quarterly revew and performance evaluation.


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The MTSF 2009-2014 identified the Clothing, Footwear, Forestry, Leather and General Goods, Textiles, and the Wood value chain as industries from where growth is expected to competitively meet the needs of the South Africans and the regional public. It is also identified as a high priority development area; some industries who are major feeders into the FP&M primary value chain are agriculture and the plastics industry. Growth in these industries will have a ripple effect on the FP&M industries across the entire value chain, such as Clothing, Footwear, Leather and General Goods, Textiles, Packaging, etc.

NSDS III calls for SETAs to add real value through their understanding of labour market issues in their respective industrial and economic sectors. This requires extensive engagement and partnership development between SETAs and their constituencies in the workplace, i.e. employers and workers. It highlights partnership development to achieve the country’s goals in terms of the New Growth Path, the Industrial Policy Action Plan, the Human Resource Development Strategy, and specifically, Sector Skills Plans. This places emphasis on issues such as learner placement, putting in place systems to accurately measure return on investment (ROI), etc. in a bid to achieve the objectives of the NSDS III. This strategic plan is aligned to the following key goals of NSDS III:

4.1. Establishing a credible institutional mechanism for skills planning. 4.2. Increasing access to occupationally-directed programmes. 4.3. Promoting the growth of a public TVET college system that is responsive to sector, local, regional and national skills needs, and priorities. 4.4. Addressing the low level of youth and adult language and numeracy skills to enable additional training. 4.5. Encouraging better use of workplace-based skills development. 4.6. Encouraging and supporting cooperatives, small enterprises, worker-initiated NGO and community training initiatives. 4.7. Increasing public sector capacity for improved service delivery and supporting the building of a developmental state. 4.8. Building career and vocational guidance.


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2. Ministerial Imperatives and Key Strategic Drivers 2013-2016 The following strategic focus areas will be rigorously driven by the FP&M SETA in line with the Ministerial Imperatives to enhance the Minister’s performance:

• Strengthen financial and administrative efficiency and effectiveness. • Meet regulatory compliance. • Artisans development and placement in line with NAMB and QCTO guidelines; including graduates placements (Universities, TVET Colleges). • Promote work-integrated-learning for TVET and HET graduates in the sector. • Research, Development, and Innovation; Industry relevant (SSP) to address scarce and critical skills needs in the sector. • Strategic Industry Engagements and formalise workplace agreements in partnership with public TVET colleges. • Presence of SETA Offices in townships and rural areas. • Build sectoral skills development capacity. • Address the rural development and disability mandate. • Strengthen organisational efficiency and effectiveness. • Elevate and strengthen organisational performance:

- Develop and streamline communication systems and processes.

- Establish organisation architecture and design.

- Develop and research knowledge and management capability.

Some of the FP&M sub-sectors are supported by defined industry strategies while others are largely driven by their respective organisations in the absence of an industry strategy. This ought to become less significant as the FP&M SETA integration processes are improved and sub-sectoral value-chain linkages are discovered. Going forward there is a need for in-depth, cross sub-sector research, and analysis of the individual industries that constitute the FP&M sector. The FP&M value chain portrayal included in this document will assist this process. Prospective exploration of each of the elements in the value chain is envisioned to result in meaningful integration of sectoral employment and the skills development state of affairs that will form the basis of the integrated FP&M SETA strategy, in order to deliver on the newly established NSDS III. At the heart of most of the industrial strategies described in the Sector Skills Plan, is an attempt to improve the competitiveness of the FP&M industries through strengthening the value chain linkages. Improving the value chain linkages within the FP&M sector is central to many of the skills development strategies proposed in this SSP. This plan represents a concerted effort to align key features of sector specific strategies which are as follows:


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• Printing, Packaging and Publishing Strategy: i. The need for soft skills. ii. Poor uptake of qualifications.

• Customised Sector Programme: Clothing & Textiles:

i. Interventions to support the industry. ii. Creation of world-class workforce.

• The skills development implications of the Clothing and Textile Sector Development Strategy have been unpacked further in the “Textile and Clothing

Skills Development Plan: Strategic Opportunities for the Sector” (October, 2009). This highlights two key opportunities for growth in the clothing and textile sector:

i. Fast response to product supplied mainly into the domestic market. ii. Specialised textiles for the local and international market.

• Customised Sector Programme: Footwear and Leather: i. Response to competiveness challenges faced by sector. ii. Development of a labour force with world class skills and enhanced value chain integration.

• Forestry Charter

i. The main aim of the charter is to ensure that opportunities and benefits of the forestry sector are extended to black South Africans; this addresses restitution and equity in the forestry sector and the loosening of bottlenecks such as water license restrictions that prevent the growth of this sector.

• Pulp and Paper Education Strategy. i. The industry currently has an education strategy aimed at gearing the industry for the major new investments and developments

taking place. The five strategic drivers in the Education Strategy are to:

i. Facilitate the leverage of Financial and Strategic partnership opportunities ii. Find effective solutions for managing work integrated learning. iii. Provide support to enable the industry to meet the skills needs for a changing industry.


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iv. Promote the sector by developing a value proposition for all stakeholders. v. Align qualification framework to meet Industry needs (PAMSA 2012 SSP Submission).

• Book Publishing Strategy.

Key Objectives are:

i. Developing career path information and providing career advice services for potential new entrants. Including marketing at education and training service providers on social networking sites, through job board functionality on industry web sites such as that of PASA, and other print media advertisements.

ii. An advocacy programme to target learners at school-leaving level to promote careers in the Book Publishing Industry, including, job-shadowing at Book Publishing organisations.

iii. Development of an industry-level talent watch programme to identify top students/graduates for internship and other learning opportunities with Book Publishers.

iv. Developing a national database of graduates for the purpose of internship placements, and ultimately hiring.

• Skills Strategy for the Printing and Packaging Sectors:

SKILLS DEVELOPMENT NEED SKILLS DEVELOPMENT STRATEGY 1 The industry is not attracting talent

from the schooling or HET sector. - Develop and test selection tools and processes (make available to sector). - Explore a variety of strategies and partnerships with schools and TVET colleges to build public understanding/improve the supply chain.

2 The need for product, processor technology-specific training.

- Explore and adopt strategies for accommodating these under the NQF/Skills Development Strategy where Appropriate.

3 Poor levels of general education. - Explore new forms of ABET (accelerated ABET, the Foundational Learning Certificate, etc.). - Explore the improvement of critical outcomes (systems thinking and problem-solving) in the existing qualifications and curriculum.


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4 Substantial numbers of people may be eligible for RPL.

- Develop, test, and adopt RPL strategies for all occupations where it is cost-effective to do so.

5 Loss of important sector knowledge base with looming retirements.

- Use the CEPs and other strategies to build a knowledge-management approach in the sector.

6 Impact of HIV on sector. - Conduct cost-benefit analysis of various strategies to address the impact, with support materials.

• National Development Plan: - It seeks to develop people’s capabilities and to equip them with the skills they require to improve their lives. - The plan envisages the improvement of quality of education, training, and innovation by 2030.

• New Growth Path (NGP): - The NGP focuses on sectors that can generate employment on a large scale. - There is growing consensus that creating decent work, reducing inequality, and defeating poverty can only happen through a new growth path Textiles, Leather and Leather Products, Wearing Apparel, Wood and Wood Product Sectors are viewed as high employment multipliers with strong backward linkages.

• The new Economic Growth Path focuses on sectors that can generate employment on a large scale and meet basic needs at lower costs (in short to medium term while sustaining the development of more knowledge-intense industries for long-term growth. The growth path also requires a radical review of the training system to address shortfalls in artisanal and technical skills. The Annual Performance Plan should focus on meeting shortfalls in the following important economic skills: - Engineers. - Artisans.

• Apprenticeship systems must be reviewed to support broader access. • Workplace skills plans are to improve skills in every job. • Improvements in education and skills levels are fundamental pre-requisites for achieving many of the goals in this growth path. • The NGP requires a radical review of the training systems to address shortfalls in artisanal and technical skills, as addressed by the Human Resources

Strategy of South Africa.


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• Industrial Policy Action Plan II (IPAP II) - Focuses on key areas of future development and seeks to grow economic activity and bring about a shift in the economy towards a more competitive

and sustainable industry.

- IPAP II identifies key action programmes, which must be complemented by skills development, for the forestries, clothing and textiles, footwear, and leather sub-sectors.

- The main objective of the SETA’s skills development plan is to develop a labour force and management corps with world-class skills (able to work productively in full compliance with labour legislation, under fair labour standards, and to produce innovative, world-class standard products) through continuous training.

Agriculture

Mining

Food Textiles

Wearing apparel

Leather & leather products

Wood & wood products

Motor vehicles, parts & accessories

Other manufacturing Wholesale & retail trade

Transport & storage

Financial services Government services

Paper & paper products Basic chemicals

Basic iron & steel Basic non-ferrous metals

EGW Business services

Excl. medical, dental & vet

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

0 7 14

Employment multipliers

To

tal

Ba

ck

wa

rd l

ink

ag

es

Low employment multipliers & strong backward linkages

Low employment multipliers & weak backward linkages

High employment multipliers & strong backward linkages

High employment multipliers & weak backward linkages

1. Other chemicals & man-made fibers 2. Furniture3. Plastic products4. TV, radio and comm equip5. Electrical machinery and apparatus6. Paper and paper products7. Rubber products8. Non-metallic minerals9. Beverages10. Glass & glass products11. Professional & scientific equip12. Metal products excl. machinery 13. Machinery & equipment14. Footwear

1

2 3 45

6

7

8 9111

1 13

14


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- FP&M sectors that do not have sector specific industrial strategies (Printing, Packaging, Print Media and Pulp and Paper) that are under threat of declining; will be supported by the FP&M SETA in their engagements with the Department of Trade and Industry and Department of Communication in the development of such strategies, which must be included in future iterations of IPAP. Key action programmes of these strategies to be aligned to a SETA Skills Development Strategy/Plan.

- Sector strategies (aligned to government and industry development strategies specifically the key action programmes of the IPAP III), programmes, and projects aligned to key action programmes must be developed and supported by the SETA and sector stakeholders.

• National Skills Accord:

-Representatives of business, organised labour, the community constituency and government have identified eight key areas of commitment that each can make on training and skills development.

ALIGNMENT TO NATIONAL SKILLS ACCORD (i) Align training to the New Growth Path and improve Sector Skills Plans.

• Framework of Sector Skills Plan to be aligned to New Growth Path and its manufacturing-driver (IPAP II) in consultation with industrial sectors. • SSP to support growth and jobs by ensuring that relevant skills are developed and by significantly increasing production of key skills.

Quantitative targets to be set for training (as per Annual Performance Plan, particularly core skills and key skills) in order to improve industrial and workplace performance. This will also include clear targets (on the number of apprentices to be enrolled and systems) to track progress against reached targets.

(ii) Set guidelines of ratios of trainees, artisans as well as across technical vocations in order to improve the level of training for: - New artisan learners: It is agreed that companies employing artisans should train sufficient apprentices. Targeted ratios of apprentices to

Artisans is two apprentices for every artisan (ratios to be included in SETA Sector Skills Plans). - Work Experience: Companies are to make placements / internships available for NCV students from TVET colleges. - Internships: Internships for third year students from UoTs who need work experience as part of their qualifications.

This includes opportunities for exposure in a work environment for lecturers at TVET colleges. Further commitment to ensuring that there is proper application of recognition of prior learning is highly recommended.


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ALIGNMENT TO NATIONAL SKILLS ACCORD (iii) FP&M TVET Strategy to Improve the role and performance of TVET Colleges:

- TVET colleges will be preferred to train providers for skills training programmes and the skills development levy will be steered towards the programmes that are provided through the TVET colleges.

- Parties see value in a programme that encourages businesses to “adopt” TVET colleges. - SETA is to support efforts in order to ensure that the education and skills base of the young people not in employment, education or training is

raised through adult education and training programmes.

(iv) Expand level of training using existing facilities by setting targets in the Annual Performance Plan for workplace agreements.

(v) Make internships and placement opportunities available within workplaces. (vi) To improve the funding of training and the use of funds available for training incentives on companies. (vii) Workplace Skills Plan requirements to be incorporated into the Sector Skills Plans in order to ensure that these are aligned to national goals.

• Integrated Growth and Development Plan: - The Department of Agriculture, Forestry and Fisheries launched the Integrated Growth and Development Plan (IGDP) for Agriculture, Forestry and

Fisheries for the period 2011-2031, which will result in increased equity, growth and sustainability.

• Youth Development Strategy: - A key area of concern in South Africa’s human capital development “pipeline” is the lack of capacity of grade 12 level graduates with Mathematics and

Science who are not entering the tertiary education sector.


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• Rural Growth and Development Strategy: - The main purpose of this initiative is not only to address poverty alleviation but also to ensure that it puts emphasis on changing the environment of

poor people and equip them to earn more. In order for them to invest in themselves and their communities and contribute towards maintenance of key infrastructure. Rural Development aims at ensuring that rural people take control of their own destiny by becoming central to all developmental initiatives and therefore have socio-economic transformation at its core.

- Sector Skills Plan to place a strong emphasis on rural development. - Emphasis to be placed on the importance of supporting SMMEs, co-operatives, non-governmental organisations and community-based organisations

that have a rural focus. - FP&M SETA’s Rural Growth and Development Strategy to be closely aligned with Government and sector priorities. - Allocate 20% of Discretionary Grant Budget to address rural development and poverty alleviation on an annual basis. - Accredit co-operatives, small enterprises and NGOs to facilitate community-training initiatives. - Training interventions to include life skills, AET, entrepreneurship skills and new venture creation, and other technical and scarce skills that could lead

to employment opportunities within the FP&M sector. -

• Impact of the MTSF on skills development in the Fibre-Processing and Manufacturing sectors:

Priority Impact on skills supply

1. Speed up growth and transform the economy to create decent work and sustainable livelihoods.

This priority will be challenging in the current economic climate after the recession, but it should be pursued in the best interest of all stakeholders. Innovative solutions will be required to position the industry to meet this objective. Unemployment in the sector should be taken into account and effectively managed, since it has an impact on decent work due to the fact that unemployed people do not generally receive sufficient training.

1. Implement a massive programme to build economic and social infrastructure.

This priority is also very challenging in the Fibre-Processing and Manufacturing environment. Economic and social infrastructure should be part of the Fibre-Processing and Manufacturing sector’s agenda and it cannot be ignored.


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2. Implement a comprehensive rural development strategy that is linked to land and agrarian reform and food security.

The Fibre-Processing and Manufacturing sectors have activity in the rural areas in South Africa (that should be viewed as an opportunity to further exploit). Increased skills supply in these areas will have a major impact on the industry.

3. Strengthen the skills and human resource base.

The primary focus of this SSP is aligned to achieving this priority in the sectors in accordance with the changing landscape outlined in this chapter. This priority is 'in-fact' the basic responsibility of all SETAs to provide quality SSPs to guide the skills development process.

4. Improve the health profile of all South Africans.

Most empowerment efforts should be aligned with focused health initiatives, especially pertaining to pandemics such as HIV/AIDS.

5. Intensify the fight against crime and corruption.

The Fibre-Processing and Manufacturing sectors are susceptible to crime and corruption: appropriate skills interventions can make a major impact in achieving this objective.

6. Build cohesive, caring and sustainable communities.

The industry should also focus on community development through the services it renders. Further contributions can be made through cooperation with NGOs.

7. Pursue African advancement and enhanced international cooperation.

Managing the contradictions between the South African environment and global forces should form a focus point of this SSP. Aspects such as BBBEE should receive priority attention.

8. Manage and use resources sustainably.

Resource optimisation is of critical importance in the industry, especially from a labour perspective. Addressing the scarce skills requirements should be viewed as a key focus area.


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9. Build a developmental state, including the improvement of public services and strengthening of democratic institutions.

The successful implementation of the entire SSP should support the realisation of this priority.

