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August 2012

AGRISETA STRATEGIC PLAN FOR 2013-2016 AUGUST 2012

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FOREWORD

The agricultural sector of South Africa is unique and faces unique challenges, also with regards to skills development. The sector is highly dualistic with a small but strong commercial sector (approximately 35 000 commercial farmers). These are some of the most resilient farmers in the world who adapt well to challenges of the environment (climate), politics (laws) and economic realities (e.g. fluctuating currencies). On the other side of the spectrum is a large, poorly defined developing sector estimated to be at least 10 time larger than the commercial sector (if the measurement of number of farmers is applied). This developing sector is referred to as emerging, subsistence, small scale or as new farmers. At AgriSETA, this sector is generically referred to as the under resourced sector.

Some of the main characteristics of the agricultural sector which influence our thinking as facilitators of skills development in the sector are:

Agriculture and rural development needs more focussed attention.

The process of land reform is slow and many land reform projects fail.

The youth do not participate as expected in agricultural development.

Whilst 40% of workers are below the age of 35, there is no stable skills supply pipeline.

Agricultural high schools deliver few matriculants with focused agricultural qualifications.

Agricultural further education and training (AFET) colleges are not producing enough graduates with the skills and knowledge required by the labour market.

Many other tertiary agricultural qualifications are not aligned to occupations and the needs of the agricultural economy.

Agriculture relies heavily on unskilled and semi-skilled workers.

Under-resourced farmers struggle to enter the formal market.

Agro-processing (such as rurally based grain milling operations, inland fisheries and processing of rooibos and honeybus tea) needs to be exploited to a much larger extent and so is the need to re-open discussions on bio-fuels.

AgriSETA has approximately 350 accredited providers (mostly small private providers), there are 42 agricultural schools and 12 agricultural (AFET) colleges.

The above factors are discussed in detail in the Sector Skills Plan, which is attached as Annexure A hereto.

This strategic plan is focussed on addressing these unique challenges in agriculture but at the same time capacitating potentially excellent resources which are available (such as AFET Colleges). The allocation of funds entrusted to the AgriSETA, which is limited when considering the vast and dire needs of the sector, have been planned carefully in order to achieve the following:

A balanced impact on both the under-resourced and commercial sectors.

Playing a leading role in rural development which includes impacting on cooperatives and land reform projects.

Systematic and continuous development of our provider sector (private and public), with specific reference to AFETs.

Enticing sector participation in skills development and in that manner promoting increased investment in skills development, to ensure an increasing percentage of payroll invested in human capital development.

This strategic plan (and its supporting planning documents) is totally aligned with the National Skills Development Strategy III (NSDS III), the New Growth Path as well other sector-specific strategic frameworks. Moreover, it sufficiently addresses the peculiar needs of the agricultural sector.


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_____________________________

Prof. G Mayende

(Chairperson: AgriSETA Accounting Authority)


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OFFICIAL SIGN-OFF

It is hereby certified that this Strategic Plan:

Was developed by the management of the AgriSETA under the guidance of the AgriSETA Accounting Authority.

It takes into account all the relevant policies, legislation and other mandates for which the AgriSETA is responsible.

Accurately reflects the strategic outcome orientated goals and objectives which the AgriSETA will endeavour to achieve over the period 2013 to 2016.

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Mr M Katende

(CFO: AgriSETA)

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Ms Hlamalani J Ngwenya

(Skills Planning Manager: AgriSETA)

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Mr J S Madiba

(CEO: AgriSETA)

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Prof G Mayende

(Chairperson: AgriSETA Accounting Authority)


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Acronyms 18.1 Permanent employees 18.2 Unemployed people and under resourced farmers A4D Agriculture for Development ABET Adult Based Education and Training AFETC Agricultural Further and Training Colleges AgriSETA Agriculture Sector and Education Training Authority AIS Agricultural Innovation Systems ALDP Agricultural Leadership Development program APAC Association of Principals of Agricultural Colleges APP Annual Performance Plan ATR Annual Training Report CAADP Comprehensive African Agricultural Development Program CBOs Community Based Organisations Coops Cooperatives COP Community of Practice DAFF Department of Agriculture Fisheries and Forestry DHET Department of Higher Education and Training DRDLR Department of Rural Development and Land Reform ETQA Education and Training Quality Assurance FA Focal Area FET Further Education and Training FLP Foundation learning Programme GFRAS Global Forum for Rural Advisory Services HRDSSA Human resource Development Strategy of South Africa IGDP Integrated Growth and Development IPAP Industrial Policy Action Plan M & E Monitoring and Evaluation MTSF Medium Term Strategic Framework NARYSEC National Rural Youth Service Corps NGO Non-Governmental Organisation NQF National Qualification Framework NSDS III National Skills Development Strategy NVC New Venture Creation PPP Public- Private Partnership QCTO Quality Council for Trade and Occupations RPL Recognition of Prior Learning SAGDA South African Graduate Development Agency SDA Skills Development Act SDF Skills development facilitators SETA Sector Education and Training Authority SG Strategic Goal SMS SETA Management System SO Specific Objective SP Strategic Plan SSC Sub-sector Committee SSP Sector Skills Plan WSP Workplace Skills Plan YPARD Youth Partnership in Research and Development


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TABLE OF CONTENT

FOREWORD............................................................................................................................................................ 2

OFFICIAL SIGN-OFF ................................................................................................................................................ 4

Acronyms ............................................................................................................................................................... 5

1. INTRODUCTION .......................................................................................................................................... 7

2. AgriSETA VISION, MISSION AND CORE VALUES ....................................................................................... 7

3. SITUATION ANALYSIS ................................................................................................................................. 9

4. THE FOUNDATION ON THE STRATEGIC PLAN 2013-2016 ....................................................................... 9

4.1 Consultation of key partners ............................................................................................................... 9

4.2 Alignment with sector specific and national strategic frameworks ................................................ 10

4.2.1 The National Skills Development Strategy III (2011-2016) ..................................................... 10

4.2.2 New Growth Path and the National Skills Accord ................................................................... 11

4.2.3 Industrial Policy Action Plan (IPAP) .......................................................................................... 11

4.2.4 Integrated Growth and Development Plan for Agriculture, Forestry and Fisheries ............. 12

5. COMPARATIVE ADVANTAGE ................................................................................................................... 12

6. THE SEVEN FOCAL AREAS AND STRATEGIC GOALS OF AgriSETA .......................................................... 13

6.1 Focal area 1: Creditable Institutional Mechanisms .......................................................................... 14

6.2 Focal area 2: Occupational and Workplace Learning – Decent Work ............................................ 16

6.3 Focal area 3: Rural Development and Cooperatives........................................................................ 17

6.4 Focal area 4: Agricultural Education and Training Systems ............................................................. 19

6.5 Focal area 5: Mandatory Grant Administration ............................................................................... 21

6.6 Focal area 6: Youth and Career Development ................................................................................. 22

