Progress made against NSDS III objectives and the road ahead”
7 October 2019
Gallagher Estates and Conference,
Midrand
• Background on the NSA
• The National Skills Development Strategy 2011-2016 evaluation recommendations
Strategy
Governance and Accountability
Key recommendations
• THE ROAD AHEAD: National Skills Development Plan 2020 Implementation
Part 1: NSDP Purpose and Priorities
Part 2: NSDP Overarching Principles
Principles for the Skills Landscape
Part 3 : Institutional Arrangements
Seta landscape beyond March 2020
PRESENTATION OUTLINE
2
Background of the National Skills Authority
3
Background – National Skills Authority (NSA)
-SDA provisions requires the NSA to execute an oversight and
advisory role over the NSDS policy, implementation, etc
National Skills Authority(NSA) is established in terms of Chapter 2, section
(5) of the Skills Development Act 97 of 1998 (SDA), as amended (Act 37 of
2008) - to advise the Minister as per the Act.
White Paper for Post-School Education and Training
states that “the National Skills Authority will
concentrate specifically on monitoring and evaluating
the SETAs. This implies that it will become an expert
body with high- level monitoring and evaluation skills.”
Functions of the NSA in terms of the SDA
5
NSA Functions
Advice Liaison (SETAs) Consultation Other
Advise the Minister on:•National Skills Development PolicyNational Skills Development Strategy (NSDS)NSDS Implementation GuidelinesNSF Funding Allocation Strategic Framework and CriteriaSDA Regulations (excl QCTO regulations)
Liaise with SETAs on:•The National Skills Development PolicyThe National Skills Development StrategySector Skills Plans
Consult with the Minister on:•SETA Changes, Amalgamations, Dissolutions and AdministrationSETA SLA RegulationsSETA Plans and DG Reporting requirementsSETA GrantsNSF Administration and OperationsProvincial Skills Development ForumsSkills Development Levies Act Regulations
The Authority must:Perform its functions in accordance with this Act and its constitution Conduct investigations on any matter arising out of the application of this Act Exercise any other powers and perform any other duties conferred or imposed on the Authority by this ActReceive, from the Department, information on skills
The Authority has:•The prescribed powers of entry and to question and inspect
Liaison (QCTO)
Liaise with the QCTO on:•occupational standards and qualificationsthe suitability and adequacy of occupational standards and qualificationsthe quality of learning in and for the workplace The NSA EO must be a QCTO board member
Reporting
Report to the Minister on the:•NSDS implementation progress Comment
The Authority must:•Comment on the NSF annual financial statements
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The Chairperson
1 member from SAQA
5 members
representing the
State
5 members representing
OrganisedLabour
4 members
representing
Education &
Training
Institutions
5 members representing
OrganisedBusiness
5 members representing Community
Constituency
National Skills Development StrategyEvaluation
7
Impact in relation to Transformational imperatives
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African; 79,17%
Coloured; 6,06%
Indian; 2,76%Other; 0,04%
White; 11,98%
African Coloured Indian Other White
Race:Enrolments in learning programme across population groups
Across the 21 SETAs and the NSF, there were more than 1.3 million beneficiaries whoparticipated in learning programmesFor SETAs, 79% of learners that accessed learning programmes were African, followed by 12% forWhites, 6% for Indians and 3% for ColouredsEven though there was improved access amongst the previously disadvantaged at 88%, theproportion of the Black beneficiaries that completed their training programmes was 85%
Enrolments vs completions: per learning programme
9
Learnerships
81%
6% 2% 6% 5%
77%
6% 3% 9% 5%0%
50%
100%
Enrolments Completions
54%43%
3%
50% 46%
4%
0%
20%
40%
60%
Female Male Undefined
Enrolments Completions
Internships
89%
4% 2% 4% 2%
90%
4% 1% 4% 1%0%
50%
100%
Entered Completed
55%42%
3%
60%
39%
1%0%
20%
40%
60%
80%
Female Male Unknown
Enrolment Completions
Impact in relation to Transformational imperatives (7)
10
Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r
10
Enrolments over 5 years per SETA: per learning programme
10
-
20 000
40 000
60 000
80 000
100 000
120 000
140 000 P
SETA
BA
NK
SETA
FO
OD
BEV
EW
SETA
CA
THSS
ETA
CET
A
ETD
PSE
TA
FP
&M
SETA
SA
SSET
A
MIC
TSET
A
INSE
TA
AG
RIS
ETA
LG
SETA
SER
VIC
ES
CH
IETA
HW
SETA
TET
A
W&
RSE
TA
MER
SETA
FA
SSET
MQ
A
Learnership Internship Skills Programme Artisan
Impact in relation to Transformational imperatives (7)
11
Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r
11
Racial composition of enrolments across learning programmes: over 5 years
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0%
20%
40%
60%
80%
100%
Artisan Internship Learnership SkillsProgramme
TotalLear
ner
s in
th
e p
rogr
amm
e (%
)
Black Coloured Indian Other Unknown White
Impact in relation to Transformational imperatives (7)
12
Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r
12
Impact in relation to Transformational imperatives
12
56%
47%
20%
92%
17%
48%
42%
51%
75%
8%
77%
48%
2%
2%
5%
6%
5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Black
Coloured
Indian
Other
White
All learners
1-3 4-6 7 & higher
African
Amongst the learners who accessed the learning programmes, 55% were employed whilst 45% were unemployedAbout 48% of the learners accessed qualifications at NQF level 1 to 3 (low level skills)The proportion of learners who accessed learning opportunities at NQF levels 4 to 6 (mid-level skills) was also 48% indicating that there was a balanced allocation between low and mid-level skillsMore Africans (56%) and Coloureds (47%) tended to be enrolled in lower NQF levels when compared to their Indian (20%) and White (17%) counterparts
Impact in relation to Transformational imperatives (7)
13
Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r
13
Impact in relation to Transformational imperatives
13
Female48%Male
52%
Over the period under review there were more males (52%) enrolled in learning programmes ascompared to females (48%)Across SETAs, those involved in manufacturing and technical industries tended to have higherproportions of males trainedWhile less females were enrolled, even lesser completed their learning programmes and werecertificated