• Disability: - 8% of Discretionary Grant Special Projects Budget' is allocated to address the disability mandate of NSDS III as outlined in the FP&M Sector Skills Plan. - Cost of funding for training initiatives to make provision for specialized adaptations and equipment that disabled learners would require to facilitate

learning provisioning. - Focus on workplaces and organisations that support the up-skilling of disabled people. - Training interventions to include life skills, AET, entrepreneurship skills, new venture creation and other technical and scarce skills that could lead to

employment opportunities within the FP&M sector.

• Provincial Growth and Development Strategy: - Seeks greater collaboration and alignment with provincial government strategies, with a view to seek community and industrial development support;

in order to create certain jobs in provinces and municipalities, where there is a high concentration of FP&M industries.


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3. Situational Analysis The Minister of Higher Education and Training, Dr. Blade Nzimande, announced the SETA Landscape for the period 2011-2016 at a media briefing in November 2010. The new landscape sees the formation of one new authority, the Fibre Processing and Manufacturing (FP&M) SETA.

• Current High Level Organisational Structure and Organisational Head Count Analysis

Accounting Authority

Chief Executive Officer

Acting Chief Financial Officer

Financial AccountantSCM Manager

IT Manager

Executive Manager: Research, Planning and Reporting

Communications & Stakeholder

Engagement Manager

Skills Planning & Reporting Manager

Human Resources ManagerResearch Coordinator

Executive Manager: Quality Assurance

Learning Programmes ManagerQualifications Manager

Executive Manager:Governance, Risk, Compliance

and Legal

Monitoring & Evaluation Manager

Risk/Company Secretariat

Executive Manager: Projects

Regional Manager: Western Cape

Regional Manager: KZNRegional Manager: Gauteng


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• Broad Descriptions of Sub-Sectors Sector Nature of operations Clothing Manufacture of products such as mens, ladies and childrenswear, underwear, sportswear, outer-wear and millinery items such as hats and caps. Footwear Manufacture of footwear (from leather or other products)

Forestry Cultivation, development and management of forests and the processing of lumber into timber for use in e.g. construction or as components in paper, wood products including saw-milling and furniture.

Furniture The manufacture of furniture from wood or other materials such as steel, concrete, cane or plastic. Also include upholstery, and furnishing of ships. General Goods Manufacture of general goods and handbags (including luggage/travel goods, belts and saddlery items) from leather or other products. Leather Tanning and dressing of leather (processing of a variety of hides and skins).

Packaging Manufacture of paper and paperboard (also includes corrugated boards); containers of paper and paperboard; and manufacturing of metal containers such as cans and tins.

Printing Printing of newspapers and magazines, books, labels and other related materials. Graphic design, manufacture and display of signs, advertising displays and other graphic media products.

Publishing Publishing of books, company brochures, musical books and many other publications and the publishing of recorded media and other publishing activities. Print Media The publishing of newspapers, journals and periodicals. Pulp and Paper Production of pulp for use in paper mills, for the manufacturing of a diverse range of papers (including paperboard), business paper, tissue paper, and paper

used in the printing of books, newspapers and magazines and the recycling of paper. Textiles Manufacture of textile products through various processes, for example- the spinning of yarn from natural or man-made fibres, the weaving/knitting of

fabrics from spun yarn, the dyeing and printing of fabrics, the manufacture of textile floor coverings (carpets), the manufacture of flock and felt products and the manufacture of industrial (performance) textiles.

Wood Products Manufacture of panels and boards, builder’s carpentry and joinery, pallets and bulk bins, other articles of wood, cork, straw and plaiting materials, including woodcarving and woodturning.

The intention behind clustering the FP&M SETA industries under a single SETA was clearly to improve the value chain linkages between the industries. The value chain approach will be of particular benefit to the FP&M sector when design expertise is partnered with these industries to enhance their economic performance.


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There is a drive towards lean manufacturing, just-in-time delivery, and quick response structures and the skills needed to align companies to demand of these structures. There is a need created for these specific skill sets in most of the 13 sub-sectors.

The FP&M SETA is responsible for the implementation of a sector skills development strategy for the FP&M sector as a whole and derives its income from skills development levies paid to SARS by eligible companies registered with the FP&M SETA. Eligible firms are firms with annual remuneration expenditure of more than R500 000. A concerted effort must be made to promote the benefit of participating in the NSDS III to informal and small employers currently not benefiting from mandatory and discretionary grants system.

The high proportion of unknown employers in the sector is a result of the high incidences of casualisation of the sectors and it presents intractable challenges for the FP&M SETA. The growing move of some industry elements towards informal business is resulting in a change in the overall structure of the fibre processing and manufacturing sector, namely an increase in the number of small employers.

More recently, there has been a trend of consumer demand for recyclable products and for manufacturers to produce in a responsible, sustainable fashion. This has led to innovations in the packaging industry, thus placing emphasis on the demand to change with legislation, technological changes and environmental impact awareness.

Further to technological changes there is also the influence that ‘green agenda’ will have a major influence on the sector. This would put a need towards training initiatives being aligned to international standards of environmental awareness and impact. This would create new needs within the industry and would impact on the training focus for certain positions. The environmental issues also raise the need for ethical training and education as well as sustainability training and education.

The South Africa's Green Economy Accord was launched in 2011 and will have a major impact on the skills required by die Fibre-Processing and Manufacturing sectors. There is a need to quantify and qualify the Green Skills needs within the sector. “The Accord, one of the most comprehensive social pacts on green jobs in the world, builds a partnership to create 300 000 new jobs by 2020, in economic activities as diverse as energy generation, manufacturing of products that reduce carbon emissions, farming activities to provide feedstock for bio-fuels, soil and environmental management and eco-tourism.” (South African Government Information page). The sector is complex and it involves two types of skilling: (1) new green skills development for specific occupations; and (2) “greening” of existing skills and occupations.

The key scarce skills (occupations) across all sub-sectors are technologists, technicians, machine mechanics/mechanicians, production managers, work-study officers, technical training managers, supervisors / team leaders, education and training development practitioners, information technology technicians, cad


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and cam specialists and supply chain managers. Commonly cited skills priorities include forestry workers, pest controllers, truck drivers, mobile machine operators, chemical engineers, wood machinists, IT administrators, technical trainers, production operators, machine mechanics, fitters & turners, millwrights, electricians, management, production managers, supervisory skills, as well as a hybrid of high level specialist and conceptual skills. There is a need for the FP&M sector to focus on narrowing the wide gap between the demand and supply of skill.

• Critical and Scarce Skills List

Scarce skills

Sub-Sectors Scarce Skills Relevant to all sectors • Supervisory / team leader / junior management

• Owner manager training – specific to SMME skills. • Artisans – outcomes aligned to specific sub-sector. • Education- training and development practitioners. • Operations managers • Sales and marketing • Information technology expertise • Literacy and numeracy skills

Clothing • Patternmaking • Supervisory / team leader investigate TRACE • Machinist

Footwear • Machinist • Footwear technician

Leather • Production overseers • Leather technologists • Patternmaker

Textiles • Design and innovation • Machinist – various outcomes (loom, needle, etc.).

Furniture • Wood machinist • Furniture design • CNC machinery operation

Publishing • African languages editors Printing • Estimating Print Media • Editors

• Junior managers Packaging • Technical machine operator – various outcomes


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Sub-Sectors Scarce Skills Pulp and Paper • Bio-refinery specialists

• Production / operations manager • Fossil Power Plant Process Technician • Environmental Practices Inspector • Design and Manufacturing Draftsperson • Coded welders

Wood Products • Saw doctors • Scientists / engineers

Forestry • Forest geneticist / scientist (foresters) – Immediate skills need General Goods Not enough participation input to validate information

• With regards to the critical skills, the following list was identified

Critical skills

Sub-Sectors Critical Skills

Relevant to all sectors • Coaching

• Mentoring

• Problem solving

• Technicians – outcomes aligned to specific industries

• Technologists – outcomes aligned to specific industries.

• Increase in literacy skills

• Production planning – outcomes aligned to specific industries.

• Lean manufacturing

Clothing • Patternmaking

• Technologists – not referring to quality advisors.


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• Pattern grader

Forestry • Forest scientists - including sub categories (tree breeding, etc.).

• Saw doctors – artisan skills.

• Truck drivers – specialized driving (terrain difficulty).

Footwear • Machine mechanic

Furniture • Upholstery skills

• Wood finishers

• Wood machinist

• Production management

Leather • Leather cutting

• Sewing machinist

• Machine mechanic

Packaging • Structural designers

• New product developers

• Quality controllers

• Trades – outcomes aligned to specific need.

Printing • Estimators

• Management accountants


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• Print sales people

• Mechanized book binders

• Pre-press operators / technicians

• Production planners – print

• Printers mechanics and electricians

• Supervisory, business process, - 20 keys as background.

• Trades – relating to printing and packaging

• Lithography / flexographic machine minders

Print Media • Graphic designers – software specific.

• Editors (multilingual experience)

• Multi-media designers

Publishing • Commissioning editors

• Copy editor

• Book designers

• Layout artists, type setters

• Project management - specific to publishing.

• Translators with editors background

Pulp and Paper • Bio-refinery specialists – wood scientists.


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• Plant controller

• Mill operator

• Chemical engineer

• Process engineer

Textiles • Finishing – but this is different in the future with the changes and the legislation that is changing – future skills.

Wood Products • Wood products engineers

• Grader/analyser

General Goods Not enough participation input to validate information

4. How will the levels of education and skills be improved and addressed in each sector? The overall goal of the skills development system is to create “decent work” – by effectively connecting education to technical training to labour market entry to workplaces and lifelong learning. The FP&M SETA must adopt an integrated skills development approach that would make the workplaces active learning sites of delivery and promote the existing workforce of the sector and improvement of the employment prospects of unemployed persons through education and training. The FP&M SETA has to implement a research agenda to address accuracy of skills planning information and baseline data in order to confirm the specific areas of skills needs. Scarce and critical skills (as contained in this document) is to be funded through discretionary grants through bursaries, diplomas, learnerships, skills programmes, internships, and work experience. Artisan training is a key priority of the FP&M sector. The SSP identifies product and design innovation as an area for future competitiveness. This requires that human resource programmes provide a platform to sustain innovation (including improved skills) at operator level, support staff level, and management levels.

In order to support key sector strategies there is a need to:


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- Increase the number of employees on learnerships to over a 5-year period. - Train Technologists and Journalists over a 3-year period for high value-added production demands.

• THE FOLLOWING OCCUPATIONAL CATEGORIES ARE TO BE PRIORITISED:

First Priority:

It is the strategic objective of the FP&M SETA to promote and fund full occupationally-directed qualifications, more specifically learnerships and apprenticeships on an annual basis in order to increase access to occupationally-directed programmes that promotes up-skilling of workforce at operator, artisan, supervisor and management levels (for example the training of middle managers in work planning and process management skills). The skills pool of intermediate skills (especially artisanal skills) is too low to support national and sector development and growth strategies. The workforce is not keeping up with the skills needed to remain competitive in an increasingly knowledge-based economy. There is a need to ensure the continuous upgrade of skills in the workforce, to help ensure a measurable increase in the intermediate skills pool (especially in artisan, technician and related occupations). Targets for these programmes will be aligned to the sector industrial development strategies and government priorities e.g. National Skills Accord, New Economic Growth Path and Infrastructure Development.

In anticipation of the phasing-out of all SAQA registered occupational qualifications by 2017, there is a need for a highly strategic sectoral intervention to restructure and align all historical occupational and trade qualifications to the QCTO Format. QCTO Qualifications Development must be prioritized and MoUs must be signed with stakeholders responsible for industrial sector development. The re-structuring of the currently registered SAQA NQF occupational qualifications must ensure compliance to the complexity of the technical requirements of the QCTO and the performance standards of the industry.

Second Priority:

Addressing scarce skills gaps in order to support improved entry to priority programmes such as Technologists, Journalism and NCV (Engineering for middle level technical skills). The skills levy resources must strategically and programmatically support the production of priority skills in high-level occupationally-directed programmes.


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Third Priority:

Work Experience/Internships: Many professional areas of study combine coursework at higher learning institutions with structured learning at work. This is achieved by means of work-integrated learning, internships and work experience placements. Discretionary funding must be utilized to ensure improved access to post-school learning sites to ensure greater employer participation. Employers who provide workplace-based opportunities can supplement the cost of the programme with the grant from the SETA.

Fourth Priority:

Adult Education and Training: To address the language, literacy and numeracy skills, which are fundamental to productivity. Provision of AET (including ABET Level I, II, III & IV). Managerial and Technical Skills Training: Training of employed workers must address the critical skills, through the provisioning of quality programmes for employed workers. In order to address the challenges of low productivity in the workplace as well as slow transformation and a lack of mobility in the workforce (this is largely a result of inadequate training). The New Growth Path calls for increased workplace training of workers that are already employed in order to improve productivity. The FP&M SETA must support training of employed workers, and encourage employers to expand such training in order to improve overall productivity and address skills imbalances in the workforce.

Fifth Priority:

To increase high-level skills and develop a knowledge base in order to facilitate innovation.

Sixth Priority:

To integrate training with other elements of human resources policy such as a skills-based grading system (for workers with appropriate rewards to support skills formation), paid-time-off for training, career-pathing, and incentives to participate in training programmes.

In order to address the scarce and critical skills of the sector, the FP&M SETA must align its organisational structure and occupational programmes to the 2008 amendments of the National Qualifications Framework and the Skills Development Act. These amendments provide for the establishment of the National Artisan Moderation Body (NAMB), to reform trade testing and learning programmes regulations, and the Quality Council for Trades and Occupations (QCTO) to quality assure occupationally-directed qualifications. The conversion and registration of FP&M SETA occupational qualifications with the QCTO is critical to


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establish a sustainable post-schooling education system within the FP&M sector. NAMB will accredit decentralised assessment centres to provide trade testing facilities, including FP&M sector workplaces. THE FP&M SETA ETQA must work with the QCTO and NAMB to bring the needs of the industry closer to the education and training system. The FP&M SETA must ensure that learners from universities and colleges with the necessary registered qualifications proceed through the skills development system and workplaces, seamlessly.

It is envisaged that the OFO-scoping of occupations to be prioritised in all sub-sectors, will address occupational profiling and facilitate QCTO qualifications development for the FP&M sector. Re-aligning curricula with industry needs is critical.

The updating of learning materials aligned to the new QCTO qualifications development process to be included in the review and updating of the FP&M sector qualifications framework.

ITEM PRIORITY RATING (L/M/H) SEVERITY OF IMPACT (L/M/H) 1. Business Management skills for SMMEs H M 2. Management of environmental issues (Green economy) M H 3. Strategic influencing of policy making structures H M 4. Artisan Development strategy with quantities H H 5. Up-skilling for new technology advances M H 6. Helping with accreditation of centres providing artisan training and testing H H 7. Career development and pathing methodologies H M 8. Sector skills prioritization framework H H


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FP&M SETA Sector Skills Plan Strategy

In order to address the strategic imperatives identified above, the Seta has embarked on a journey which is aimed at integrating all parts of its value chain effectively. To this end; research is underway to craft an overarching skills development framework that will guide the entire sector, for which the FP&M Seta is responsible for. There are nine key themes that have emerged, which will form the centre piece of this exercise.

Key themes

1. Improved supply and demand information: • Skills research - research into each sub-sector; benchmarking sound labour market intelligence. • Institutional mechanism for the sector - to contribute to the national plan for an institutional mechanism; establishing research and data gathering

processes - primarily aimed at informing decision-making, and resource allocation within the FP&M sector. • Research partnerships - with higher education and research institutions (long terms commitments) enabling industry to innovate and develop world

class products.

2. Strengthening value chain linkages: • Supporting key processes - to support strong elements of the value chain and those parts of the value chain that are weak; where production is

taking place outside of South Africa, and where potential exists for expansion. Skills development must support the industry in its efforts to win greater market share and survive through tough times.