6.7 Focal area 7: Public Sector Capacity.................................................................................................. 23

7. SUMMARY OF STRATEGIC GOALS, SPECIFIC OBJECTIONS, OUTCOME, DELIVERABLES AND BROAD BASE INDICATIVE TARGETS ...................................................................................................................... 25

Strategic goal 1: Specific objectives, outputs/ deliverables and broad based indicatives targets ............ 26







8. IMPLICATIONS FOR THE OPERATIONALISATION ON THE STRATEGIC PLAN ........................................ 43

8.1 Operational frameworks and annual performance plans ............................................................... 43

8.2 Organisational change ....................................................................................................................... 43

8.3 Human resource development ......................................................................................................... 43

8.4 The principle of strategic partnerships ............................................................................................. 43

8.5 Resource mobilisation ....................................................................................................................... 43


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1. INTRODUCTION

AgriSETA is revising its strategic plan at the time where there is a call for visible impact in rural development strategies. Never before has there been such a high degree of global consensus and commitment to strengthen the role of agriculture as a vehicle to combat the challenge of food security, to support poverty alleviation and to act as a key driver for economic growth in rural communities, in South Africa but also in Sub-Saharan Africa as a whole. Emerging global trends, as detailed in the broader AgriSETA Sector Skills Plan (SSP), present both challenges and opportunities for agricultural development. The complexity of the challenges and the interface between the levels is such that it calls for individuals and organisations to adapt their strategies and mode of operation, if they were to make any significant contribution towards achieving a broader impact. This calls for integrated approaches and strategic partnerships in planning and the delivery of skills development initiatives. The strategic aspect of partnerships is emphasised, which means using the comparative advantage and complementarity as the principles of forming partnerships. In other words, selecting partners who have the capacity to do what we cannot to achieve greater impact.

2. AgriSETA VISION, MISSION AND CORE VALUES

Vision

The Agricultural Sector Education and Training Authority (AgriSETA) will be a true and legitimate partner to the stakeholders that represent the agricultural sector. AgriSETA will be a recognised and much appreciated vehicle to speed up training and development in order to establish sustainable, prosperous enterprises, also within rural communities, and a competent workforce.

Through trust and honest efforts, AgriSETA will gain credibility which will enhance communication and create understanding among all stakeholders. AgriSETA will stand tall as a successful authority that has improved productivity and the viability of enterprises, and has conquered the menace of illiteracy and the scourge of unemployment.

Our success will benefit everyone. Workers will be proud of their widely-recognised abilities and will enjoy a well-deserved, higher standard of living. Employees and employers countrywide, keen to participate in training will inundate our offices with requests for learnerships and skills programmes.

AgriSETA will be particularly recognised for its efforts to develop its learners as whole beings. Personal horizons will be recreated and an array of unique, market-related skills across the total value chain will be stimulated to help establish prosperous and stable enterprises. These critical skills will be jealously nurtured and protected by a highly specialised industry.

AgriSETA will serve as a model of excellence and perform like a smooth-running engine – quietly yet powerful – setting new standards, acclaimed both locally and internationally. Loyalty to one another will be our trademark. The tenacity to secure funds for achieving our objectives will be our obsession and quality will be our passion. AgriSETA will challenge the peril and inherent risk of agriculture in Africa with versatility and vigour, to meet the changing demands of the business world.

Mission

AgriSETA creates and promotes opportunities for social, economic and employment growth for agri-enterprises, in conjunction with other stakeholders in agriculture, through relevant, quality and accessible education, training and development in both primary and secondary agriculture.

Core values

In order to successfully drive towards its Vision and to attain its Mission, AgriSETA operates within the following value system:


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To attain the objectives of NSDS III,

The AgriSETA will:

Set realistic targets which are achievable and are in the best interest of its sector, whilst supporting the goals of NSDS III.

Identify and support projects and programmes which will lead to sustainable skills improvement of the workforce of the sector.

Impact in a holistic manner and create partnerships when engaging with the rural environment.

To ensure that decisions taken and programmes of action are in the best interest of the learner,

The AgriSETA will:

Be driven by learner interests.

Ensure that its initiatives will improve the livelihoods of those who work and live in agriculture.

Focus on programmes which will enable progression and contribute to lifelong learning.

To ensure that decisions taken and programmes of action are in the best interest of the employer,

The AgriSETA will:

Recognise that employers are the levy payers and as such enable AgriSETA to perform.

Ensure that a realistic component of its discretionary funds flow back to employers in the form of appropriate skills development programmes for their workforce.

Assist employers to participate more actively in the system of skills development and in so doing, ensure that employers invest a growing percentage of payroll in skills development.

To ensure that AgriSETA is at the forefront of rural development,

The AgriSETA will:

Engage professionally and sympathetically with rural structures.

Select projects on the basis of sustainability potential and ensure that other support structures (such as other government departments, para-statals and NGOs) are equally committed.

Engage in a holistic manner with rural structures and focus on impact rather than the delivery of numbers.

To build capacity within the agricultural sector,

The AgriSETA will:

Continuously develop capacity within its private provider fraternity to improve their professionalism.

Engage deeply with FET structures, with specific focus on the twelve agricultural colleges.

Develop the capacity of its labour and employer stakeholders in order to improve their leadership and contribution to the skills revolution.


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3. SITUATION ANALYSIS

The AgriSETA Sector Skills Plan (SSP), whilst addressing wide ranging issues in the agricultural sector, in essence captures the following important realities which have a direct impact on skills development in the sector1;

There is a global consensus and commitment to agriculture as a key driver for achieving food security, poverty alleviation and economic growth in Sub-Saharan Africa. This calls for new strategies and approaches in Agriculture for development which are geared towards developing the capacity of the smallholder and emerging farming sector.

Whilst there is no accurate evidence about the age of people working in agriculture, from projects the AgriSETA engage with, it is clear that those making a living from the vast non-commercial sector (emerging, subsistence, land reform beneficiaries and the like), are on average much older.

Agriculture relies heavily on unskilled and semi-skilled workers (94% of the workforce falls in this category; the largest of any economic sector in South Africa). This has a direct impact on the level of learning programmes the AgriSETA can engage with. It is therefore imperative that the AgriSETA channels a large proportion of its discretionary funds to ABET, NQF 1 and NQF 2 learning programmes.

The image of agriculture is negative among the youth, even though there are many career and business opportunities for them. There is a need to expose the youth to these opportunities.

The process of land reform is slow and many land reform projects fail. Apart from the devastating impact it has on the lives of the beneficiaries and surrounding communities, it has a negative impact on food security.

The low success rate of land reform projects needs to be factored into discretionary grant funding plans of the AgriSETA. There is also a need to advocate for a revolving funding (especially from the NSF), in order for making a long term commitment.