Impact in relation to Transformational imperatives (7)
14
Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r
14
Impact in relation to Transformational imperatives
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Whilst the Gauteng population constitutes 25,5% of the country’s population,about 35,6% of learners came from GautengWith the exception of the Northern Cape which had an even spread of learningopportunities as compared to the population proportion, the rest of theprovinces had lesser proportion of learners
Impact in relation to Transformational imperatives (7)
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Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r
15
Impact in relation to Transformational imperatives
15
Impact in relation to Transformational imperatives (7)
16
Over the period under review there the proportion of people living with disabilities thataccessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population of permanentemployees and received a 0.62 per cent share of all training of permanent employeesThis means there was a significant improvement between that phase of the NSDS and theperiod under r
16
Impact in relation to Transformational imperatives
16
Over the period under review there the proportion of people living withdisabilities that accessed learning opportunities was 1.6%In 2007, disabled employees represented 0.93 per cent of the population ofpermanent employees and received a 0.62 per cent share of all training ofpermanent employeesThis means there was a significant improvement between that phase of theNSDS and the period under
Promotion of joint planning process and oversight for skills
development;
Development of financial strategy to support the NSDP;
Strengthen the capacity of the NSA as a multi-stakeholder
structure;
Addressing data challenges within the skills system;
Strengthen governance and accountability of the SETA by
repositioning of SETA; structures, development of an accountability
framework and simplifying SETA structures; and
Development of effective communication strategy.
NSDS III Evaluation Key Recommendations
17
18
Hon. Minister Dr.
GNM Pandor with
members of the 4th
NSA Board
The NSA Chairperson and
Executive Officer with
Board and Secretariat
members
The NSA with some of the
newly appointed SETA
Accounting Authorities
during their induction in
2018
The NSA with some of the
newly appointed SETA
Accounting Authorities
during their induction in
2018
THE ROAD AHEAD: National Skills Development Plan – NSDP 2020
OVERVIEW
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Background
• White Paper for Post-School Education and Training
• Ministerial Task Team Report on SETA Performance
• Human Resource Development Council Report on the Skills System Review
• Number of other reviews and reports considered
National Skills Development
Strategy and SETA Landscape
Proposal (NSLP 2015) – 29
February 2016
• SETA Landscape due to lapse 31 March 2016
• NSDS III due to lapse 31 March 2016
Government Gazette issued to extend NSDS III and Re-establish SETAs until 31
March 2020
• Cabinet
• NSLP Public Comments
• Task Teams (WP/MTT)
• NEDLAC
• National Skills Authority (NSA)
• SETAs
• QCs
• Inter-governmental engagements
Consultation/Engagement
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Part 1 : NSDP Purpose and Priorities
Take into account inputs
Priorities remains to harness efficacy of PSET and address challenges
White Paper is the Overarching strategy for Skills Development
To engage on the revised proposals which outlines the objectives and institutional mechanism
Phase-in and build capacity
Shifting to a Longer- Tem Plan
Outlines the Priorities to support the achievement of the vision and objectives of the White Paper
Levy institutions will support the Post-School Education and Training system to address occupations in demand
To enable economic growth, employment creation and social development
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Principles for the Skills Landscape
• Transformational Imperatives – NSDS
Principle 1: Advancing an equitable and integrated system
• Partnership and collaboration
Principle 2: Greater Inclusivity and Collaborations across the system
• Access and standardisation
Principle 3: Focusing on support systems for learners/stakeholders
• Improving Accountability Framework through improved Monitoring and Evaluation
Principle 4: Strong Emphasis on Accountability
• Ensure greater coherence of system while also rationalising and streamlining of institutional and functional overlaps
Principle 5: Rationalising and Streamlining the skills Landscape
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Objectives – Building on NSDS III
• - Framework for collaboration with Educational institutions to increase enrolment;
•Funding Occupations in High Demand (49.5%) – WPBL Incentives
•Fund National Priorities that focus on the needs of the poor (20%);
•Longer term planning
•Fiscus and Levy to support occupational priorities;
•Longer term planning and funding to build capacity to deliver programmes to address occupations in high demand;
•Support Workplaces and institutions partnering - Incentives
•Quality Councils to ensure qualifications and curricula in place;
•Demand Analysis to inform enrolment Planning;
•Enhancing articulation
• - Partnerships with TVET/CETC/HEI
•Determine Occupational Demand based on workplace demand and Government Priorities through research and analysis
Understanding Demand
Steering Supply –
Qualification and Provision
Steering Supply -Funding
Growing Supply
SETA LANDSCAPE BEYOND MARCH 2020
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5
SETA LANDSCAPE
The 21 SETAs should not be merged during this process of skills
development system review but rather be reestablished up to 2030 to
ensure greater efficiency, effectiveness, coordination and collaboration.
The NSA advice further highlights the following points:
Ensure standardisation of systems;
Create shared service for support functions;
Develop central application system for SETAs;
Develop systems to eliminate irregularity and fraud;
Promote Inter-SETA collaborations and partnership; and
Review Standard Industrial Codes (SICs) to address overlaps.
Thank YouDr Thabo Mashongoane
NSA Executive [email protected]