• New opportunities - packaging a sub-sector that can benefit the entire value chain. • Sub-sector focus - stakeholders need support to implement training programmes and initiatives aimed at building and sustaining human capacity, in

particular in small or micro enterprises; where needed support strategy and partnership development are required. • Increasing manufactured exports and reducing reliance on imports - beneficiation; competing globally means focusing on improvements in labour

productivity, training needed in the use of future technologies, and production methods, reduced reliance on imported machinery; discussions between FP&M sector and metal/manufacturing sector, DST and DTI.

• Facing economic reality, some industries are struggling with structural adjustments required to survive and position themselves for future growth; focus less on new entrants and more on retraining of existing employees.

• Taking a long view - skills planning till 2020; SETA landscape may change, skills development strategy may be adjusted every five years but sector stakeholders including the SETA, should have long term plans.


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• Tensions that the sector is trying to manage - trying to create jobs when technology is reducing reliance on labour, transformation within the constraints of tough market conditions; striving for equity when employment is reducing, bargaining councils to assist the SETA to understand, and work with some of these unavoidable tensions.

• Focus on engaging with government development strategy in the sector - NSDSIII, Skills Accord, New Growth Path, Medium Term Strategic Framework, IPAP, rural development and land reform, and others (within the specific conditions in the FP&M sector); to combine and align interests.

• Facing a tough economic environment - consumer confidence is low, slowdown in household consumption is visible and could last for a while; be prepared to adjust targets and focus.

• Managing technological change - technology is driving change in most FPM sub-sectors; skills development solutions needed, employees must be provided with the opportunity to learn these new production methods, and also leverage on social media.

• Addressing HIV in the sector - proactively manage the pandemic, support initiatives with training, and develop partnerships. • Rural focus - identify opportunities in rural areas and support them with skills training (create career awareness - attract young people to FP&M

occupations), focus on food security, increasing production of primary products, support smallholders and emerging farmers, opening up internal markets, reducing input and transaction partnership-keys.

• Establishing and supporting industrial clusters - generally initiated by industry and supported by government; furniture clusters planned in KZN, WC and Gauteng; furniture centres of competence; charcoal manufacturing enterprises; supporting stakeholders; and ensuring that such initiatives include a strong focus on skills development.

• Environmental sustainability - scarce resources such as water, soil and marine life; management of ecosystems; early warning systems; green production; control of carbon emissions; opportunities for recycling and the emergence of small business to take on some of this work. The SETA will support training of such enterprises as they emerge.

3. Building capacity in small and emergent enterprises: • Small business training - development of skills within SMMEs, including micro and emerging enterprises; it is difficult for small businesses to engage

in training, training opportunities need to be structured in a manner that enables them to participate. • Informal sector - better understanding of the informal sector (devise strategies for “formalising the informal”); link training to other types of support

by other entities, and mechanisms are required to enable accountability to be achieved whilst enabling access to training. • Broad-Based Black Economic Empowerment - programmes to accelerate the implementation of BBBEE to owners, managers and workers at all

levels in companies. BBBEE is equity ownership, management control, employment equity, skills development, preferential procurement, enterprise development, and socio-economic development. Training is required in each of these areas.


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4. Supporting workplace education and training: • Work-based training - addition of soft-skills to supplement qualifications, communication skills, and how to ‘sell yourself’; build capacity of

employers to plan and supervise effective on-the-job training; improve partnerships between employers and providers to integrate workplace and institution-based training; mentor training and incubators; internships - structuring programmes and supporting employers and interns.

• Aging workforce - encourage succession planning linked to internships; supported by quality coaching and mentoring, incentives and recognition for retired people “giving back”, and focus on skills transfer.

5. Improving supply: • Skills Outputs from education institutions - SETA to play a role in managing expectations, real challenges, developing stronger collaboration between

sub-sector employers and stakeholders, and education and training institutions. • Provider location - build or encourage the building of provider capacity in all areas where it is needed. • Creating education and training structures - creating technical colleges/universities for specific sub-sectors, centres of excellence, partnership or

institutional capacity building in existing TVET colleges/universities, facilitate dialogue and joint working on curriculum and programme design and delivery.

• Support along learning and career pathways - pathways identified and explained with linkages from foundational education or ABET, use of RPL to enable entry to occupational programmes and qualifications, improved portability and articulation, and including entry to university level degrees.

• Bridging programmes - between leaving school and entering a tertiary education system, career guidance and marketing of career paths, support learners along the education pathway leading to key occupations, work with employers and providers to improve competence of new entrants and throughput rates.

• Relevance of curriculum - mechanisms to bring employers and providers together to ensure that programmes address sector and sub-sector needs, particularly in relation to scarce skills occupational learning pathways; fast tracking review of occupational qualifications linked to all the sector’s scarce skills occupations.

• Timing of training - explore with providers the practicality of structuring timing to industry needs. • Basic or foundational learning. - review artisan and TVET level occupational programmes, 5000 workers to access foundational learning; monitor the

impact of these programmes; ensure employees gain access to higher skilled occupations. • Higher level qualifications and expertise - high level technical skills including Masters and PhD level; strategic leadership and management to steer

industry through the current difficult times and to position companies to take advantage of new opportunities and growth as it occurs (university, international academic partnerships and research capacity with a particular emphasis on black academics).

• Recognition of prior learning (RPL) - systems that enable individual employees to develop themselves in scarce skills occupational qualifications, have their current skills and experience measured and assessed, top up training to be made available to them, have guidance included in career advice to employees.


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6. Partnerships • Education and training partnerships - supply side; some of the required relationships need to be taken to the level of formal partnerships, work with

Bargaining Councils to establish sustainable and productive partnerships focusing on the delivery of skills to the sector. • Stakeholder strategic partnerships - with relevant government departments and public entities. • Supporting enablers - non-SETA issues such as fast-tracking of water licenses, formalising of community structures, water license application process,

funding and business planning processes, trainers to have an understanding of processes to address enabling challenges, and training timed to coincide with other interventions.

• Inter-SETA partnerships - with AgriSETA to achieve strengthened extension services; many skills challenges that cannot be addressed by the FP&M SETA alone, which require partnership agreements with other SETAs and SETA presence in public TVET colleges.

• Governance - Accountability mechanisms that hold stakeholders to account; specific focus on clarifying responsibilities and achieving improved accountability, knowledge and information management systems to support governance.

7. Flexibility and accessibility of systems • Systems for accessing education and training being implemented in the sector are too rigid and not easily accessible to all in the various sub-sectors

(not entirely a SETA challenge), this also includes providers, the QCTO, SAQA and others involved in funding and managing education and training; simplify processes and make it easier for diverse industries and companies to participate.

• The systems should also make more allowance for people with special needs, small and micro enterprises and cooperatives. • Support in accessing the system also needs to improve.

4.1 Promotion of Partnerships with Public TVET Colleges and Higher Education Institutions One of the key imperatives of the FP&M SETA is the strengthening of the TVET College/employer relationship within the FP&M sector. The FP&M SETA must provide relevant and appropriate occupationally-directed programmes that would position TVET colleges as key sites for delivery of skills to provide vocational and occupational learning pathways for both NCV learners and employees within the sector with a specific emphasis on artisan development. The TVET College-FP&M SETA employer partnership must ensure placement of students in the workplace to facilitate learning, as well as placement of NVC-graduates into internship and learnership programmes to gain work experience to enhance graduates chances of employability.

The FP&M SETA TVET/HEI Strategy will focus on the following key priority areas, which will be aligned to targets set in the Annual Performance Plan:

• Expansion of national SETA presence in rural areas and townships through TVETs.


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• Marketing and promotion of FP&M SETA programmes delivered via TVETs. • SETA-driven workplace agreements between TVETs/HEIs and employers for the re-tooling and re-skilling of unemployed TVET/HEI graduates. • Work Experience: Companies to make placements / internships available for NCV students from TVET colleges. • Internships: Internships for 3rd year students from UoTs, who need work experience as part of their qualifications. • TVET/HEI Employer lecturer exchange programmes. • Opportunities for training exposure in a work environment for lecturers at TVET colleges. • FP&M TVET Strategy to improve the role and performance of TVET Colleges. • TVET colleges will be preferred training providers for skills training programmes –public TVET colleges to be prioritized for accreditation of FP&M SETA

occupationally-directed programmes. • Critical areas of focus for the industry include: Industry not attracting right talent- develop test selection tools and processes for sector, including marketing

strategy to communicate at GET, TVET and Het levels the skills requirements and job opportunities in the sector, explore strategies and partnerships with schools and TVET colleges to build public understanding/improve supply chain, increase availability of training providers that offer NQF-aligned courses.

• Develop a graduate development plan to attract and develop graduates in order to increase the pool of high level skills in the sector. • Track qualification performance and numbers, developing and streamlining tracking processes.

4.2 Recognition of Prior Learning (RPL) The FP&M SETA’s Sector Skills Plan cites the need for “life-long learning.” It recognised that learning does not “culminate” at any point but must be considered as an ongoing developmental process. It also recognised the need to continuously develop workers in order to create a transformative and economically and productive workforce

RPL is key for the achievement of the objectives of the new NQF Act 67 of 2008. The new NQF objectives of integration, access and redress, mobility and progression, and quality is key for the realisation of the full developmental potential of lifelong learning. RPL is a practice that gives currency and recognition to a person’s previous learning, regardless of how and where that learning was acquired. RPL is thus about identifying what a person knows and can do, matching these skills and knowledge to specific qualification requirements, assessing the person against those qualification requirements, awarding credits where the person’s skills/knowledge match the qualification requirements and finally recording the credits awarded (SAQA, 2002).

The FP&M SETA Sector Skills Plan (2011-2016) cites huge opportunities for RPL in the Printing, Clothing and Footwear Sectors. The SETA has developed a strategy/policy framework and implementation plan to facilitate RPL in the sector. Discretionary Grant budget to be made available to establish RPL pilot


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projects with employers. There is an urgent need to develop test and adopt RPL strategies for all occupations. RPL would now be incorporated into the structure of the new occupationally-directed QCTO qualifications for all qualifications within the FP&M sector.

4.3 Career Guidance and Counselling: • Develop comprehensive career-guidance and progression mapping processes to fully address the FP&M industry needs. • Explore variety of strategies and partnerships with schools and TVET colleges to promote FP&M sector occupations.

Way Forward

Going forward there is a need for an in-depth, cross sub-sector research and analysis of the individual industries that form the new FP&M sector.


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5. Environmental Analysis

Challenges and Opportunities to Local Manufacturing in the FP&M Sector The following challenges, amongst many, are seen as critical issues within the FP&M SETA:

•Political interference on the selection of candidates/students.•Poor understanding of the role of Seta’s by some political/business players.•Political instability, more especially political appointments.•Needs & priorities of stakeholders are not aligned or may be different from the priorities of government.•Political pressure to create jobs/smme’s when the industry/economy is not growing.•Anticipated impact of the Land distribution debate and other developments.•Drive for more innovation from political leaders.•Pressure surrounding assessment and conversion of qualifications.•Diverse skills delivery models need review and better alighnment and coordination.•Seta’s ability to say no to political pressure that is not consistent with the Seta’s strategy.

1. Political Challenges


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•Government demanding big discounts from publishers/printers.•Cost of manufacturing too high and making competition difficult.•Weak rand provides opportunities for avoiding imports.•Not enough research has been done and poor information management surrounding the ecomic landscape of the Seta’s.•Inflexible manufacturing processes impeding growth/ competition.•Chances that interest rates will increase in the near future.•Seta’s should engage all government departments’ procument departments to help with business growth.•Seta’s are not part of foreign trade missions to prevent impact of signed international trade agreements.•No cohesive integration/communication across government departments on Seta economics•Seta’s not interacting with Brand SA and Proudly SA to explore collaboration that benefits local suppliers.•The global recession experienced from 2008 from which many FP&M industries have yet to recover.•Unstable labour market conditions and lack of integrated industry strategies;•“Cash crisis” in some sectors particularly textiles – Chinese imports.•Beneficiation of local products should be encouraged.•Competition posed by foreign competitors (cheap imports) operating within the FP&M sector and the need to promote local content and exports through regional

blocks such as Brazil, Russia, India, China and South Africa. •Trade agreements may impact on industries both positively and negatively.•Looming Industrial Relations crisis (potentially violent, uncontained and protracted) potential negative impact.•Technology that is costly and changes at a rapid pace.•Limited funds.

2. Economic Challenges


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•Crime, poverty & unemployment.•HIV/Aids -high labour mortality rate, thus greater need for training.•Low work ethic & labour productivity as compared to competitive countries. •Youth unempoyment and the risk of a youth revolution.•Need to change mindsets which believe that technical qualifications are inferior to university degrees.•Widening gap between the have's and have not's.•No link between training and jobs needed; many qualified people with formal qualifications have no jobs.•Push back against shift work trend up. •Education around jobs and qualification need to be improved.

3. Social Challenges

•Outdated technology in the factories making it difficult to compete.•technology changing the job design and the required skills sets.•Technology requires more focus on the nature of the job itself.•Alignment between formal education and technology advancements.•Education platforms using more technology.•Education system not able to keep up with the rate of technology changes.•difficult to access procurement opportunities due to poor connectivity.•Technology killing jobs in cetain circumstances.•Mega Setas may impact investment in technology beyond 2016.•Digital books and curricula and their impact should be understood.

4. Technological Challenges


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• How can the Seta influence the fast tracking of leadership and management tranformation?• Equity ownership challenges facing the sector.• Small enterprise development in townships and rural communities (incubation).• Shift towards technical qualifications.• Support of transformational strategy through Seta projects.• Mentoring and coaching to be improved and simplified.• Design a model for job rotation to give candidates experiential learning in different occupations.• Focus on gender, disability and related challenges and driving change.

5. Transformational Challenges


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SWOT ANALYSIS

Strengths•Better handle on research skills that will provide the Seta with better information for decision making.•Internal structures and capabillities to execute the strategy exist.•We have beetter relationships with our stakeholders which will improve collaboration.•Our business model has been clearly articulated.•Ability to fund many projects that can make a big impact.•Stakeholders are supportive of the Seta's initiatives.

Weaknesses•Poor project management expertise.•Discretionary grant spend needs improvement.•Lack of a well positioned qualifications set up (having to redo everything).•Too many changes in the legislative framework.•Poor management of ROI.•Organisational culture not conducive to optimal performance.•Weak monitoring and evaluation structures, systems and processes.

Opportunities•Possible synergies in the value chain of the sector.•Brining more fee paying companies into the Seta.•More effective use of the CEO's and Chairman's forum to position the Seta's accordingly.•Leverage sector strengths for the benefit of SA.•Industry under seige and more receptive to change.•More funding from donor funders possible.•Creation of more partnerships with complementary goverment departments e.g. DTI and DOL.•Facilitate the formalisation of start up businesses so that they can pay tax and levies.


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Education and Training Challenges

i. Low literacy levels and the relevance of the school curricula to the skills needs of the FP&M sector. ii. Lack of quality education – very low mathematics and science pass rates. iii. Loss of industrial knowledge and institutional memory through retirement, emigration, HIV/AIDS, etc.

The following opportunities, amongst many, are seen as important areas that are worth exploring: Economic Opportunities

i. Focus on the green economy. ii. Emphasis put on regionalisation of the economy. iii. Rural Development being on the Government’s agenda.

Education and Training Opportunities

i. Favourable conditions for Recognition of Prior Learning within the FP&M sector. ii. Focus on career management and vocational guidance. iii. E-learning gaining popularity as a mode of education and training delivery.

Threats•Declining revenue streams against growing demands.•Trying to be everything to everybody and not sticking to defined mandate.•Projects not closed out in time.•Conflicting timelines putting pressure on delivering quality timeously.•A lot of participants not paying fees/levies.•Complex legal requirements making it hard to achieve unqualified audits.•Misalignment of government departments' needs drive by the Seta's.