There is a national call for the SETAs to engage with the 50 FET colleges that exist in the country. However, most of these FETs do not offer agriculture, and those that do offer it as a subject rather than a full qualification. Moreover, they do not have the infrastructure (such as farms and so on) that is fundamental requirement in agricultural training. There are twelve agricultural colleges (or AFETs) that focus solely in agricultural training. Supporting these, will not only be strategic for AgriSETA, but also critical in achieving greater impact within the limitation of its resource base (financial and human).

4. THE FOUNDATION ON THE STRATEGIC PLAN 2013-2016

AgriSETA has taken a comprehensive and a holistic approach in developing the SSP 2013-2016, and subsequently this strategic plan. The SSP has been developed in a participatory manner and followed some stages of consultation of key partners, feedback and refining of the end product.

4.1 Consultation of key partners

The sector stakeholders at the DAFF workshop on 16 and 17 September 2010 were supportive of the broad strategic objectives and in particular for the commitments made to improve coordination and accountability. The stakeholder interviews and engagements leading to the preparation of the AgriSETA Sector Skills Plan (2011-2016) also endorsed the need for improved coordination within the sector, greater

1 A comprehensive situation analysis is available in the Sector Skills Plan attached as annexure A hereto.


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levels of trust and cooperation, alignment of skills development with strategic sector and sub-sector growth interventions and the achievement of more focused and effective human capital development.

Consultation and input from the different departments within AgriSETA were also sourced in order to identify the gaps and use the combined knowledge and experience of implementing on the ground to enrich this strategic plan. The Skills Planning Standing committee that comprises of some board members, employers and union representatives also interrogated the strategic plan at length. The gave their inputs and final recommendation to the Board.

4.2 Alignment with sector specific and national strategic frameworks

The Sector Skills Plan (SSP) from which this strategic plan is drawn has been guided by the national imperatives as outlined in different national strategic frameworks, such as the National Skills Development Strategy III 2011-2016, New Growth Path , Industrial policy Action Plan (IPAP) and the Green Paper on Post-School Education and Training, in addition to sector-specific strategic documents, such as the Integrated Growth and Development Plan (IGDP) for Agriculture, Forestry and Fisheries for the period 2011 – 2031.

4.2.1 The National Skills Development Strategy III (2011-2016)

In accordance with the Skills Development Act (SDA) Act (1997) as amended, section 10(1)(a) each Sectoral Education and Training Authority (SETA) is required to develop a Sector Skills Plan (SSP) within the framework of the National Skills Development Strategy (NSDS). NSDS III is a sub-component of and run concurrently with the Human Resource Development Strategy of South Africa (HRDSSA II). The NSDS III places great emphasis on relevance, quality and sustainability of skills training programmes to ensure that they impact positively on poverty reduction and inequality (p11).

The NSDS III outlines eight (8) goals each with its outcomes and outputs. The goals are listed as:

Goal 1: Establishing a credible institutional mechanism for skills planning – This goal aims to address the challenges of lack of institutional mechanisms that provide credible information and analysis of the supply and demand for skills, thus informing the skills planning and delivery processes. It also looks at the gap in terms of the capacity to conduct and coordinate professional research, and the dissemination of information.

Goal 2: Increasing access to occupationally-oriented programmes – This goal focuses on the need to develop middle level skills (e.g. artisans), high-level professional qualifications as well as relevant research and innovation capacity in specific sectors. The goal call for the stakeholders to address the challenge of low number of national senior certificate holders and high school graduates and the need to develop bridging programmes to expand opportunities for post-school education.

Goal 3: Promoting the growth of public FET college system that is responsive to sector, local, regional and national skills and priorities – This goal is about the transformation of FET college system with emphasis on the integration of education and training with the skills needs of the country. The aim is to strengthen the capacity of the FET colleges to provide quality vocational training in partnership with different stakeholders, including the private sector. Moreover, academic staff must be capacitated to deliver relevant education and training of required quality.

Goal 4: Addressing the low level of youth and adult language and numeracy skills to enable additional training – This goal aims at providing young people leaving school with an opportunity to engage in training or work experience and improve their employability. It also seeks to address the high level of adult illiteracy.

Goal 5: Encouraging better use of workplace based skills development – Training of employed workers is at the core of this goal. The aim is to improve productivity and economic growth, and enabling the workforce to adapt to changes in the labour market.


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Goal 6: Encouraging and supporting cooperatives, small enterprise, worker-initiated, NGO and community training initiatives – NSDS III puts emphasis on developing the capacity of people to create opportunities to make their own living. Supporting cooperative development and small enterprises is seen as an important activity in bridging the gaps in South African economy. It also put emphasis on the support for NGOs and community-based education programmes, as well as measuring their impact and reporting on it.

Goal 7: Increasing public sector capacity for improved service delivery and supporting the building of a developmental state – This goal puts emphasis on the need to increase the skills levels of the public service managers, officials and workers.

Goal 8: Building career and vocational guidance – This goal calls for the necessary resources to support career and vocational guidance. This involves mapping career paths and communicating this information effectively. The ultimate aim is to improve the relevance of training, and greater job mobility and progression.

4.2.2 New Growth Path and the National Skills Accord

The New Growth Path: Accord 1 (National Skills Accord) lists eight commitments, with the aim of mobilising the private sector, organised labour, communities and government to form strong partnerships to expand skills in the country as a platform for creating jobs. The commitments are:

1. To expand the level of training using existing facilities more fully

2. To make internship and placement opportunities available within the workplace

3. To set guidelines of ratios for trainees to artisans as well as across the technical vocations in order to improve the level of training

4. To improve funding of training and the use of funds available for training and incentives on companies to train

5. To set annual targets for training in state owned enterprise

6. To improve SETA governance and financial management as well as stakeholder involvement

7. To align training to the New Growth Path and improve Sector Skills Plans

8. To improve the role and performance of FET colleges

4.2.3 Industrial Policy Action Plan (IPAP)

The 2010/2011 – 2012/2013 Industrial Policy Action Plan (IPAP) identifies five structural challenges that existed in the South African economy before the global economic downturn, and which have been exacerbated by the recent economic crisis. These challenges were evident even during the time South Africa was experiencing relatively high growth rates between 2005 and 2007 and have continued during the recession. These challenges are:

1. Structural imbalances in the growth path including growth that is lagging behind other medium and low income countries.

2. Uneven performance of the manufacturing sector with some divisions like the automotive sector experiencing exponential growth while other sectors have stagnated.

3. Employment growth being sustained by credit extension and consumption rather than by productive sectors, leading to a large current account deficit.

4. Low profitability of manufacturing.

5. Low savings and investment from financial sector growth. Only 5.2% of private credit was extended to fixed investment in 2008.


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4.2.4 Integrated Growth and Development Plan for Agriculture, Forestry and Fisheries

The Integrated Growth and Development Plan (2012) for the Department of Agriculture Forestry and Fisheries (DAFF) with the primary purpose to achieve the transformation ad restructuring of the agriculture, forestry and fisheries sector. This IGDP identifies three pillars that aims at addressing social, economic and environmental challenges in the sector. These are equity and transformation (social), growth and competitiveness (economic) and sustainable use of natural resources (Environment).