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In addition to the points mentioned above, there are a few tangible examples of opportunities that exist within the FP&M sector which are stated below: • SADC growth opportunities to support regional development e.g. in Lesotho/Swaziland. Opportunities for best practice learning must be investigated

against African and Foreign success stories e.g. Lesotho, China and India, etc. • SETAs’ growing influence, i.e. it should not only fund and facilitate training but should also influence government policy, e.g. influence regulations to

protect industries, knowledge of businesses strategies such as “assembling” products with components made elsewhere and branded as “Made in SA”.

• Value chain partnership formation with retail to influence the buying power to “Buy SA”, e.g. the paper for printing of money and passports are made in SA but is printed in Europe – what are we doing to protect our niche markets and bring the economy back into SA?

• Promoting our careers – career guidance is important.

One of the pillars of NSDS III includes the development of competent lecturers and trainers to provide work-relevant education and training and the promotion of occupationally directed research and innovation.

The role of the FP&M SETA would be to facilitate the forging of partnerships between industry and higher education and training institutions such as universities and universities of technology -

• to develop relevant occupationally based qualifications. • to develop industry R&D units at higher education and training institutions and other research facilities in order to conduct research according to an

agreed research agenda. • to establish forums for the sharing of best practice applications.

A number of firms in the FP&M sector have established best practice standards with regards to the implementation of strategies to ensure a “greener” footprint.

It will be the responsibility of the FP&M SETA to oversee the process of developing occupational qualifications linked to career pathways to facilitate the progression of learners through the ranks and to prepare them to take responsibility for the future growth and sustainability of the FP&M sector.

The FP&M SETA consists of a Board, an Executive Committee, Specialist Advisory Committees and an Internal Audit Committee and a staff establishment of approximately 60 personnel. It has the full capacity to deliver on the skills development mandate of both the FP&M sector and Government. The main source of revenue for the SETA is the skills development levies.


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This Strategic Plan also contains a risk management plan, which outlines potential risks and an action plan to mitigate against such risks. The key strategic objectives are integrated into seven organisational objectives which would form the strategic focus areas for the FP&M SETA in the next five years. High level strategic actions would underpin efforts towards the achievement of the strategic objectives of this plan. The FP&M SETA Management would be tasked with the development of operational plans to meet the expected outcomes of this strategy.

6. FP&M SETA’s Corporate Governance Environment FP&M SETA’s corporate governance environment is underpinned by the PFMA and King III Code of Good Corporate Governance. This enables us to manage stakeholder concerns, build commitment within and outside the organisation, and to focus on service delivery. A comprehensive set of policies are in place in accordance with the SETA’s Constitution and in support of the SSP and the Strategic Plan. Our Board and other governance structures such as the Internal Audit Committee, Finance and Projects Committee is committed to providing reasonable assurance.

7. Efficiency and Effectiveness of Internal Resources

ORGANISATIONAL EFFECTIVENESS ACTIVITY MEASURES SUCCESS INDICATOR INSTITUTIONAL CAPACITY Stabilise the structure and functioning of the FP&M SETA utilising solutions identified in the IRR.

1. Resource Evaluation. 2. Review role profiles and

contracts. 3. Change management

workshops.

2(a) A factual scientific based organisational capability framework.

• Research • Internal and external

resources • Funding

4. Review Systems and Processes. 5. Review Policies and Procedures.

2(b) Effective and efficient organisational structure, processes and systems supporting the successful delivery of strategy.


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8. High Level Integrated Strategic Planning Processes


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9. Budgetary Planning Aligned to Strategic Planning Processes

The Strategic Plan and Annual Performance Plan, are closely referenced and linked to the strategic objectives, priorities and targets identified in the Sector Skills Plan and shall indicate:

• the Accounting Authority’s proposed operations, projects, activities and other objectives for the following year.

• the planned performance indicators applicable in each case.

The budget is calculated in accordance with the requirements of the new grant regulations based on the following:

Skills development levies: 100%

Made up as follows:

NSF and SARS 20%

Administration: 10%

QCTO Support: 0,5%

Mandatory Grants: 20%

Discretionary Grants: 49,5%


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PART B: STRATEGIC OBJECTIVES 1. Name of Programme: Capacity is established within the FP&M SETA to co-ordinate skills development research and skills planning.

Purpose: Relates to establishing a credible institutional mechanism for skills planning and establishing partnerships and networks with key delivery forum partners amongst the provider community, labour market, and interested, organised learner communities to enhance skills planning holistically in the education and training landscape. The rationale is that any human resource/skills planning should be complemented with better data and improved labour market analysis. The FP&M SETA must develop capacity for this function because demand projections for labour depend on the economic growth rate and this is the single most important variable for skills planning in the sector. This would ensure that information sources, with regard to the demand and supply of skills are co-ordinated and integrated.

STRATEGIC OBJECTIVES 4.1 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET Establish institutional capacity for credible labour market research and skills planning.

1. A credible mechanism for skills planning and research partnerships with key delivery partners is established to enhance labour market analysis and skills planning that is researched, documented and communicated to enable effective planning across all sectors.

1. Updated SSP, Strategic Plan and Annual Performance Plan incorporating skills matrix findings on both horizontal and the vertical skills.

i. A skills matrix to identify scarce and critical skills was implemented. This was used to identify skills challenges within an organisation. The objective of the skills matrix was for industry to correlate the different findings so that the outcome from the assessments would contribute to the value add of the SSP update. ii. Assessment instrument (matrix) implemented during focus group sessions held with industry stakeholders from 19 - 21 August 2013. iii. Updated FP&M SETA Sector Skills Plan that incorporates outputs from focused group workshops submitted to DHET within the required timeframes.

Updated SSP, Strategic Plan and Annual Performance Plan incorporating findings on both horizontal and the vertical skills to address skills gaps.

OBJECTIVE STATEMENT 2. A skills matrix is developed for a minimum of 5 sub- sectors in the FP&M SETA and is benchmarked locally and internationally.

2(a) Horizontal skills are benchmarked locally to help establish a norm for the South Africa SETA landscape. To conduct labour market research and

implement skills planning activities annually ensuring accurate labour market analysis within the sector to address the scarce and critical skills gaps.

2(b) Vertical skills are benchmarked to establish a national norm across all SETA’s.

Ladder of learning aligned to industry strategies.

2(c) They are further benchmarked internationally to gauge international competitiveness.

GOAL STATEMENT

SSP to support growth and jobs by ensuring relevant skills are developed and by significantly stepping up production of key skills. Quantitative targets to be set for training, particularly core skills and key skills to improve industrial and workplace performance. Objective is upgrading of scarce and critical skills across occupational categories resulting in effective career pathing.

3. An assessment instrument is developed to evaluate employees in 5 sub-sectors against the matrix to identify skills gaps.

3(a) a) An assessment instrument is developed to ensure electronic (self-help) and guided evaluation by SDFs for conducting a training needs analysis.

3(b) 10% of the employees in the SETA are evaluated by end 2016 and the credibility of the instrument verified.

3(c) The assessment tool is simplified for ease of application in each sector and workplace.


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2. Name of Programme: Identification of middle level skills needs

Purpose: FP&M SETA research and identify middle level skills needs in their sectors and put in place strategies to address them, particularly through the use of the public TVET colleges and universities of technology working in partnership with employers providing workplace-based training. FP&M workers, who seek to enrol on learning programmes without standard entry qualifications need to be afforded opportunity to have their skills acquired through experience measured against that which they require to attain. All principal FP&M SETA learning programmes to include RPL success routes by 2016.

Many South African learners are poorly-prepared to undertake further learning when they leave school and cannot access post-school education and training opportunities. A large number of youth and adults are not in employment, education or training with poor educational foundation programmes, which make it possible for adults & youth to have access to education and training opportunities that will enable them to acquire a minimum qualification at level 4 of the NQF. Inclusive is foundational learning programmes as well as Adult Education & Training programmes.

Relevant and appropriate occupational qualifications and curriculum aligned to industry needs/QCTO structured work experience and practical standards to be developed and registered with QCTO. Broadly envisaged to fill in training gaps left by incomplete or inadequate schooling and to enable learners to enrol on other programmes leading to occupational success.

STRATEGIC OBJECTIVES 4.1 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET

4. To develop a comprehensive education and occupational profile of employees in a minimum of 5 sub- sectors by September of each year.

4. Increased rates of WSP and ATR submission and disbursement of mandatory grants.

• 539 Small Firms • 410 Medium Firms • 391 Large Firms

Increased rates of WSP and ATR submission and disbursement of mandatory grants.

• 539 Small Firms • 410 Medium

Firms • 391 Large Firms


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STRATEGIC OBJECTIVE 4.2 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET Increase access to occupationally-directed programmes.

1. Establish occupational levels in a minimum of 5 sub-sectors complete with their respective proficiency/development standards.

1(a) Each sector should have:

1. An intermediary programme to cater for employees with less than a Grade 12 qualification.

2. A standard programme for matric and equivalent learnership.

3. An artisanal level programme.

i. FP&M SETA artisan trades are nationally recognised by NAMB / all occupationally-directed qualifications that fall within the primary scope of the FP&M SETA have been registered in 2012 with SAQA and the QCTO for a period of three years with a further two year teach-out period. ii. The development of occupationally-directed qualifications with minimum proficiency standards have been undertaken in six sub-sectors (printing, clothing, textiles, footwear, leather, and general goods) iii. FP&M SETA submitted Development Quality Partner (DQP) applications for new occupational qualifications development for six sub-sectors (clothing, printing, textiles, leather, furniture, and forestry). iv. Developed a Career Pathing Model aligned to an occupational qualifications framework for the Forestry sub-sector to address vertical and horizontal progression of workers. iv. The FP&M SETA opened discretionary grant fixed funding windows in July/August 2013 to address occupationally-directed training interventions to promote occupational development both horizontally and vertically.

OBJECTIVE STATEMENT 1(b) The programmes must meet the QCTO standards.

To implement occupationally-directed programmes to address technical middle-level skills needs within the FP&M sector in the next 5 years.

GOAL STATEMENT


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Relevant sector-based programmes addressing the needs of unemployed people and first-time entrants to the labour market will be developed and piloted by SETAs. Set guidelines of ratios of trainees, artisans as well as across the technical vocations, in order to improve the level of training.

2. Conduct comprehensive recognition of Prior Learning (RPL) of employees with no minimum education entry qualifications in a minimum of 3 sub-sectors.

2(a) i. Implement RPL strategy

ii. RPL assessments that are electronic and easy to use at the work place and which test education as well as occupational standards are rolled out in 3 sub-sectors.

iii. Market & Promote RPL – national roll-out by September annually.

iv. Establish a minimum of 3 RPL pilot projects with employers. OTHER DISCRETIONARY PROJECT TARGETS (INCLUDING APPRENTICESHIPS) ALIGNED TO TARGETS IN 4.5

RPL: 100 employed learners entered on programmes and assessed through RPL methodology.

i. RPL Policy and Operational Strategy approved by FP&M SETA Board in July 2013. ii. RPL assessments for trades and occupational qualifications are available electronically for use in workplaces. iii. Promotion and marketing of RPL projects included in Discretionary Grant Marketing Brochure of July/August 2013 iv. In October 2013, the FP&M SETA approved the RPL fixed funding window and special projects to address this strategic objective.

2(b) RPL assessment projects testing education as well as occupational standards implemented.

3. Develop a comprehensive education and occupational profile of employees in a minimum of 5 sub-sectors by August.

3(a) This profile must be applicable across a variety of sectors.

9 Occupational Qualifications Registered.

4. Develop a lead of occupational learning programmes in a minimum of 3 sub- sectors and match employees accordingly.

4(a) Each programme must be linked to specific curricula developed as per QCTO requirements.

AET: Entered: 3440/Completed 1620

Learnerships (Employed Entered: 751 Completed: 581 / Learnerships (Unemployed): Entered: 2200, Completed: 1008

Learnerships (Employed): Entered: 3600 Completed: 1800 / Learnerships (Unemployed): Entered: 5990, Completed: 2995

Skills Programmes: RPL: Entered: 80 Completed:-

Skills Programmes: RPL: Entered.: 860 Completed: 430

Bursaries (Employed): Entered: 117 Completed: 20 / Bursaries (Unemployed): Entered: 442, Completed: 115, Bursaries Post Graduate

Bursaries (Employed): Entered: 440 Completed: 211 / Bursaries (Unemployed): Entered: 760, Completed: 380, Bursaries Post Graduate


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(Employed/Unemployed) Entered 10 Completed: 5

(Employed/Unemployed) Entered 40, Completed: 18

APPRENTICESHIPS - Section 13: 140 employed learners entered apprenticeship programmes and 70 employed apprentices certificated on completion of apprenticeship programmes.

220 unemployed learners entered apprenticeship programmes and 110 unemployed apprentices certificated on completion of apprenticeship programmes.

Skills Programmes (Employed): 2178, Completed 1299

Skills Programmes (Employed): 4080, Completed 2065

LEARNERSHIPS:

650 employed learners enter learnership programmes and 325 employed learners certificated on completion of learnerships.

1120 unemployed learners enter learnership programmes and 560 unemployed learners certificated on completion of learnerships.

Skills Programmes (Unemployed): 807, Completed 699

Skills Programmes (Unemployed): 3050, Completed 1500

SKILLS PROGRAMMES: (Management / Technical Skills / Entrepreneurship/Life Skills):

1000 employed learners enter skills programmes and 500 employed learners are certificated on skills programmes.

800 unemployed learners are registered on skills programmes and 400 unemployed learners are certificated on completion of skills programmes.

Internships/Work Experience (Unemployed): Entered: 343, Completed 20

Internships/Work Experience (Unemployed): Entered: 973 Completed 416

BURSARY PROGRAMMES-

(HET / TVET Institutions):75 employed learners enter bursary programmes at TVET/HET Institutions and 35 employed learners complete bursary programmes at these institutions.

120 unemployed learners enter bursary programmes at TVET/HET Institutions and 60 complete bursary programmes at these institutions.

Apprenticeships Section 13 (Employed): Entered: 55 Completed 99 / Apprenticeships (Unemployed): Entered: 201 Completed 150 Section 28: Entered 58, Completed 25

Apprenticeships Section 13 (Employed): Entered: 805 Completed 363 / Apprenticeships (Unemployed): Entered: 1120 Completed 520 / Section 28: Entered 230, Completed 65


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INTERNSHIPS / WORKPLACE EXPERIENCE-(3-12 months duration):

250 unemployed learners enter structured work integrated learning programmes.

125 unemployed learners complete structured work integrated learning programmes post-completion of qualification.

Work-Integrated Learning/ TVET/HET Placements: Entered: 220 Completed: -

Work-Integrated Learning / TVET/HET Placements: Entered: 940 Completed: 397

WORK INTEGRATED LEARNING - (UNIVERSITIES/UOTS + TVET GRADUATE PLACEMENT)-

(3-12 months duration):

455 unemployed learners enter work-integrated internship programmes post completion of a qualification as follows:

( 300 TVET STUDENT PLACEMENT + 155 UNIVERSITY STUDENT PLACEMENT)

225 unemployed learners complete work-integrated internship programmes as follows:

(150 TVET + 75 UNIVERSITY students complete WIL programmes)

9 Occupational Qualifications Registered

POST-GRADUATE BURSARY PROGRAMMES –(Honours, Masters and Doctoral degrees):

5 employed/unemployed learners enter post-graduate bursary programmes.

2 employed/unemployed learners complete post-graduate bursary programmes.


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3. Name of Programme: Capacity building and partnerships with TVET Colleges Purpose: To uplift capacity of public partner learning institutions/public providers to deliver programmes that are of required relevance and quality. The programmes offered to meet industry needs, including those supporting apprenticeships and N-courses; are reviewed, updated and made available and accessed by employers. SETAs identify TVET colleges with relevant programmes and put in place, partnerships to offer vocational courses and work experience for college learners. The National Certificate (Vocational) and N-courses are recognised by employers as important base qualifications through which young people are obtaining additional vocational skills and work experience, entering the labour market with marketable skills, and obtaining employment. NCV programmes aligned to scarce and critical skills of FP&M sector. Develop skills programmes to address skills gaps of NCV students.