Equity and Transformation: This looks broadly on equity and transformation in employment,

management, skills development; preferential procurement; enterprise development and socio-economic

development. It also seeks to address the aspect of access to markets and information; financial support,

extension services and equipment. There is a specific focus on the beneficiaries of land reform. Equity is

understood to include attention to:

Class (addressing the unequal nature of society and the economy, and deliberately setting out to

empower poor and unemployed people through skills development); Race (broad-based black

economic empowerment as a critical strategy to support with skills development); Gender (women are

vulnerable and not able to access some of the most prestigious and rewarding occupations, and must

be empowered to change this); Youth aged 16-35 years (far too many young people leave school with

few prospects of finding decent work. Skills development, including induction to work, is a vital bridge

from youth into productive and satisfying adulthood); Older people (who need to remain economically

active if rural economies are to be built); Disability (removing barriers to persons with disabilities and

enabling them to access meaningful work and income); HIV and AIDS (HIV/AIDS is eroding our efforts

and it must be confronted, inter alia in skills development interventions).

Growth and Competitiveness: This focuses on food security, increased production, support for

smallholder and emerging farmers, opening internal markets as well as exploring export possibilities,

reducing import dependencies, reducing input and transaction costs, and generally creating an enabling

environment for the development and strengthening of viable and sustainable agricultural enterprises.

Partnerships are envisaged between the public and private sectors, between large successful commercial

farms and emerging farms, in areas of common interest such as extension services and mentoring.

Environmental sustainability: This objective calls for a concerted approach to natural resource

management, including protection of scarce resources such as water, soil and marine life, the

management of ecosystems, and generally improved risk management. Climate change will be monitored

and managed and early warning systems developed. Research and the promotion of alternative

production methods are envisaged, as well as improved regulations and enforcement.

In addition the IGDP have a strong focus on Governance: There will be specific focus on clarifying

responsibilities and achieving improved accountability. Inter-departmental and cross-departmental

processes will be put in place and a comprehensive monitoring and evaluation system developed.

Knowledge and information management will be a new focus to support effective governance.

5. COMPARATIVE ADVANTAGE

Focus on agriculture and rural development: AgriSETA is one of the 21 sector education and training authorities in the country. However, it is the only one well positioned to deal with the agricultural skills related issues. This makes it to have a comparative advantage over other SETAs. The AgriSETA has vast experience in human resource development in the agricultural sector, and a clear understanding of the


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skills needs of the sector, built over many years. Over the years, the AgriSETA has built relationships with rural communities all over the country, while at the same time establishing its legitimacy with employers in the sector. This makes the AgriSETA the only organisation with a country-wide footprint able to address skills development in agriculture and rural development.

Legitimacy in accreditation of training programmes: Within the broader agricultural sector, the AgriSETA is seen as a legitimate organisation to accredit training programmes at NQF levels 1 to 5, and most of its resources support training at these levels. Thanks to this acquired legitimacy and experience that has been gained over the years, the AgriSETA understands the requirements for training programmes in the sector, and therefore holds the comparative advantage when it comes to the accreditation of future training programmes.

AgriSETA as a stakeholder platform: With the wide and diverse stakeholder-base and the ability to establish strategic partnerships between private and public institutions, universities, financial institutions and other actors in value chain, the AgriSETA is in the best position to influence and advocate for investments in skill development in the sector. Moreover, the AgriSETA is in the best position to facilitate dialogue among stakeholders to foster coherence and harmonised approaches to skills planning and delivery.

6. THE SEVEN FOCAL AREAS AND STRATEGIC GOALS OF AgriSETA

The Department of Higher Education and Training (DHET) has called on the SETAs to align their strategic plans to the NSDS III. The current Board of the SETA has echoed the need for the SETA to focus on rural development, cooperatives, youth development, as well strengthening the functioning of AFET colleges. In that light, AgriSETA has modified its area of focus, strategic goals and specific objectives.

AgriSETA will, within its mandate and available resources, strive to focus on, and achieve the following seven broader strategic goals.

Focal area 1: Creditable institutional mechanisms Strategic goal 1: Establish a credible institutional mechanism for skill planning and

delivery in the agricultural sector NSDS III alignment – goal 1

Focal area 2: Occupational and workplace learning – decent work Strategic goal 2: Establish and strengthen public-private partnerships (PPPs) to

encourage better use of workplace skills development and occupationally-directed programmes

NSDS III alignment – goal 2, goal 5, partly goal 4

Focal areas 3: Rural development and cooperatives Strategic goal 3: Strengthen agricultural and rural development processes and

strategies to alleviate poverty, and promote food security and growth of the rural economy

NSDS III alignment – goal 6

Focal area 4: Agricultural education and training systems Strategic goal 4: Enhance agricultural education and training systems, including AFETs

to be more responsive to the needs of the sector NSDS III alignment – goal 3

Focal area 5: Mandatory grant administration Strategic goal 5: Administer the mandatory grant system to ensure effective workplace

skills planning (WSPs) and annual training reporting (ATR) of companies, and efficient disbursement of the mandatory grant funding


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Focal area 6: Youth and career development Strategic goal 6: Support youth and career development that exposes young people to

opportunities in agriculture and rural development NSDS III alignment – goal 8, partly goal 4

Focal area 7: Public sector capacity Strategic goal 7: Increase the capacity of the public sector and other relevant actors to

improve service delivery and provide appropriate support for agricultural and rural development

NSDS III alignment – goal 7

AgriSETA is operating within clear mandates and has limited human and financial resources. Due to the complexity and interconnectedness of the challenges in the sector, the SETA recognises that in order to achieve great impact, it requires much more than it has at its disposal within its mandate and resource base. On that note, for each strategic goal outlined above, AgriSETA will strive to forge strategic partnerships based on the principle of complementarity and subsidiarity, in order to maximise delivery and achieve greater impact.

The strategic goals as well as their specific objectives are described here.

6.1 Focal area 1: Creditable Institutional Mechanisms

Strategic goal 1: Establish a credible institutional mechanism for skills planning and delivery in the agricultural sector

NSDS III Alignment Goal 1: Establishing a credible institutional mechanism for skills planning

The NSDS III and the DHET see skills planning as a core function of all SETAs. Through sector analysis, research, stakeholder engagement and other means, AgriSETA strive to understand current and emerging trends that have an impact on the agricultural sector. It also seeks to identify scarce and critical skills in the sector, as well as the skills needs of the labour market. The ultimate aim is to provide credible information about the supply of and demands for skills in the sector. Whilst skills planning is based on the best current knowledge of the sector and skills demand scenario projections, change is inevitable. It is important for the AgriSETA, in partnership with its sub-sector committees and stakeholders to constantly monitor the sector and its dynamics, and to share and exchange understandings with other role players. In this way the AgriSETA will provide intellectual and strategic leadership on key emerging social and economic development issues that affect skills planning and development. Moreover, skills planning play an important role in mobilising the efforts of providers, employers and other stakeholders to address the skills needs.