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STRATEGIC OBJECTIVE 4.3 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET

Promote the growth of a public TVET college system that is responsive to FP&M sector skills needs and priorities.

1. Draw up a geographic profile of 5 sub- sectors in the FP&M SETA and link this to the TVET college representation in a minimum of 5 TVET colleges.

1(a) The SETA to establish the enrolment capacity of each TVET together with its programme offering.

i. The TVET research survey questionnaire was forwarded to all TVET colleges and the research exercise was conducted internally. ii. Seven TVET colleges responded to the questionnaire – 14% of total population of TVET Colleges. iii. The TVET research report and findings on geographical mapping exercise (to determine the profile of TVET colleges and their capacity to deliver on FP&M sector learning programmes) were presented to the Quality Assurance Committee in March 2014.

Discretionary grant budget aligned to TVET targets approved.

Four generic and three sector-–specific Memoranda of Understanding (MOUs) signed with public TVET colleges to address linkages and partnerships with TVET colleges.

Bursary agreements between FP&M SETA, workplaces, and TVET institutions were concluded.

The TVET Collaboration Framework Model/Strategy was implemented.

The ISOE/Centre of Excellence Strategy was approved by the Board in March 2014.

i. SETA-driven workplace agreements for work experience and internships

50 - TVETs accredited and/or supported through project/ETQA collaboration –maybe duplicate partnerships.

OBJECTIVE STATEMENT 2. Establish geographic representation in geographic areas where sector is economic and establish relations with 10 TVET colleges to meet industry skills needs.

Strong working relationships with 10 TVET colleges deemed relevant to FP&M sectors needs to be established and assistance with the design of FP&M SETA occupational programmes that suit the needs of the FP&M sector to be provided to these TVET colleges.

-Implement TVET/HEI Strategy:

i. 10 SETA-driven workplace agreements between TVETs/HEIs and employers concluded as per WIL targets in 4.2. ii. TVET/HEI – Employer/lecturer exchange programmes implemented in 2 TVET colleges and 1 programme completed.

iii. Work-Integrated-Learning projects (TVET graduate placement) rolled out in 5 TVET colleges – as per WIL targets in 4.2.

iv. Re-tooling & re-skilling of unemployed TVET/HEI graduates – Work Experience & Internship projects rolled out in 2 TVET colleges and 1 HEIs as per targets illustrated in 4.2.

v. 10 TVET Colleges accredited and/or supported through project/ETQA collaboration.

vi. 3 TVETs recognised as ISOEs.

To promote partnerships with public TVET colleges to improve the supply of skills and education and training infrastructure within the FP&M sector annually.


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GOAL STATEMENT 3. Work with TVETs in all geographics to promote the selection of TVET qualifications amongst schools in the respective geographics.

3(a) FP&M to conduct 1 annual career sessions jointly with the TVETs to promote the latest FP&M SETA programmes.

were concluded between SETA / TVET colleges/HEIs and employers.

ii. TVET colleges/HEI – employer/lecturer exchange programmes were approved by Board in October 2013 for the Pulp and Paper sub-sector. iii. Work experience / Internships:

The FP&M SETA launched the lead SETA TVET project in the Western Cape in collaboration with three TVET colleges. This was done to promote work placement opportunities for TVET college graduates. Two SETA Liaison Officers (SLOs) were appointed to address WIL placements. A declaration by the FP&M SETA, the three TVET colleges, and the DHET was signed “to promote workplace learning as the visible supplement to institutional learning in the Western Cape.”

The Board approved work experience / internship projects in October 2013 to further address this target.

iv. A special project to address the placement of 350 unemployed TVET/HET graduates to obtain structured experiential training was implemented in March 2014.

The DHET appointed the FP&M SETA as the lead SETA in the Western Cape to open SETA offices in TVET colleges in townships and rural areas. This collaboration project was launched on 12 September 2013 to promote TVET colleges as learning institutions and to facilitate work placement opportunities for TVET college graduates. The FP&M SETA Board has approved a further internal project of R 1 200,000 to

Improve the role and performance of TVET colleges. Programmes that contribute towards the revitalisation of vocational education and training, including the competence of lecturers and trainers to provide work-relevant education and training and promote occupationally-directed research and innovation.

3(b) Implement a minimum of 3 projects to ensure that TVET intakes should favour artisanal programmes nationally.

4. Create link between 3 TVET colleges and local skills development initiatives e.g. sewing clubs, small scale furniture repairs etc.

4(a) Project support for 3 TVET linked community small scale programmes in targeted communities where the FP&M sector is represented.


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implement the lead SETA TVET model. This will be done in conjunction with the South Cape Public TVET College, College Of Cape Town and False Bay Public TVET College.

ii. FP&M SETA has been clustered with other SETAs. Expansion of national SETA presence in rural areas and townships through TVET colleges. This is done through the support of the lead SETA TVET model.

Marketing and promotion of FP&M programmes delivered via TVET colleges.

Collaboration agreements and projects developed with other SETAs and TVET colleges – This is done to promote a FP&M SETA presence at TVET colleges: Umgungundlovu TVET College, in partnership with the FP&M SETA and Transport SETA (TETA), hosted an event on 9 October 2013 to officially promote 2013 as the “Year of Artisan”.

11 Public TVET colleges supported Collaboration TVET MOUs • Emlangeni TVET College –WIL /

QCTO Qualifications Development • Thekwini TVET College –QCTO

Qualifications Development and WIL • Ekurhuleni East TVET College.

Lead SETA TVET partnership • South Cape TVET College – SLO

appointed • False Bay TVET College-SLO

appointed • College of Cape Town –SLO

appointed and WIL implemented.


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4. Name of Programme: Youth development programmes to address employability in the FP&M sector

Purpose - To have a strategy in place to provide all young people leaving school with an opportunity to engage in training or work experience, and to improve their employability. Providing young people and adults with foundational learning qualifications and basic skills.

Project specific MOAs • Western TVET College (WESTCOL) –

Textile Artisan Programme. • Umfolozi TVET College –Pulp and

Paper N-Course and NCV. • Umgungundlovu TVET College –

Furniture Making Learnerships. Project support: In October 2013, the FP&M SETA Board approved project support for implementation of FP&M SETA occupational programmes at the following eight TVET Colleges: • Thekwini TVET College • Umfolozi TVET College • False Bay TVET College • Elangeni TVET College • College of Cape Town • Ekurhuleni East TVET College • Sekhukhune TVET College • Boland TVET College

Accreditation support Mnambithi TVET College


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STRATEGIC OBJECTIVE 4.4 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET Addressing the low level of youth and adult foundational skills in the sector to enable additional training.

1. An analysis of the scale of young and adult low language and numeracy levels conducted and an action plan developed against DG applications received annually.

1(a) A report on the scale of young and adult low language and numeracy levels compiled.

i. Informed by: -Discretionary Grant Application statistical reports on young and adult low language numeracy levels. - Quarterly Labour Force Surveys from Stats SA. - Newspaper Reports on youth unemployment. ii. In October 2013 & March 2014, the FP&M SETA Board approved AET Discretionary grants to meet this strategic objective. ii. Detailed report and recommendations on AET in certain sub-sectors included in FP&M SETA Sector Skills Plan 2011-2016

Included in 4.2 AET

OBJECTIVE STATEMENT 1(b) An Action Plan linked to a budget for addressing the low levels of language and numeracy levels compiled

To provide young unemployed youth with basic and intermediate skills in order to access further technical and occupational training through partnership agreements with youth development organisations & agencies.

GOAL STATEMENT 2. A minimum of 2 working partners identified and collaborative partnerships forged with youth development organisations & agencies.

2(a) A minimum of 2 Project partnership agreements signed with youth development organisations & agencies.

i. Career guidance and vocational information/brochure on FP&M careers and occupations available. ii. Career guidance booklet developed and made available on Web site.

2(b) Bridging courses developed & rolled -out for youth and adults with low language and numeracy skills.


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AET Levels 1 – 4:

750 learners entered AET programmes

375 learners complete AET programmes

iii. Special projects addressing implementation of AET / Foundational Learning programmes and adult education and training workplace and entrepreneurship programmes (General Education and Training Certificate: Clothing Manufacturing Processes & Bridging Module programmes) as identified by the FP&M SETA Board in the FP&M sector were approved and implemented. iv. A Discretionary Grant funding strategy addressed the targets and budget for this strategic intervention. vi. Foundational Learning Certificate (FLC) is a compulsory requirement for access to most QCTO occupationally-directed qualifications in the FP&M sector.

Partnership agreements were facilitated through the approval of AET fixed funding window applications for workplaces and special pilot projects to address numeracy and literacy skills amongst the youth and adults. These projects were approved in October 2013 and March 2014: i. AET fixed funding window: Approximately R3,132,000 to benefit 1,044 learners. ii. Partnership project with Department of Agriculture Forestry and Fisheries - 200 learners: R1,500,000. iii. Bidvest Paperplus (Pty) Ltd-National Senior Certificate for


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Adults and Advancement from AET for 70 learners – R350,000. iv. Numeracy Academy: Gauteng/Western Cape for 150 learners: R450,000. v .Edupeg: Supporting primary schools in Eastern Cape, Western Cape, and KZN to promote written activities, which enhance the understanding of mathematical theories. It also promotes language development and higher cognitive skills: 34,295 beneficiaries – R1,8 million. vi. Camdeboo Women’s Trust: Camdeboo Satellite Aquaculture Project – Eastern Cape for 30 learners: R90,000

AET: Entered: 856/Completed 270


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5. Name of Programme: Promotion of skills development in workplaces

Purpose - 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.

STRATEGIC OBJECTIVE 4.5 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET Promotion of skills development within FP&M sector workplaces –aligned to strategic objective 4.2 for employed learners.

1. Mandatory Grant Plan for optimum usage of workplaces formulated in collaboration with stakeholders.

1(a) Refer to 4.1

i. Mandatory and discretionary grant policies were reviewed and updated to address this strategic objective. ii. The FP&M SETA has implemented a functional MIS and a specific mandatory grant module to cater for comparative reporting and the accurate capturing of employer biographical information, employment statistics, and profiling per sub-sector and per company size in the new financial year. iii. WSP/ATR statistical analysis on submissions per region and sector were submitted to the FP&M SETA Board. iv. The Sector Skills Advisor Model was aligned to mandatory grant administration budget implemented to support this

Refer to 4.1

OBJECTIVE STATEMENT 2. Career management promoted at workplaces through implementation of technical & management programmes.

2(a) Career management agreements put in place. To encourage better use of workplace

based skills development opportunities annually in order to develop a knowledgeable workforce for the sustainability of FP&M sector workplaces.

2(b) Employees participating in career management programmes increase by at least 5%.

GOAL STATEMENT

Expand level of training using existing facilities by setting targets in the Annual Performance Plan for workplace agreements.

3. Agreements put in place with established bodies at the workplace for active participation in ensuring the implementation of accredited training.

3(a) Impact study reports shows increased contribution to the GDP by the FP&M sector, an expanding workforce and changing demographics at senior levels. Employees participating in career programmes increases annually by benchmarking against previous year’s participation rates for apprenticeships, learnerships & skills programmes for employed learners.


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strategic objective by broadening employer participation. v. Regional workshops were held to promote mandatory grant submissions. This was complimented by company consultation visits.

vi. The WSP/ATR analysis report on vertical and horizontal skills requirements per sub-sector was completed in June/July 2013.

vii. QCTO qualification submissions make provision for a NOPF aligned to workplace requirements. viii. Career paths are mapped to qualifications and communicated effectively through the FP&M SETA career guidance booklet. This contributes to improved relevance of training and greater mobility and progression. ix. Discretionary Grant MOAs, Learnership, Apprenticeship, and Skills Programme Agreements make provision for career orientation and discussion of learning


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pathways with learners. x. Discretionary grant funding for skills programmes (management, supervisory, team leader, and technical programmes) target the implementation of this strategic objective. There is a specific focus to develop management and leadership skills for the FP&M industries. This is designed for professional development.

526 small companies. 428 medium companies. 333 large companies. Total number of submissions: 1,287

6. Name of Programme: Up-skilling co-operatives, small enterprises, worker initiated, NGO and community training initiatives to promote entrepreneurship, rural development and to address poverty-alleviation.

Purpose: Co-operatives, Small Enterprises, CBOs, NLPEs, Worker, NGOs and community-based education programmes supported with skills training and development expand and contribute to sector economic and employment growth. SSP identified a number of key areas of critical skills demand for cooperatives, small enterprises, worker-initiated, NGOs and community training initiatives, all of which affect the efficacy and sustainability of these enterprises.


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STRATEGIC OBJECTIVE 4.6 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET Up-skilling of co-operatives, small enterprises, worker initiated, NGOs and community training initiatives to promote entrepreneurship and rural development.

1.A strategy approved by the FP&M SETA Board for identifying and supporting cooperatives, small enterprises, worker initiated, NGOs and community initiatives with skills training and development to expand and contribute to sector economic and employment growth.

1(a) Co-operatives, SMMEs, NGOs, CBOs and 5 NLPE’s eligible for funding are identified and provided with the necessary support: i.8% of DG Budget (20%) allocated to disability development promoting technical skills and new venture creations and a minimum of 3 projects implemented.

ii. Rural Development Strategy to be reviewed for closer alignment with Government and sector priorities.

iii. 20% of DG Budget (20%) allocated to rural development and poverty alleviation programmes and a minimum of 5 projects implemented.

i. 20% of the discretionary grant budget was allocated to rural development / poverty alleviation programmes and 8% of the budget to address the disability mandate of the FP&M sector – Special Projects Non-Pivotal Budget.

ii. Collaborative clustering model of SMMEs were finalised.

iii. The discretionary grant funding windows addresses training and skills development capacity in co-operatives, small businesses, NGOs, and community and worker education initiatives to contribute to the effective training of disabled, youth, and adults.

iv. In October 2013 and March 2014, the FP&M SETA Board approved special project funding for 34 small businesses (SMMEs), 5 community-based organisations (CBOs), 20 co-operatives and

100 co-operatives / worker organisations,100 small enterprises, 9 NGOs, 9 CBOs and 15 NLPEs supported.

OBJECTIVE STATEMENT

To encourage and support cooperatives, small enterprises, worker initiated NGOs and community training initiatives in order to expand technical, financial and entrepreneurial capacity to address poverty alleviation and unemployment in rural areas.

2..Discretionary Grant projects approved to support identified cooperatives, small enterprises, worker initiated, NGOs and community initiatives within the FP&M sector and their impact measured and reported on. 20 Co-operatives, 20 SMMEs, 3 NGOs, 3 CBOs, 5

NLPE’s& 2 trade unions eligible for funding are identified and provided with the necessary support:

GOAL STATEMENT 3. A Toolkit on cross-cutting skills needs for cooperatives, SMMEs and NGOs is developed as an outcome of impact measurement.

2(a) M&E / Impact study reports show increasing participation in FP&M SETA skills development activities and productivity output in cooperatives, SMMEs and NGOs supported by the SETA.

The advancement of BEE in the sector is a key priority. A large number of SMMEs in the sector are owned and managed by previously historically disadvantaged individuals. Accredit co-operatives, small enterprises and NGOs to facilitate community-training initiatives.


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14 non-governmental organisations (NGOs), and 23 non-levy paying entities (NLPEs).

20 co-operatives / worker organisations, 34 small enterprises, 42 NGOs, CBOs and NLPEs supported.

7. Name of Programme: Career & Vocational Guidance

Purpose: For FP&M sector learners to succeed they need to be guided prior to enrolment on both best match of their interest and their abilities to occupational requirements, as well as best prospects for employment and decent remuneration. These programmes require input from labour market, as well as vehicles for matching potential learners to opportunities. Information gathered and support services generated need to be synchronized centrally and made available nationally. Career paths are mapped to qualifications in all sectors and sub-sectors, and communicated effectively, contributing to improved relevance of training and greater mobility and progression FP&M SETA need to submit information in a standard format and to help expose learners to work before they make final decisions. FP&M SETA to provide information on steps taken to expose prospective learners to work in the FP&M sector.

STRATEGIC OBJECTIVE 4.8 PERFORMANCE INDICATORS TARGETS BASELINE (2013-2014) 5-YEAR TARGET Building career and vocational guidance.

1. A career management and vocational guidance strategy is developed contributing to improved relevance of training and greater mobility and progression.

1(a) Increased interest in FP&M SETA training programmes shown by young people through an increased demand for support by a minimum of 2 constituent stakeholders to support career initiatives through DG funding.

The discretionary grant funding strategy was aligned to meet this strategic objective. Dedicated fixed funding windows for work experience and internships opened to support FP&M sector workplaces as organisations of choice: Work experience: Approximately 81 FP&M SETA constituent organisations. Internships: Approximately 43 FP&M SETA constituent organisations.

OBJECTIVE STATEMENT

To expose learners to FP&M sector occupations and skills requirements so that learners are provided with guidance through FP&M sector career information and career exhibitions.


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The Board, in collaboration with stakeholders, approved the following special projects in October 2013 and March 2014 to support this strategic objective: i. SAGDA: Career management and placement of 350 unemployed graduates in FP&M sector constituent organisations, government departments, municipalities, and TVET institutions: R15,350,000. ii. Impi Training cc: Preparing TVET graduates to enter printing and packaging industry for apprenticeship modules: R500,000. iii. Singisi Forestry Products: Vocational guidance – Training and education for 40 learners at schools surrounding the forestry plantations: R40,000. v. SSACI:In partnership with FP&M SETA, companies piloted a new model in artisan training in the electrical trade for 15 learners: R1,575,000.

Learners in 179 schools reached through participation in the following 12 career exhibitions: • Government Career Exhibition

Emalahleni, 5 April 2013. • DHET Career Exhibition at

Mbizana United Methodist Church, 31 May 2013.

• Soshanguve Career Exhibition (Giant Stadium) 9 June 2013.

• MEC for Education Youth Expo at Ratanda, 15 June 2013.

• Mandela Day Celebrations and Career Exhibition at Maluti TVET College in Phuthaditjaba, 18 - 20 July 2013.

GOAL STATEMENT 2. Life Orientation educators of schools targeted for pipeline project and SDFs trained on FP&M SETA Career Information.

2(a) Career information made available to 30 secondary schools.

FP&M SETA to participate in 5 identified career exhibitions. Impact study reports show gradual change of demographics at senior levels of constituent employer companies.

82 secondary schools & 21 career exhibitions

Career paths are mapped to qualifications in all sectors and sub-sectors, and communicated effectively, contributing to improved relevance of training and greater mobility and progression.


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• False Bay TVET Career Expo at Mitchell's Plain, 26 & 27 July 2013.

• KZN Public Services Career Exhibition in Ladysmith, 30 July to 1 August 2013.

• DoL Jobs Fair for People with Disabilities at Voortrekker Monument, Pretoria, 17 October 2013.

• Mthashana TVET College Alumni Event at Nongoma, 7 December 2013.

• DHET Career Exhibition at St Joseph's Cathedral Marian Hill, Pinetown, 19 January 2014.

• Young Communist League of South Africa 10th Anniversary Rally and Career Exhibition at Sharpeville, 2 February 2014.

• Umsunduzi Municipality Career Expo 19 - 20 March 2014.


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10. Resource Considerations (aligned to the new Business Model as developed by the FP&M SETA CEO, Ms Felleng Yende)

Human Resources and New Organisational Design It is the responsibility of the Chief Executive Officer to oversee the Strategic HR function of the organisation. It is apparent that organisational design is critical in driving and supporting organisational excellence. The organisational design based on the new business model responds to the diverse nature of the SETA’s stakeholders.

Chief Executive Officer

Acting Chief Financial Officer

Financial AccountantSCM Manager

IT Manager

Executive Manager: Research, Planning and Reporting

Communications & Stakeholder

Engagement Manager

Skills Planning & Reporting Manager

Human Resources ManagerResearch Coordinator

Executive Manager: Quality Assurance

Learning Programmes ManagerQualifications Manager

Executive Manager:Governance, Risk, Compliance

and Legal

Monitoring & Evaluation Manager

Risk/Company Secretariat

Executive Manager: Projects

Regional Manager: Western Cape

Regional Manager: KZNRegional Manager: Gauteng


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ü Decentralised, Regional Managers will run with the regional operations activities from initiation to close-out. ü Corporatisation ü Outsourcing ü Joint Ventures ü Partnerships ü Privatisation

It should be noted that the key principle driving the change is performance optimisation through re-organisation, empowering staff and promoting multi-skilling. In addition to the organisation structure changes, the HR Division has redefined employees’ job titles and their responsibilities to ensure a more streamlined process.

FP&M SETA Staffing Structure for Daily Operational Management The staff establishment and post-provisioning norm of the FP&M SETA is aligned with the skills development mandate of the organisation and the priorities of the national skills development strategy III. Currently, the organisation has approximately 60 staff members.

In order to ensure productivity and effective operation of the organisation and business to provide the means for achieving corporate objectives and to contribute to the policy of better service delivery. The FP&M SETA human resources management function has implemented, inter alia, the following measures:

• Reviewed current employment contracts. • Revised HR policies and procedures and aligned these to the Quality Management System of the SETA. • Implemented the performance management of all staff related to their key performance areas, indicators and targets. • Productivity management and absenteeism management.

Sector Skills Advisors One of the strengths of the FP&M SETA is its ability to provide on-site support to constituent firms in the sector, through the use of Sector Skills Advisors. These are individuals who are employed by the SETA on a contractual basis to assist firms in the provision of skills development. Sector Skills Advisors are appointed by the SETA on the basis of relevant specialist work experience, formal qualifications and knowledge of training, and development in a technical training environment. A further factor that weighs in favour of the appointment of Sector Skills Advisors is their credibility in the industry.


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Financial Resources

The main sources of revenue for the SETA are:

• Skills Development Levies (SDL). • Interest and penalties received on late SDL payments. • Interest on investments. • Donor funding from partnership and collaboration projects.

Risk Management

PROGRAMME SUB-PROGRAMME RISK MITIGATION OF RISK 4.1 Establishing a credible institutional mechanism for skills planning

The skills matrix is benchmarked internationally.

Constrained budget may impact on quality and depth of Skills Audit and SSP.

FP&M SETA to be supported by highly qualified research unit, who have research and sector specific expertise and experience.

Failure To conduct Skills Audit / Baseline Survey.

Sufficient budget to procure research consultants / research partner.

Narrow consultation with Stakeholders on labour market information to produce quality Sector Skills Plan.

Focused workshops with stakeholders.

4.2 Increasing access to occupationally-directed programmes

Develop a comprehensive education and occupational profile of employees in the sector.

Failure by SETA to review & amend OFO codes per sub-sector

Sufficient skills planning budget and expertise to address OFO scoping.

Incapacity of SETA to develop & register quality occupationally-directed qualifications as per the guidelines and criteria of the QCTO, which also makes provision for RPL.

Develop QCTO qualifications development projects to address occupational development within the sector.

Lack of quality learning provisioning amongst skills development providers

Approve quality assurance policies (accreditation policy) to address quality of learning supported by qualified staff and effective and efficient management information systems.

4.3 Promoting the growth of a responsive public TVET college system

Work with TVETs in all geographical areas to promote the selection of TVET qualifications

No Partnership Agreements / MoUs in place to promote TVET .collaboration with FP&M SETA workplaces to promote WIL.

Set targets for partnership agreements / MoUs with TVET colleges for SETA staff and develop


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PROGRAMME SUB-PROGRAMME RISK MITIGATION OF RISK amongst schools in the respective. geographical areas.

projects to promote TVET collaboration and support.

4.4 Addressing the low level of youth and adult language and numeracy skills to enable additional training.

Bridging courses rolled out to the youth and adults with low language and numeracy skills.

Lack of research capacity to determine level of youth and adult literacy and numeracy in the sector.

Implement ABET and Foundational Learning Strategy in the FP&M sector.

Lack of partnership agreements with FP&M SETA workplaces, youth development agencies, community-based organisations etc.

Develop sector and cross-sectoral projects in collaboration with stakeholders, including youth development agencies.

4.5 Encouraging better use of workplace based skills development

Agreements put in place at the workplace for active participation in ensuring the implementation of accredited training.

Failure to implement WSP / ATR / PIVOTAL strategy to broaden skills development participation within the sector.

Set discrete targets per company size supported by additional human resources to support skills levy paying entities.

4.6 Encouraging and supporting cooperative, small enterprise, worker initiated, NGO and community training initiatives.

SETA support is rolled out.

No rural development & disability strategy. Develop rural development & disability strategy aligned to sector development.

Insufficient budget. Ring fence rural development and disability budget -Develop collaboration projects with other SETAs, national government departments / provincial governments.

4.8 Building career and vocational guidance Life Orientation educators of schools target for the pipeline project and SDFs trained. Career and vocational guidance programmes are rolled out.

Inferior labour market / skills demand information, design and printing of FP&M SETA Careers Guide & Brochures on scarce & critical skills within the required timeframe.

FP&M SETA to be supported by highly qualified skills planning / research unit and ETQA department, who have sector specific expertise pertaining to occupational development.

Lack of participation in Career Exhibitions, due to insufficient budget.

Implement defined Career & Vocational Guidance Strategy, aligned to budget.

The following five key risks are envisaged as factors that may have an impact on the realisation of the strategic objectives stated in this programme:

(i) Lack of credible research information upon which to base the SETA plans for skills development.


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Wide consultation of stakeholders should be conducted and the sector profile research that is aimed at gathering baseline research data on the entire FP&M sector will need to be prioritised by the SETA. (NSDS III Goal 4.1)

(ii) Insufficient funds to support the various skills development needs that are critical for the sector in its quest for better contribution towards economic growth of the country and in reducing the high unemployment rate as well as in gaining competitiveness. Partnerships and collaborations aimed at increasing the funding base in line with Government Departments, constituent employer associations, and the National Skills Fund will be pursued (aligned to NSDS III Goals).

(iii) Inadequate capacity and resources to monitor and evaluate the delivery of skills development programmes offered and/or funded by the SETA. Less labour intensive methods of monitoring, evaluation and utilisation of a targeted approach towards monitoring and evaluation; informed by well researched data will be explored. (NSDS III Goals 4.2; 4.3; 4.4; 4.5 and 4.6)

(iv) Inadequate consultation and liaison with critical stakeholders with regards to the various skills development initiatives of the SETA and poor marketing thereof. The FP&M SETA’s marketing and communication strategy will incorporate mechanisms for optimal stakeholder consultation and liaison, which will cover the need for ongoing evaluation and review as well as optimum involvement of critical stakeholders through (amongst others) customised messages and programmes. (All NSDS III Goals)

(v) Diverse views among the FP&M SETA stakeholders, governance structures and staff on the execution of the skills development mandate. Ongoing

consultation and engagement through mechanisms and structures such as newsletters, workshops, chambers or advisory committees, regional and industry-specific employer forums will ameliorate this challenge. (All NSDS III Goals)

(vi) FP&M SETA growth is in a potentially turbulent and critical year in terms of growth and therefore requires robust and focused performance driven decisions that will strengthen culture of high performance.


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11. Service Delivery Improvement Programme (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende)

Improvement of service delivery is a continuous progressive process and will impact on the achievement of the core objectives of our organisation as it relates to the core mandate of NSDS III to the following extent:

• New Business Model &Organisational Design - it is envisaged that the implementation of the new Business Model and Organisational review with effect from 01st August 2014's service delivery and overall organisational performance would improve markedly. Through targeted internal training and team building, this would improve the performance of organisational application of best practice through internal training and team building. The new business model encourages innovation and creativity to further business interests.

• Service Delivery - the FP&M SETA is committed to improving services rendered by fostering partnerships and collaboration with FP&M SETA constituent firms, education and training provider institutions, national and provincial government departments, SETAs and other public entities by concluding partnership agreements/MoUs through an extensive consultation process. All agreements will outline performance delivery conditions to mutually meet the objectives of all parties. All agreements will be reviewed annually to monitor achievement thereof. The measurement of service delivery through the Customer Satisfaction Survey will serve as a basis of continuous process improvement and the development of an action plan to be implemented by the management. Overall goal: To support the SETA to achieve their key objectives.

• Good Corporate Governance - in order to improve corporate governance capacity, all members of the Board and Senior Management will be accorded opportunities to attend training and induction sessions. These sessions would equip the Board Members and Senior Management with the necessary information to ensure good understanding of the organisation’s strategy, objectives and operational, and strategic risks.

• Development and Review of Policies and Procedures to enhance integrated planning and compliance - part of the organisation systems evaluation, the organisation focused on key organisational policies such as Mandatory, ETQA and Discretionary Grant policies. The methodology used in evaluating the policy is depicted below:


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The following policies have been aligned with this methodology:

ü Mandatory Grants ü Discretionary Grants ü Monitoring and Evaluation ü MoA standardisation ü Code of Conduct with organisational values ü Stakeholder needs • The Business and Operational Strategy of the FP&M SETA is to be re-aligned to QCTO / NAMB regulations and processes. In order to enhance performance delivery the Quality Management System of the SETA will be reviewed annually in order to ensure an annual update of all policies, procedures and process flows that relate to the business operations of the SETA. The focus will also be to ensure compliance with all relevant legislation. There is a continuous need to simplify policies and processes to create effectual business operations.

Extract from FP&M SETA Business Model developed by FP&M SETA CEO, Ms Felleng Yende

• Human Resource Development: In order to ensure that the highest levels of efficiency are maintained throughout the organisation, Skills Development Plans will be implemented (which will enhance the skills and capacity of staff) to meet the needs of the core objectives of the organisation and the key objectives of National Skills Development Strategy III. The implementation of a Staff Performance Management System will focus staff on delivering a higher quality service as performance improvement is at the core of this system.

• Financial Management: The FP&M SETA aims to improve financial management and capacity by ensuring that financial risks are eliminated, especially in supply chain management and the procurement of goods and services. Budgets must address the key objectives of NSDS III.

• Buildings and Offices: Whilst a limited budget is available for the lease of buildings and improving the building infrastructure, the maintenance of the physical infrastructure will be addressed in order of priority.


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• Technology: Cumbersome manual processes are tedious and time wasting. The implementation of Management Information systems and new technology will assist in streamlining business processes.

• Marketing and Communication: Strategies will be developed to promote and market the key objectives of NSDS III from the perspective of FP&M SETA.

• Discretionary/Projects Methodology: As a result of the organisational analysis, it became apparent that the business’s success is dependent on effective and efficient operations management with a particular focus on projects. The new funding model caters for the following:

• Focused operations management support SETA strategic projects that will contribute to the sub-sectors growth. • Migrate from a SPRAY approach to a FOCUSED and strategic, value-adding initiatives by following a 20/80 project identification and support

principle. • Annual-based bursaries / NSFAS. • Open Window funding; focused on unsolicited strategic and innovative projects. • Fixed funding window focuses on closed funding windows.

With these new funding windows applied, the following benefits will be realised by our stakeholders:

• Reduction of errors. • Quality work delivery, done timeously. • Improved performance.

12. FP&M SETA’s Sustainable and Value Adding Service Delivery Model (aligned to the new Business model developed by the FP&M SETA CEO, Ms Felleng Yende):

In driving the delivery of artisan development and placement (among others); FP&M SETA will ensure that projects that are supported, are informed by a systematic and integrated developmental value chain which will positively impact on youth and communities economic independence. As well as sub-sectoral economic growth and sustainability.

For the SETA to achieve impact and meaningful transformation through skills, it will execute the principle of “fewer and bigger projects” informed by a 20/80 principle. These initiatives will be driven primarily by baseline surveys and development of QoL indicators.


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13. Proposed Organisational Operations Management (aligned to the new Business Model as developed by the FP&M SETA CEO, Ms Felleng Yende)

• JIT - the proposed operations improvement strategy is called JIT, which stands for Just in Time. This method is known for waste elimination, involves all staff, and encourages continuous improvement.