AgriSETA will pursue this strategic goal through four separate but interrelated specific objectives, namely:

Specific objective 1.1: To develop a research system and the capacity to generate coherent and evidence-based information that informs skills planning and delivery processes

Whilst acknowledging the AgriSETA is not a research institution, research is an integral part of skills planning. Currently, AgriSETA outsources the research that informs its skills planning processes, but there is a need to build internal capacity for the sake of sustainability. The research system needs to take into account the limitation of the AgriSETA’s financial and human resources, and explore establishing strategic partnerships with credible institutions and experts. AgriSETA will first develop a research policy, which will provide overall guidance on how research will be conducted and managed with the SETA. The SETA will also develop a operational strategy for research that will indicate short and long term research priorities and the budget required in the next four years. It is envisaged that with this clarity, AgriSETA will be in a better position to collaborate with selected faculties of universities that have research as their mandate.


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Such an approach will not only benefit AgriSETA by gathering useful information and working towards finding answers to key questions, but will enable the universities to be more responsive to the needs of the sector and provide relevant research output, while helping to develop research capacity for AgriSETA.

Furthermore, there is a need to recognise that the agricultural sector is marked by ever-changing trends. As an example, there are on-going international debates on the Comprehensive African Agricultural Development Programme (CAADP), globalisation of markets and international trade, Agricultural Innovation Systems (AIS) approaches, climate change and sustainable development (COP 17 and RIO +20), the changing role of extension and advisory services, and transformation agricultural research systems. While these debates take place at a global level, they are influenced by what is happening at country level. Moreover, the outcomes of these debates set the trends and the direction for agriculture and rural development. This presents both challenges and opportunities for skills development in the country. If the AgriSETA and its stakeholders are not constantly keeping abreast with the dynamics, they will be obsolete in their skills development strategies and actions. With the knowledge and experience that AgriSETA has, it can provide useful input to the debates, while tapping into opportunities that may be created in the changing environment. There is a need for a 'think tank', or sector intelligence forum, whose members can serve as antennae, sensing and reporting on such emerging trends, and identify areas for further research and other interventions. AgriSETA will think this through and come up with tangible modalities of how such a think tank will function and structured.

Specific objective 1.2: To support the functioning of the sub-sector committees (SSCs) to enhance skills planning and delivery processes

AgriSETA’s sub-sector committees (SSCs) are organised according to different economic clusters within the broader agricultural sector. Because they are close to the reality on the ground, the SSCs are seen as important vehicles to gather input for skills planning processes, give guidance on accreditation requirements for training providers, and inform other AgriSETA functions such as identifying and developing new occupational qualifications. Currently there are eleven SSCs on 1) Milling, pet food and animal feeds; 2) Seed; 3) Sugar; 4) Pest control; 5) Tobacco; 6) Fruit packing and liquefying; 7)Grain handling; 8) Coffee, tea and fibre; 9) Poultry, 10) Red meat and 11) Primary production.

While the role of the SSC is valuable in enhancing the planning processes, these structures are currently weak and not performing to expectations. There is a need to strengthen the functioning of these structures in order to be more responsive and effective in informing the skills planning processes. With the current emphasis on rural development and on green industries there is a need to establish two additional SSCs to provide input for these sub-sectors.

Specific objective 1.3: To develop and update sector skills plans, strategic plans and annual performance plans

It is a requirement for SETAs to develop 5-year sector skills plans, strategic plans and annual performance plans. This goal seeks to continuously update these strategic documents, informed by feedback from current initiatives, emerging trends in the sector, and changing priorities and directives of government.

Specific objective 1.4: To manage information and knowledge that is generated within and outside the AgriSETA to enhance performance and inform the overall strategic planning processes

AgriSETA generates different kinds of information and deals with different forms of knowledge on a daily basis. It recognises the critical role that both information and knowledge play in the skills development. Information and knowledge are often regarded as interchangeable words that mean the same thing. However, globally there is an increasing consensus that these two words are interrelated, but mean different things. Information here is understood as data, facts and figures that are contextualised and it provides answers to who, what, where and when questions. Knowledge is a more complex and personal concept that incorporate more than just information. It involves the understanding gained through learning or experience. The ability of AgriSETA to manage information and databases is a determining


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factor in the quality of skills planning processes. As a starting point, AgriSETA will develop an information management strategy that will set parameters of what needs to be done and how within the context and capacity of the AgriSETA. The aim is to establish monitoring, evaluation and feedback systems for all AgriSETA activities and initiatives, and strengthen the capacity to track implementation and progress.

6.2 Focal area 2: Occupational and Workplace Learning – Decent Work

Strategic goal 2: Establish and strengthen private-public partnerships (PPPs) to encourage better use of workplace skills development and occupationally-directed programmes

NSDS III Alignment Goal 2: Increasing access to occupationally-oriented programmes Goal 5: Encouraging better use of workplace based skills development Partly Goal 4: Addressing the low level of youth and adult language and numeracy skills to enable additional training

Agriculture and agribusiness are undeniable primarily private-sector activities. In order to develop skills and enhance the performance of the sector, there is a need to establish strategic public-private partnerships to meet the institutional, infrastructural, and technological challenges associated with the sector‘s fragmentation. Through this strategic goal, AgriSETA seeks to encourage and support private companies to engage in skills delivery through providing their expertise and an enabling environment for workplace learning. This is also in line with the Minister’s call to open up workplaces as places of learning, particularly for the implementation of occupationally-directed programmes. As the strategic goal suggest, this will be achieved through strategic partnerships between private and public institutions. In the allocation of grants, priority will be given to the youth, people living with disabilities, AFET colleges and agricultural cooperatives.

Specific objective 2.1: To provide non-academic workplace based vocational learning opportunities in the agri-sector

The agricultural sector is challenged by low productivity in the workplace. The AgriSETA seeks to use the bulk of its discretionary grant funding to support training of the employed and the unemployed. Through strategic partnerships with employers and private companies, the AgriSETA will support learnerships and skills programmes for unemployed (18.2) and employed (18.1) learners. Special attention will be given to achieving equity targets when allocating funding, particularly in supporting people living with disabilities.

It is a fact that the agricultural sector employs the highest number of unskilled and illiterate workers. ABET programmes are inevitably required if this group were to benefit from skills development programmes. In the past, ABET programmes focussed only on the employed, but this will now be extended to include the unemployed, such as emerging farmers, those practicing backyard farming, and those involved in land reform projects.

Commodity organisations will also be supported to implement priority skills development initiatives, to complement the efforts of the AgriSETA.

Specific objective 2.2: To provide work integrated learning opportunities to address employability and work-readiness

AgriSETA seeks to bridge the gap between post-school learning and the world of work, through supporting two types of workplace learning initiatives, being internships and work experience. An internship is workplace experience and learning that learners registered at academic institutions have to undergo as part of their course requirements for achieving a formal qualification, most commonly a Diploma.