• Cross Functional Performance and Design - all spheres of business functions will be integrated and cross-functional.



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14. Management Approach in Providing Leadership: Ensuring Performance Standards and Targets are Met (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende)

Performance standards have been modified and the following outcomes will be achieved through this new approach:

Quantity Operations and across the board

First Quarter Administration and +_15% of annual performance

Second Quarter 25% of annual performance

Third Quarter 30% of annual performance

Fourth Quarter 30% of annual performance

Quality 1% error tolerance 1% error tolerance 1% error tolerance 1% error tolerance Speed Communication Project Contracting

72 hours response time to all queries Contract signed within two months of approval.




Behaviour Customer Service Customer Service Customer Service Customer Service Technology All systems electronic and

staff and stakeholders trained within six months of going live.

All systems electronic and staff and stakeholders trained within six months of going live.



Cost On budget on time delivery On budget on time delivery On budget on time delivery On budget on time delivery Extract from FP&M SETA Business Model developed by FP&M SETA CEO, Ms Felleng Yende

Management to provide strategic leadership to ensure effective and efficient implementation of this Strategic Plan, the SSP and the NSDS III. This will be done through, inter-alia, the following actions:

• Identifying and managing risks. • Providing leadership and direction in the development of research priorities, plans and programmes (including encouraging staff to produce top

quality work), and meeting targets within the required time-frames.


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• Implementing a Quality Management System to address business operations of departments, including timeframes and turn-around times to meet targets.

• Liaising, partnering and collaborating with key stakeholders to promote the business strategy of the organisation. • Communicating goals, objectives, indicators and targets of the plan to the organisation’s constituents and external stakeholders. • Taking advice and guidance on key strategic issues from the Executive Authority of the FP&M SETA. • Ensuring compliance with all relevant legislation that impacts on the business and operational management of the SETA. • Ensuring commitment to frugal, prudent, effective and efficient financial management, and planning in addressing targets aligned to the budget. • Providing a base from which progress can be monitored and measured and establishing a mechanism for informed changes when needed.

The FP&M SETA has adopted a 360 degree Performance Management Methodology. The SETA’s Performance Management Policy makes provision for a rigorous staff performance management system which covers amongst many aspects the following:

• Targeted Performance agreements. • Performance appraisals. • Provision of feedback including measures to deal with poor performance.

The provisions of this policy will be applied stringently in order to ensure that the FP&M SETA meets the NSDS III goals that it has committed itself to. To this end, the following activities will be carried out:

• Specific measurable outputs in relation to the delivery of the NDSD III for all departments through which their heads will set up. • Regular reporting to the FP&M SETA Board, the Department of Higher Education and Training, constituent stakeholders such as employers, and

education and training providers on progress made will be done. This will ensure that the SETA keeps track of its performance whilst at the same time eliciting invaluable input and feedback which will ensure continuous improvement.


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15. Employee Business Conduct and Expectations (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende)

The appropriate operation of any organisation requires that all employees be effective, efficient, independent, objective, and accountable to the people they serve. To ensure these qualities are upheld, the FP&M SETA has adopted a Code of Conduct and Values to promote and maintain the highest standards of professionalism in our respective workplaces. All employees shall subscribe to the following core values:

• Honesty and integrity • Accountability • Respect • Service Excellence • Sustainable Socio-economic transformational interventions • Uphold anti-corrupt behaviour

16. Measures of Success (aligned to the new Business Model developed by the FP&M SETA CEO, Ms Felleng Yende)



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17. Specific Areas and Plans that the Minister / Parliament Directed the SETA to Report on In addressing the priorities of the Medium Term Strategic Framework of Government for 2009-2014. SETAs were requested to align their strategies to focus on a “comprehensive rural strategy linked to land and agrarian reform and food security”. The budget, indicators, and targets of this strategic plan and SSP make special provisions for the FP&M SETA to address this government priority. The SETA is often compelled to report on equity impact and targets in order to “speed up growth and transform the economy to create decent work and sustainable livelihoods”. The SETA has established indicators and targets to address equity impact in terms of class, gender, disability, age, HIV/AIDs and it has developed reporting formats and guidelines to facilitate monitoring and measurement of this specific priority. To report on outputs and measures as outlined in the President’s Outcomes: Outcome 5:”A skilled and capable workforce to support an inclusive growth path”. All the key activities, implementation plans, programmes and budget of the strategic plan is aligned to Output 1-5 of this outcome. Indicators and targets and reporting guidelines have been established in addressing this key outcome and will be reported on to the Minister and Parliament. Training Layoff Scheme - in response to the global economic crisis and the “Framework for South Africa’s Response to the International Crisis”, the Department of Labour launched the training lay-off scheme in September 2009 with a view to improving the financial flow to enterprises facing strain and halting retrenchments. The FP&M sector was identified as one of the economic sectors where there had been significant job losses and retrenchments; and where a high possibility for an appetite for participation in the Training Layoff Scheme existed. The FP&M SETA reports on a regular basis to the Minister and Parliament on the uptake and progress being made with regards to this scheme in the FP&M sector.


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Annexure A:

Strategic Plan – Key Strategic Stakeholders / Partnerships to address the Developmental and Transformational Imperatives of the NSDS III


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CLOTHING AND TEXTILES

NO. STRATEGIC PARTNER / STAKEHOLDER

KEY STRATEGIES / PARTNERSHIPS ALIGNMENT TO NSDS III & STRATEGIC PLAN FRAMEWORK

• OUTPUT OBJECTIVE

1. Department of Trade and Industry: Directorate / Sector Desk for Clothing and Textiles

• Customized Sector Programme for Clothing and Textiles.

• IPAP II. • Skills Development Project

Plan – address scarce and critical skills as well as career pathing.

4.1 • Implement key action programmes, especially skills development programme.

• Develop collaboration projects and lodge funding proposal with NSF.

• Promote and collaborate on research for the sector with regard to product and skills development.

i. To upgrade scarce and critical skills across occupational categories.

2. CSIR: Clothing and Textiles Centre of Excellence

• Research: ü Skills audits. ü Product development.

4.1; 4.2 • Participate in research activities of CSIR: Clothing and Textiles Centre of Excellence.

• Implement collaboration projects to increase access to clothing and textiles higher education and training programmes.

i. Increase post-graduate research capacity within the sector.

3. Public TVET Colleges: • Westcol • Thekwini • Umfolozi • Umgungundlovu

Artisan development, learnership provisioning, Work Integrated Learning (WIL), Team Leader, Supervisory and Management Training, Institutes of Sectoral or Occupational Excellence (ISOEs).

4.3 • Increase access to intermediate / middle level skills.

• Increase capacity for quality learning provisioning for technical scarce and critical skills.

i. Develop strategy to establish linkages with TVETs.

ii. Facilitate partnerships between TVETs and employers.


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• iii. National Strategy in place to provide work experience and improve employability.

4. Private TVET Colleges: • 40 Workplaces • 7 Host Training

Providers

Artisan development, learnership provisioning, Work Integrated Learning (WIL), Team Leader, Supervisory and Management Training, Institutes of Sectoral or Occupational Excellence (ISOEs).

4.3 • Increase access to intermediate / middle level skills


• National Strategy in place to provide work experience and improve employability.


ii. Facilitate

partnerships between TVETs and employers.

5. Public Higher Education Institutions:

• Durban University of Technology

• Cape Peninsula University of Technology

• University of Johannesburg

• Nelson Mandela Metropolitan University

• University of Stellenbosch

Clothing and Textile Technologist programmes (diploma / degrees), Honours, Masters in Textile Science / Clothing Management and Doctoral / Post-doctoral programmes.

4.2 • Strategy in place to Increase access for work experience / internships by work-ready graduates.

• Develop research and development capacity within the sector.

• Encourage continuous professional development of the clothing and textile workforce.

• Broaden ISOE Strategy to include HEIs.

i. High level scarce skills needs are addressed.

6. Clothing and Textiles Employers & Labour Unions

Trade Unions: • SACTWU

4.1; 4.2 • Engage with both employer and labour organisations in the FP&M sector to promote and

i. Address scarce and critical skills in the sector.


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Employers: • 18 employer organisations

(refer to constitution)

consolidate the skills development strategy for the sector.

7. Provincial Governments: • KZN: Department of

Economic Development and Tourism

• Gauteng: Department of Economic Development and Tourism

• Western Cape: Department of Economic Development and Tourism

i. Provincial Growth and Development Strategies for Economic Clusters: ii. Promote Collaboration Projects: KZN: DEDT:

• MSc / Doctoral programmes with University of Liberec

• CPD Programmes • Seminar Series

Gauteng DEDT: • Draft Provincial Strategy • Skills Development

Collaboration Project: Workforce development – learnerships & team leader development, Development of business & entrepreneurial skills for the Unemployed & Youth

4.2; 4.6 • Develop provincial strategies & establish collaboration projects to address provincial HRD scarce and critical skills.


8. KZN: Clothing and Textiles Cluster – B&M Analysts

Research & benchmarking in the clothing and textiles sub-sectors

4.2 • Broaden research capacity with regard to:

ü Economic performance information – RoI.

ü Benchmarking – productivity and competitiveness with best practice countries.


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ü Skills Development – World –Class Manufacturing / Lean Manufacturing / Greener Production.

FOOTWEAR AND LEATHER


KEY STRATEGIES / PARTNERSHIPS

ALIGNMENT TO NSDS III & STRATEGIC PLAN FRAMEWORK

OUTPUT OBJECTIVE

1. Department of Trade and Industry: Directorate / Sector Desk for Footwear and Leather

• Customized Sector Programme for Footwear and Leather.

• IPAP II. • Skills Development

Project Plan – address scarce and critical skills & career pathing.

4.1; 4.2; • Implement key action programmes, especially skills development programme.

• Develop collaboration projects and lodge funding proposal with NSF.

i. Upgrading of scarce and critical skills across occupational categories.

2. Private TVET Colleges: • 40 Workplaces • 7 Host Training

Provider Institutions

Artisan development, learnership provisioning, Work Integrated Learning (WIL), Team Leader, Supervisory and Management


• Increase capacity for quality learning provisioning for



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Training, Institutes of Sectoral or Occupational Excellence (ISOEs).

technical scarce and critical skills.



3. Footwear and Leather

Employers & Labour Unions

Labour Unions: • NULAW

Employers: • SAFLIA • ASAM • SATEO

4.1; 4.2 • Address scarce and critical skills.

i. Address scarce and critical skills in the sector.


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FOREST INDUSTRIES




OUTPUT OBJECTIVE

1. Department of Trade and Industry: Directorate / Sector Desk – Forest Industries

• Forestry Charter • IPAP II – Rural

development through forestry.

• Skills Development Project Plan – address scarce and critical skills & career pathing.

4.1;4.2 • Develop Skills Development Project Plan to support key action programmes in the various sub-sectors.

• Develop collaboration projects & lodge with NSF and Provincial Governments (KZN and Mpumalanga).

i. Upgrading of scarce and critical skills across occupational categories.

ii. Strengthen linkages between sector strategies and skills development plans.

2. Department of Agriculture, Forestry and Fisheries (DAFF)

• Integrated Growth and Development Plan (IGDP 2011-2031). Initiatives of DAFF and opportunities for partnerships.

• Training and Development Interventions of DAFF – ABET training and graduate internship programmes.

4.1; 4.2 • Develop skills development strategy to complement sector strategies.

• Implement collaboration projects.

i. Promote partnership to address higher order scarce and critical skills.

3. Private TVET Colleges: • Furntech

• Learnership provisioning, RPL, Team Leader, Supervisory and

4.2; 4.3 • Increase access to intermediate / middle level skills.

i. Develop strategy to establish


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OUTPUT OBJECTIVE

• Furniture World Training Centre

• Forestry Industry Training Providers Association

Management Training, Institutes of Sectoral or Occupational Excellence (ISOEs).



linkages with TVETs.


4. Public TVET Colleges:

• Thekwini • Umfolozi • Umgungundlovu • Capricorn • Sekhukhune • Ikhala • Emfuleni

• NCV: Paper and Pulp Technology-Work Integrated Learning (WIL), Team Leader, Supervisory and Management Training, Institutes of Sectoral or Occupational Excellence (ISOEs).







• Durban University of Technology

• Cape Peninsula University of Technology

• University of Johannesburg

Diploma in Pulp and Paper and Tissue Production. Pulp Technologist programmes, Fossil Technology, Honours, Masters and Doctoral / Post-doctoral programmes.



• Encourage continuous professional development of the forest industries workforce.



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OUTPUT OBJECTIVE

• Nelson Mandela Metropolitan University

• University of Stellenbosch

• UNISA 6. Provincial Governments:

• KZN: Department of Economic Development and Tourism

• Western Cape: Department of Economic Development and Tourism

• Mpumalanga: Department of Economic Development and Tourism

• Develop Provincial Growth & Development Strategies for Economic Clusters:

• Promote Collaboration Projects:

KZN: DEDT: ü Forestry ü Small Furniture

Manufacturers ü Charcoal Manufacturing

Gauteng DEDT: ü Small Furniture

Manufacturers Western Cape: DEDT: ü Small Furniture

Manufacturers Mpumalanga DEDT: ü Forestry

Eastern Cape DEDT: ü Charcoal Manufacturing

4.2;4.6 • Develop provincial strategies and establish collaboration projects to address provincial HRD scarce and critical skills.


7. Western Cape Furniture Initiative

• Learnership provisioning, research & benchmarking



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OUTPUT OBJECTIVE

in the furniture-making sub-sector.

• Economic performance information – RoI

• Benchmarking – productivity, design and competitiveness with best practice countries.

• Skills Development –learnership provisioning.

8. Forestry, Pulp and Paper, Furniture, Wood Products: Employers and Labour Unions

Key stakeholders: Large Companies:

• SAPPI • MONDI • Kimberley Clark

Labour Unions:

• CEPPWAWU • NUFAWSA • FAWU • SAEWA

Employers

• FPBEA • FSA • SAFCA • FBUMA • SALMA • PAMSA


i. Scarce and critical skills in the sector addressed.

ii. Proactive engagements and agreements regards the absorption of artisans, learnerships and internships


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PUBLISHING




OUTPUT OBJECTIVE

1. Department of Arts and Culture

Develop sector strategy with skills development component, including research.

4.1; 42 Promote and collaborate in research for the sector with regard to sector and skills development. Develop collaboration projects.

i. To upgrade scarce and critical skills across occupational categories.


• Rhodes University • University of

Pretoria • Nelson Mandela

Metropolitan • UNISA • University of

Johannesburg

• Diplomas and Degrees, Honours, Masters, Doctoral and Post-doctoral degrees in Journalism and Publishing.

4.2 • Strategy in place to increase access for work experience / internships by work-ready graduates.

• Develop research and development capacity within the sector

• Encourage continuous professional development of the publishing workforce.


ii.

3. Private Providers: • PASA • SETA Accredited • Training

Academies

PASA Strategy: • National Annual Book

fares / Exhibitions- Publishers / writers gathering.

• Internships

• Strategy in place to increase access for work experience / internships by work-ready graduates.



ii. Facilitate partnerships


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OUTPUT OBJECTIVE

• Encourage continuous professional development of the publishing workforce by share ideas about writing and publishing related skills with writers and publishers.

between TVETs and employers.

4. Key Industry Associations: Employers:

• Publishing Association of South Africa (PASA)

• PEASA • IPEASA • PPEA

Large Companies: Maskew Miller Via Africa Shutter& Shooter Heinemann Publishers Oxford

• Skills Planning and sector strategy.

• Develop skills development project plan.


i. Scarce and critical skills in the sector addressed.


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PRINT MEDIA, PRINTING AND PACKAGING




OUTPUT OBJECTIVE

1. Print Media: • Department of

Communications • Print Media SA • HSRC

• Research. 4.2 • Broaden research capacity with regard to:

• Economic performance information – RoI.


i. Develop strategies to address sector development.

2. Printing and Packaging: • Department of

Trade and Industry: Sector Desk for Printing and Packaging

• PIFSA • Government

Printing Works • South African

Bank Notes

• Develop sector strategy. • Engage in research. • Develop Skills

Development Project Plan.


• Economic performance information – RoI.


• New opportunities.

i. Develop national industries policies to address sector development.

3. Private TVET Colleges: • PIFSA • IMPI • NISSI • SAJ

• Artisan development & provisioning, Supervisory and Management Training, Institutes of Sectoral or Occupational Excellence (ISOEs).


• Increase capacity for quality learning provisioning for



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OUTPUT OBJECTIVE

• Paarl Media Academy (ISOE)

• Namtech

• Curriculum and Learning Materials Development.

technical scarce and critical skills.



4. Public TVET Colleges:

• TBC • Artisan development

provisioning, Supervisory and Management Training, Institutes of Sectoral or Occupational Excellence (ISOEs).






5. Public Higher Education

Institutions

• Management Development Programme for Printers.



• Encourage continuous professional development of the printing and packaging workforce.


6. Printing and Packaging: Employers and Labour Unions:

Develop sector strategies with skills development component, including research.

4.1; 4.2 Address scarce and critical skills. i. Scarce and critical skills in


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OUTPUT OBJECTIVE

Key Industry Associations & Large Companies:

• Printing Industries Federation of South Africa (PIFSA)

• Packaging Association of South Africa (PACSA)

Labour Unions: • SATU • CEPPWAWU

Large Companies • Nampak • Mondi • Paarl Media • CTP

the sector addressed.


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Annexure B:

Strategic Plan - Partnerships

DOCUMENT TYPE DEPARTMENT DOCUMENT DATE DOCUMENT STATUS FP&M SETA STRATEGIC PLAN FOR 2015-2020 FP&M SETA 12th JANUARY 2015 SECOND VERSION

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FP&M SETA TVET / HET PARTNERSHIP STRATEGY

NSDS OBJECTIVE 4.2

Promote the development of high level skills in the sector in partnership with the HET sector

DESCRIPTION TIMEFRAMES RESOURCES FINAL OUTCOME/IMPACT

High level sector scarce skills needs are addressed by work-ready graduates from higher education institutions.

2016

INTERMEDIATE OUTCOME

• Increased numbers of highly skilled graduates/post-graduates find job placement / work experience opportunities to meet the needs of the sector to address research, development and innovation.

• Tracer study findings communicated to relevant stakeholders.

IMMEDIATE OUTCOMES

• Discretionary Grant funding applications for post-graduate programmes approved.

• Collaboration project proposals submitted to social partners, stakeholders and NSF.

• Learner graduates register and complete post-graduate programmes.

• Tracer study completed.

2011-2016


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DESCRIPTION TIMEFRAMES RESOURCES OUTPUTS • ISOE/HET strategy developed for implementation.

• Higher Education programmes reviewed and benchmarked.

• Discretionary grant guidelines for post-graduate programmes reviewed and incentives planned.

• NSF /Collaboration project proposals developed to increase post-graduate output.

• HET Liaison Committees established at targeted HET institutions.

• Work opportunities for unemployed post-graduates increased.

• Delivery agreements / MoUs signed with public learning institutions and international HET institutions for post-graduate programmes.

ACTIVITIES i. Identify supply challenges in relation to high level scarce skills gap –post-graduate programmes aligned to scarce occupations.

ii. Develop ISOE/HET strategy and graduate development plan to support identified ISOEs located at HEIs in order to attract post-graduates into the sector.

iii. Identify and collaborate with key HET partners and international education and training institutions to improve post-graduate output and research and development capacity in the FP&M sector.

iv. Set discrete targets for number of post-graduates to be trained by 2016.

v. Develop collaborative funding model with other SETAs and stakeholders to boost post-graduate output.

2011-2016 Budget (workshops). IT / Computer Infrastructure. Human Resources. Strategy / MoA documents. NSDS III Strategy.


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DESCRIPTION TIMEFRAMES RESOURCES vi. Establish projects to enable relevant number of post-

graduates for the sector to be trained (e.g. NSF project proposal).

INPUTS • Discretionary Grant Budget – targets and cost per programme confirmed for post-graduate programme.

• List of identified high level scarce and critical skills. • IT infrastructure –MIS for post-graduate administration. • Post-graduate qualifications and research agenda. • Work Experience / Internship Strategy. • Delivery Agreements/MoUs. • NSDS III Strategy.

NSDS OBJECTIVE 4.3

Promoting the growth of a public TVET college system that is responsive to sector, regional and national skills needs and priorities

1. Draw up a geographic profile of each sector in the FP&M SETA and link this to the TVET college representation.

2. Establish geographic representation in areas where FP&M economic activity is vibrant and establish relations with TVET colleges in close proximity.

3. Work with TVETs located in geographic areas with high relevance to the FP&M sector to promote the selection of TVET qualifications by school located in those respective areas.

4. Create links between TVET colleges and local skills development initiatives e.g. sewing clubs, small scale furniture repairs, community newspapers, etc.


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DESCRIPTION TIMEFRAMES RESOURCES FINAL OUTCOME FP&M SETA partner with at least 10 TVET institutions, of which at

least 7are public institutions. TVET institutions accredited for delivery of targeted QCTO registered occupationally-directed programmes.

2014 SETA/TVET Collaboration Strategy Budget Research/Survey Registered QCTO Occupational Programmes

INTERMEDIATE OUTCOME

• Network (web of TVET colleges across a single geographic location) of Institutions of Sectoral or Occupational Excellence accredited with special expertise in FP&M sector occupationally-directed programmes.

IMMEDIATE OUTCOMES

• TVET institutions accredited for delivery of targeted QCTO registered programmes.

• TVET collaboration project proposals submitted to social partners, stakeholders and NSF to promote work experience / internships for NCV graduates.

2011-2016

OUTPUTS • FP&M SETA should know the enrolment capacity of each TVET together with its programme offering.

• FP&M will establish presence in these TVETs and help design programmes to suit the needs of the sector.

• FP&M SETA will conduct annual career exhibition sessions in collaboration with the TVETs to promote the latest programmes.

• TVET intakes should favour artisanal programmes in all relevant geographic areas.

• FP&M SETA must have TVET linked community small scale programmes in targeted communities where it is represented.

2013 Research – Surveys Budget


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• Delivery agreements / MoUs must be signed with key public TVET institutions and reported in Quarterly and Annual Reports.

DESCRIPTION TIMEFRAMES RESOURCES ACTIVITIES i. Develop a strategy to establish linkages with TVETs and

employers – strategy to include continued support for identified ISOEs located within TVET sector.

ii. Develop a highly articulated system of qualifications between SETA/TVET programmes that are current, relevant and responsive.

iii. Identify key TVET partnerships and sign MoUs / PIVOTAL agreements.

iv. Develop collaboration projects with key TVET colleges to promote work experience / internships for NCV graduates and artisan development.

2011-2016 Budget (workshops). IT / Computer Infrastructure. Human Resources. Strategy / MoU documents. NSDS III Strategy.

INPUTS • ISOE/PPP Strategy. • List of identified high level scarce and critical skills. • FP&M SETA Provider Accreditation Policy. • Work Experience / Internship Strategy. • IT infrastructure –administration. • Budget. • Database of TVET institutions. • NSDS III Strategy.


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FP&M SETA ALIGNMENT TO STRATEGIC INFRASTRUCTURE PROJECTS

SIP 3: South Eastern node & corridor development

In order to help improve the industrial and agricultural development and export capacity of the Eastern Cape Region the following forestry and wood products projects have been approved by the FP&M SETA Board. It is anticipated that that the FP&M SETA rural development projects located in the Eastern Cape will be located close to the new dam and irrigation systems to be built at Umzimvubu and will provide secondary support for this project.

SIP 7: Integrated Urban Space and Public Transport Programme

It is anticipated that key stakeholders will collaborate with the FP&M SETA to provide skills that relate to development of human settlements (more especially in the sphere of joinery the manufacturing of trusses) and furniture-making. The training of these skills to be promoted through the development of QCTO registered sector trades for these occupations.

SIP 8: Green Energy in support of the South African Economy

Greener production concept to be promoted within FP&M SETA industries. FP&M SETA occupationally-directed qualifications and OFO profiling to make provision for cleaner production and a sustainable enviro-friendly production environment.

SIP 11: Agri-logistics and rural infrastructure

10% of FP&M SETA Discretionary Grant Budget to be invested in skills development initiatives for rural infrastructure. Projects to be approved to support the expansion of production and employment and rural development that relate to forestry, furniture making, and clothing production initiatives.

SIP 12: Revitalisation of public hospitals and other health facilities

Projects in furniture making, uniform production etc. that relate to the refurbishment of hospitals and other public health facilities to be supported.


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SIP 13: National School Build Programme

Projects in furniture production of school desks and chairs that supports the national school build programme to be supported.

SIP 14: Higher Education Infrastructure

Infrastructure development for higher education focusing on lecture rooms, libraries and laboratories to become part of FP&M SETA focus. Projects that support internships and work experience related to journalism, book production, writing skills (publishing) and newspapers (print media) etc. to be supported. Higher education infrastructure to also be supported through furniture making, upholstery and clothing (uniforms) production in order for higher education to meet their social responsibility targets.

Higher Education Infrastructure to also be supported in the following ways:

• To become research partners with industrial sectors in the SETA. • Bursaries, Work Experience, Internships to be provided for development of technologists, engineers and journalists. • To address the promotion of medium and high level skills in the FP&M sector. • To implement pilot projects that relate to CPD for lecturer development.


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CRITICAL RESEARCH PROJECTS

Research required

Essence of the proposed research project

Timeframe

1. Understanding the 2020 operating environment of the FP&M industries

Although drivers of change indicate major changes in learning content, further research is required to estimate what skills will be required by whom.

To be done as soon as possible since it will lay a solid foundation for other research projects and skills development initiatives.

2. Updating curricula –QCTO qualifications Development.

The updated SSP clearly identified a need to update curricula and learning material to be aligned with future requirements. Drivers of change clearly indicate specific skills clusters that will be required in areas such as social media, marketing, multi-skilling and the green agenda. These themes do not form part of existing curricula and learning material, or are not sufficiently addressed.

Due to the time required to develop new learning material it is essential that the research commences as soon as possible, within 3-6 months.

3. SMME research Although research has been done on SMMEs in the FP&M sectors, much further research will be required to include areas such as rural areas. If SMME empowerment can be successfully extended to rural areas, two government policies are addressed simultaneously. The fact that the industries have FP&M activities in these areas, rural development should be viewed as an opportunity.

6 months -1 year

4. Toolkit for SMME operators

Sufficient classroom training is not always possible to attract SMME’s with businesses. A toolkit based on the how-to principle, for example how to develop a business plan, how to budget -that will make a substantial contribution. The toolkit should have templates for all activities such as a strategic plan, appointment letter etc.

3-6 months

5 Develop a toolkit to empower staff members to comply

It is anticipated that this intervention could have major changes on the future learning landscape and maybe it might be necessary to reassess all curricula of both sectors. Further research into E-Learning as an

As soon as possible since E-learning is viewed as ideal solution to especially empower people in the rural areas.


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with E-learning and new curricula

alternative to face to face instruction may be required to offset the process. This research should address the need for alternatives to classroom training due to the difficulty for learners to attend formal training due to working responsibilities, transport, etc.

6.Research to accelerate BBBEE

Acceleration of BBBEE is essential in view of most government policies implemented after 1994. A research project is proposed where historically disadvantaged citizens are identified and placed on individual development programmes that include education, training courses, job exposure and practical assignments that are controlled by means of a logbook.

As soon as possible and preferably within 2-3 months

7. RPL Since RPL has made slow progress across industries, FPM can take a leading role in researching the most viable intervention to ensure that people who can do the work, are credited with appropriate qualifications.

Preferably before the next SSP update


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Annexure C:

Acronyms

ACRONYM FULL DESCRIPTION

ABET Adult Basic Education and Training

AET Adult Education and Training

AgriSETA Agricultural SETA

APP Annual Performance Plan

ASAM Association of South African Manufacturers of Luggage, Handbags and General Goods

ATR Annual Training Report

BBBEE Broad Based Black Economic Empowerment

CBO Community Based Organisation

CEO Chief Executive Officer

CEPPWAWU Chemical Energy Paper Printing Wood and Allied Workers Union

CFO Chief Financial Officer

COMP Completed

CPD Continuous Professional Development

CTFL Clothing, Textiles, Footwear, and Leather

DAFF Department of Agriculture, Forestry, and Fisheries

DEDT Department of Economic Development and Tourism

DG Discretionary Grant

DHET Department of Higher Education and Training

DoL Department of Labour

DTI Department of Trade and Industry

EMP Employed

ENT Entered

ETQA Education and Training Quality Assurance

EXCO Executive Committee

FAWU Food and Allied Workers Union

FBUMA Furniture, Bedding and Upholstery Manufacturers Association

FIETA Forestry Industries Education and Training Authority

FLC Foundational Learning Certificate

FP&M Fibre Processing & Manufacturing

FPBEA Fibre Particle Board Employers' Association

FSA Forestry South Africa

HEI Higher Education Institution


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HET Higher Education and Training

HR Human Resources

IGDP Integrated Growth and Development Plan

INT Internship

IPAP Industrial Policy Action Plan

IPEASA Independent Packaging Employers Association of South Africa

ISOE Institute of Sector or Occupational Excellence

IT Information Technology

JIT Just in Time

KZN KwaZulu‐Natal

M&E Monitoring & Evaluation

MAPPP Media, Advertising, Publishing, Printing, and Packaging

MIS Management Information System

MOA Memorandum of Agreement

MOU Memorandum of Understanding

MSc Masters of Science

MTEF Medium Term Economic Framework

MTSF Medium Term Strategic Framework

NAMB National Artisan Moderating Body

NCV National Certificate Vocational

NGO Non‐Governmental Organisation

NGP New Growth Path

NLPE Non-levy Paying Entity

NOPF National Occupational Pathways Framework

NQF National Qualifications Framework

NSDS National Skills Development Strategy

NSF National Skills Fund

NSFAS National Student Financial Aid Scheme

NUFAWSA National Union of Furniture & Allied Workers SA

NULAW National Union for Leather and Allied Workers

OFO Organising Framework for Occupations

PACSA Packaging Association of South Africa

PAMSA Paper Manufacturers Association of South Africa

PASA Publishing Association of South Africa


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PEASA Printing Employers Association of South Africa

PFMA Public Finance Management Act , 1999 (Act No 1 of 1999)

PIFSA Printing Industries Federation of South Africa

PIVOTAL Professional, Vocational, Technical, and Academic Learning

PPEA Paper Packaging Employers Association

PPP Printing, Packaging and Publishing

QCTO Quality Council for Trade and Occupations

QoL Quality of Learning

RoI Return on Investment

RPL Recognition of Prior Learning

SABMEO South African Blanket Manufacturers Employers Organisation

SACTWU Southern African Clothing and Textile Workers Union

SADC Southern African Development Community

SAEWA South African Equity Workers Association

SAFCA Southern Africa Forestry Contractors Association

SAFLIA South African Footwear and Leather Industry Association

SALMA South African Lumber Millers' Association

SAQA South African Qualifications Authority

SARS South African Revenue Service

SATEO South African Tanners Employers Association

SDL Skills Development Levy

SETA Sector Education and Training Authority

SIP Strategic Infrastructural Programme

SLA Service Level Agreement

SLO SETA Liaison Officer

SMME Small, Medium, and Micro Enterprises

SSACI Swiss-South African Co-operation Initiative

SSP Sector Skills Plan

TVET Technical and Vocational Education and Training

UNEMP / UNE Unemployed

UoT University of Technology

WIL Work Integrated Learning

WSP Workplace Skills Plan

Documents

Strategic Plan For the period : 2015/16 2019/20 · Strategic Plan For the period ... It is acknowledged that this strategic document is informed and underpinned by the new Business