Workplace experience apply to graduates who did not undergo workplace experience as part of their qualifications, but that wish to spend a fixed period of time in a workplace in order to gain practical


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experience and improve their employability. AgriSETA also supports Foundation Learning programs. The program is aimed at school leavers at Grade 9 level with no previous experience or persons employed in a position having to apply routine maintenance and technical skills but lacking the applied knowledge. Foundational Learning Program focus uniquely on advancing the knowledge and skills base of people at entry employment level whilst integrating communications, numeracy and social skills in preparing the candidate for the world of work, which is in effect contextualizing ABET.

While awaiting finalisation of new funding regulations, the AgriSETA will ring-fence 10% of mandatory grant funding to support PIVOTAL initiatives, workplace-based training opportunities as well as artisan development.

Specific objective 2.3: To address the middle-level skills gap in the sector through artisan development

In response to the NSDS III, AgriSETA will maintain existing and establish new partnerships and projects for artisan development. By collaborating with NAMB, multiple entry-levels for artisan development have been identified to support career advancement. Moreover, the SETA will take stock of successes and failures of its current artisan development activities, and draw some lessons for the future.

Specific objective 2.4: To address middle-and high-level skills gaps in the sector through the allocation of bursaries

One of the major barriers to entry for previously disadvantaged individuals to tertiary education is the lack of financial resources to pursue their studies. AgriSETA will support deserving learners with bursaries to study at AFET colleges, universities of technology and universities. Priority will be given to learners who study towards qualifications that address scarce and critical skills in the sector and bridge high level skills gaps.

Specific objective 2.5: To support awareness and training on HIV/AIDS across the sector

The agricultural sector is affected by the HIV/AIDS pandemic. The AgriSETA plans to implement more targeted support to HIV/AIDS awareness and training across the sector. This will happen at different levels, using different strategies. It will be mandatory for all AgriSETA supported programmes to show evidence of integration of HIV/AIDS awareness in the programme content. This will form part of contractual agreements. Additionally, support will be provided for focussed HIV/AIDS awareness and training initiatives.

Specific objective 2.6: To capture the data as required and submit quarterly reports to DHET

This specific objective seeks to facilitate the capturing of all data that is generated through skills delivery processes as required by DHET. This also means producing quarterly reports that captures the progress in meeting the targets and validated by DHET.

6.3 Focal area 3: Rural Development and Cooperatives

Strategic goal 3: Strengthen agricultural and rural development processes and strategies to alleviate poverty, and promote food security and growth of the rural economy

NSDS III Alignment Goal 6: Encouraging and supporting cooperatives, small enterprise, worker-initiated, NGO and community training initiatives

It is important that the AgriSETA and its stakeholders contribute to rural development, which is one of the national objectives for the current MTSF (Medium Term Strategic Framework) and a priority in the Integrated Growth and Development Plan. Historically, the AgriSETA’s engagement in rural development was ad hoc and sporadic and mainly in response to applications received from service providers. The focus was more on the numbers of people passing through the system, rather than impact achieved. The


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AgriSETA has to align its programmes to creating sustainable skills development solutions for rural communities.

While it is true that 80% of AgriSETA funding flows to learners residing in rural areas, it is important to draw a clear distinction between the first agriculture rural economy, made up largely of commercial farmers, whose employees are supported through strategic goal 2, and the second agriculture rural economy, largely made up of emerging and subsistence farmers and land reform projects. The second agriculture rural economy reflects the government’s intended target for rural development, and it is the skills development needs of this group that will be addressed under this goal.

Much work has already been done by the AgriSETA with regard to scoping of and understanding the rural agricultural economy and the skills development needs. Preliminary outcomes indicate a need to provide holistic and comprehensive skills development support, premised on enterprise development, with a strong focus on management development (general business management including marketing and supply chain) and a further focus on self-governance and broader production management.

The specific objectives within this strategic goal are:

Specific objective 3.1: To support the land reform processes through capacity building

There are many challenges in land reform processes, of which one major challenge is the lack of capacity amongst beneficiaries. The major criticisms of the land reform processes is that they are slow and the lack of adequate capacities of the beneficiaries. The AgriSETA already has a special programme geared towards addressing the needs of land reform beneficiaries. The programme was initially implemented in three provinces, being Limpopo, Mpumalanga and KwaZulu-Natal, and has now been expanded to cover the Eastern Cape as well. The SETA will continue to support these projects through training and mentorships, depending on the needs of the project. Also, work done in the field of land reform will be in close partnership with the Department of Rural Development and Land Reform (DRDLR) and DAFF.

Specific objective 3.2: To support agricultural cooperatives and enterprise development in the rural communities

One of the biggest barriers for smallholder and emerging farmers to enter into the mainstream economy is their poor organisational structures. Developing local organisational capacities in order to have concerted action and gain critical mass is essential. The AgriSETA, in partnership with DAFF, developed an innovative programme to build capacity in agricultural co-ops, namely the FarmTogether programme. The AgriSETA, DRDLR and DAFF are in the final stages of signing an SLA to implement this programme on a large scale throughout rural South Africa. DRDLR will make substantial funding available to implement the programme, AgriSETA will be responsible for the project management, and DAFF will undertake monitoring and impact evaluation.

Specific objective 3.3: To support entrepreneurial and enterprise development through new venture creation

Turning agriculture into a viable business requires entrepreneurial skills. AgriSETA will use new venture creation programmes registered with the Services SETA to support the development of enterprises in the agricultural sector. The youth and people living with disabilities will be specifically targeted by this programme.

Specific objective 3.4: To establish strategic partnerships and multi-stakeholder engagement with NGOs, community-based organisations, farmer organisations and other strategic partners and work collectively in supporting agriculture and rural development

Agricultural development has ignited interest and commitment of many actors, who in their 'islands' engage in some activities. In order to achieve greater impact, AgriSETA will identify such organisations (e.g. NGOs, community-based organisations, farmer organisations and even international organisations and donor agencies), and explore areas for collaboration. Furthermore, there is a need to strongly collaborate with other SETAs, such as TETA, MERSETA, W&RSETA, Foodbev, and Service SETA, who has an interest in


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rural development in order to harmonise our approaches in dealing with cross cutting issues and to avoid duplication of efforts.

Specific objective 3.5: To mobilise additional resources to support rural development activities

It is clear that with the discretionary grant money alone, AgriSETA will not be able to address an inch of the challenges of rural development. Currently, the AgriSETA is co-funding the land reform project with the National Skills Fund (NSF). The funding is however not sufficient to address the huge challenges faced by the people on the ground, and is structured in a manner that makes it difficult for the AgriSETA to commit to funding medium-term skills development initiatives on land reform projects. The AgriSETA is also in negotiations with DAFF to explore co-funding initiatives aimed at cooperatives. The AgriSETA has become aware of funding from the United Nations and other international organisations which is focussed solely on supporting agricultural development, with particular focus on the smallholder farming sector. Other countries on the continent with similar challenges are benefiting from such funding and other capacity building related support, not only as farmers but also as services providers. The AgriSETA will investigate these funding options and the explore conditions for funding.

6.4 Focal area 4: Agricultural Education and Training Systems

Strategic goal 4: Enhance agricultural education and training systems to be more responsive to the needs of the sector

NSDS III Alignment Goal 3: Promoting the growth of public FET college system that is responsive to sector, local, regional and national skills and priorities

Agricultural education and training is a fundamental component of long-term sustainable development. The agricultural education and training system is marked by many challenges that include the general low level of basic education of workers in die sector; the need to constantly ensure that education and training is effective and responsive; inadequate links with relevant role-players who provide strategic information about employment and entrepreneurial opportunities in the agricultural sector; poor access to higher levels of education for previously disadvantaged communities and in particular women and the disabled; and poor access to educational services for emerging farmers and new entrants into the agriculture sector.

Having a presence in the major agricultural centres of all nine provinces of South Africa will enable the AgriSETA to be more effective in the implementation of a quality education and training system, but this is not realistic within the AgriSETA’s budget. In the past this challenge was addressed through communicating with local role players through road shows and through establishing effective electronic communication. While these initiatives will continue, the possibility of engaging in agency or partnership arrangements will be explored.

Specific objective 4.1: To support agricultural FETs to improve their quality of education and be more responsive to the needs of the sector

In response to the call for strengthening the FET colleges, AgriSETA seeks to work closely with the twelve agricultural colleges (or AFETs) that specialise in agricultural development. Few of the fifty mainstream FET colleges offer agricultural courses, and those that do, often only offer it as a subject and not as a full qualification. This means that agricultural training is underrepresented in the FET band. Agriculture is a practical subject that needs relevant infrastructure and resources in order for learners to gain practical learning. Many mainstream FET colleges do not have such infrastructure and resources. There are however twelve AFETs countrywide that focus on agricultural qualifications, and have the basic infrastructure that is needed. Many of the AFETs are however not delivering quality education at this time because of a lack of institutional and lecturing capacity and learning resources.


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Concentrating its support on the twelve AFETs will enable AgriSETA to be strategically more focused and use its limited resources more productively. The AFETs are managed by DAFF and there is a need to align with their current initiative of revitalising the colleges. AgriSETA's contribution to promoting the growth of AFETs will be through lecturer capacity building, curricula design, support with accreditation processes, and ensuring that colleges are responsive to NSDS III and the broader needs of the sector.

While the main focus will be on AFETs, AgriSETA will also engage mainstream FETs who deliver agriculture-related training programmes. At this point, it is not possible to determine what kind of support will be required, but it is expected that it will be similar to the support offered to AFETs.

The lack of articulation between FET curricula and university qualifications presents another challenge that the AgriSETA is in a position to address. The lack of articulation makes it difficult if not impossible for learners to progress from the FET to the HET (higher education and training) system – learners coming from colleges are often required to start degree qualifications from the beginning when they enter university, even if they have achieved a related diploma qualification. AgriSETA and colleges cannot work in isolation if progress is to be made in this regard. Collaboration with universities is needed, which means working across accreditation councils and systems. The AgriSETA will furthermore identify best practices for integration and find ways of replicating the lessons learnt.

Specific objective 4.2: To develop occupational qualifications in line with the new QCTO framework

The education and training accreditation function within the SETA systems is in transition from being an internal ETQA (Education and Training Quality Assurance) function to being externalised to the QCTO (Quality Councils for Trade and Occupations). This change has far reaching implications for the SETAs accreditation and quality assurance processes. Within the current ETQA model, a training provider trains, assesses and moderates the learner. This approach has however fallen out of favour, with the argument being that one should not be player and referee at the same time. The new thinking suggests that service providers should provide theoretical learning, workplaces should provide practical learning, and an assessment quality partner should assess learners externally. The new system requires new qualifications, focussed on the addressing particular occupational learning needs. The QCTO processes are still underway with many decisions and directives still being awaited. While this is so, AgriSETA is already preparing for the transition and the implementation of the new system. During the transition phase the SETA will retain its quality assurance role and negotiate changes with the QCTO, but the focus will shift from formal quality assurance of providers to the monitoring of provision against the needs of sub-sectors and the education and training outputs that have been agreed for each sub-sector. The role of the SETA in setting standards for and monitoring quality of work based learning remains a key priority function and focus of the AgriSETA.

The SETA acts as development quality partner for the development of new occupational qualifications. The guidelines and directives for these have been more or less finalised by the QCTO, at least to the extent that qualifications can be developed and piloted. The AgriSETA will continue to invest in this process, under the direction of sub-sector committees.

Specific objective 4.3: To maintain the existing qualifications, while preparing for phasing out

While preparing for the transition, the currently registered NQF qualifications will remain valid until 2016. The AgriSETA will continue its monitoring and quality assurance function for these programmes.

Specific objective 4.4: To prepare for the transition of the ETQA to QCTO system through capacity building

The QCTO process brings a number of changes to the current system. This calls for the current ETQA personnel to develop the necessary skills and knowledge to implement the new system. AgriSETA seeks to prepare its personnel for this transition through capacity building and exposure. At the same time, it is necessary to create awareness amongst accredited training providers and to facilitate capacity building sessions where necessary. AgriSETA will furthermore begin to identify assessment quality partners, which


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can be recommended to the QCTO for conducting assessments against new qualifications. Moreover, workplaces for practical learner will have to meet QCTO standards and be approved and registered. The role of AgriSETA is to identify and recommend the workplaces that are suitable for a particular qualification's practical learning component.

Specific objective 4.5: To facilitate the implementation of Recognition of Prior Learning (RLP) processes in the agricultural sector

Standardised mechanisms for RPL assessment and credentialing are essential to recognise skills gained through experience and indigenous knowledge. However, those who have acquired skills through practical experience often do not have the associated embedded knowledge, which is an essential component of a qualification. Assessment conducted as part of an RPL process must also be contextualised and structured so as to enable the person assessed to make use of the assessment as a basis for on-going learning and development, and progression and development in the workplace. The AgriSETA seeks to identify and support successful RPL initiatives, and develop best practices for RPL implementation based on the lessons learnt.

6.5 Focal area 5: Mandatory Grant Administration

Strategic goal 5: Administer the mandatory grant system to ensure effective workplace skills planning (WSPs) and annual training reporting (ATR) of companies, and efficient disbursement of mandatory grant funding

Currently AgriSETA has approximately 18 000 registered employers, of which 4 400 pay skills development levies. The SETA has a total of 1 132 registered SDFs (skills development facilitators) throughout the nine provinces, who are either employed by companies or work as freelance consultants for one or more companies. Generally, the mandatory grant system and the submission of the WSPs (workplace skills plans) and ATRs (annual training reports) by companies are working well, at a 73% pay-out rate of mandatory grants. However, there are some challenges that need to be addressed in order to maximise the effectiveness of this process. This strategic goal will be realised by implementing the following specific objectives:

Specific objective 5.1: To facilitate and ensure effective workplace skills planning and annual training reporting of employers and the disbursement of mandatory grants funding

On the 30th of June 2012 AgriSETA had registered a total number of 17 companies that had submitted their WSPs, ATRs, and mandatory grant claims. While a number of factors influence the pay-out rate of mandatory grants, the reduction in the number of applications from companies will have a significant impact. The AgriSETA seeks to continuously encourage the participation of the active companies, and support them in enhancing the quality of their WSPs, and the subsequently the training.

Specific objective 5.2: To facilitate and encourage the participation of levy-paying companies that are currently not submitting WSPs and ATRs and not claiming their mandatory grants

There are a number of levy payers who do not participate in these processes. During the provincial SDFs workshops held in May 2012, a question pertaining to the non-participation was asked to the 300 SDFs who attended the workshops in the nine provinces. Three main issues emerged as reasons for non-participation. Firstly, many companies might be ignorant and not aware of the benefit of participating in skills delivery, seeing skills development levies as yet another tax. Secondly, although some companies might have a payroll of more than R500,000 per annum, they might be too small to realise the cost benefit of engaging in the process of completing and submitting WSPs and ATRs. Lastly, some companies might not have the necessary capacity to engage in WSPs and ATRs processes. In the months of April and May


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alone AgriSETA recorded a total of 61 new companies onto its systems, either as a result of new registrations or inter-SETA transfers. These companies need to be introduced to the mandatory grant system as soon as they enter the AgriSETA database. AgriSETA will work closely with the SDFs in the provinces to come up with strategies on how to address this need in an effective manner.

Specific objective 5.3: To facilitate the deregistration of the companies that have an annual payroll of less than R500,000 but continue to pay skills development levies

Another challenge in the mandatory grant system is that there are small companies who continue to pay the skills development levy even though their annual payroll is below the threshold of R500,000. AgriSETA in collaboration with the SDFs will work out modalities on how to assist these companies to deregister with SARS, and reimburse the levies erroneously paid over to SARS.

Specific objective 5.4: To support SDF capacity development through funding, training and mentoring

During the SDF workshops, there were a large number of new SDFs who expressed need for special training in order to support the companies they represent in an effect manner. Maximising participation of levy payers in mandatory grants processes, deregistration of small companies and training of new SDFs have implications with regard to human capacity, financial resource and time. The reality is that AgriSETA only has 3 full time people working on mandatory grants, and have their schedule full all year round. AgriSETA need to explore working closely with competent SDFs in the provinces to be an extended arm in dealing with these challenges. Developing modalities of how this could work will be at the core of this strategic goal.

6.6 Focal area 6: Youth and Career Development

Strategic goal 6: Support youth and career development that exposes young people to opportunities in agriculture and rural development

NSDS III Alignment Goal 8: Building career and vocational guidance Partly Goal 4: Addressing the low level of youth and adult language and numeracy skills to enable additional training

Generally youth are not interested in agriculture because of the stereotypes associated with it and the negative perceptions of people involved in agriculture especially in the rural areas. The young people generally see agriculture (farming) as an activity of the elderly, uneducated, unskilled and that requires hard physical labour with low economic returns. Furthermore, agriculture is seen in a very narrow context and is equated solely with primary production as opposed to a profitable business, incorporating value-adding elements. These challenges are not unique to South Africa alone, but also observed in developing countries worldwide.

With current trends in climate change, market globalisation , technological developments and other movements, the agricultural sector offers a wide range of job opportunities, including research, engineering, financial management, information and communications technology, journalism and other technical areas that young people can explore. Moreover, the expanding market in primary and secondary agricultural commodities offers opportunities for young people to earn a good living from agricultural activities.

Worldwide there are number of agricultural organisations and agencies that promote youth development specifically in agriculture. There are also many tertiary training opportunities as well as funding opportunities for the youth in agriculture. However, these are highly competitive and require strategic thinking and capacity to access the funding.


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This strategic objective will be realised through addressing the following specific objectives:

Specific objective 6.1: To develop an integrated career development programme geared towards changing the image of agriculture and exposing the youth to opportunities in agriculture and rural development

The challenges of youth in agriculture are multifaceted in nature and requires a much more systemic intervention if greater impact is to be achieved. There is therefore, a need to develop an integrated career development strategy that will highlight the systemic gaps and identify areas of intervention with highest leverage point.

Specific objective 6.2: To establish strategic partnerships for enhancing the capacity of youth in agriculture and career development

Within its own mandate and resources, AgriSETA will not be able to make a significant impact in youth development, and particularly changing the image of agriculture among the youth. There is a need to forge strategic partnerships with agricultural high schools, agricultural faculties at universities and other stakeholders who has interest in the promotion of agriculture among the youth. Moreover, there are on-going youth development initiatives, such as national Rural Youth Service Corps (NARYSEC), that are geared towards developing the rural youth in general. Partnering in such initiatives will enable AgriSETA to play a role and advocate for the visibility of agricultural development in such processes.

Specific objective 6.3: To increase AgriSETA's visibility through career exhibitions

AgriSETA seeks to participate in career exhibitions to increase its visibility and raise the voice of youth in agriculture. AgriSETA will also seek creative ways of using opportunities such as Youth Day and Mandela Day , as well as other initiatives, such as take a child to work. There is a need to mobilise companies and other stakeholders to collectively participate and advocate for youth in agriculture.

Specific objective 6.4: To become a link between the youth and learning and funding opportunities

Because of its broad stakeholder base and access to information, the AgriSETA is in a position to be a broker or link between the youth and opportunities in the agricultural sector, nationally and internationally. AgriSETA will become a one-stop shop where the youth can get information about learning opportunities, funding opportunities and other relevant information. It is a long term vision for AgriSETA to see the youth in South Africa interacting with other youth in agriculture around world and input into the on-going debates and be part of setting the global agenda. As an example, there is currently a Youth Partnership in Research and Development (YPARD), which is an online facilitated platform where youth in agriculture worldwide share information and knowledge, and how they 'in voice' can influence the research agenda globally. Moreover, it is through such platforms that the youth access information about learning, funding and career opportunities. AgriSETA seeks to identify such targeted opportunities for the youth, and create those linkages.

6.7 Focal area 7: Public Sector Capacity

Strategic goal 7: Increase the capacity of the public sector and other relevant actors to improve service delivery and provide appropriate support for agricultural and rural development

NSDS III Alignment Goal 7: Increasing public sector capacity for improved service delivery and supporting the building of a developmental state

The challenges of agricultural and rural development, as well as the overall challenges that the NSDS III seek to address are multifaceted. The interconnectedness of issues and the interface of the different levels add another layer of complexity. These call for a radical change in the mode of operation of many


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institutions, as well as transformation in the delivery of services by the public sector. The NDSS III attests to the fact that the capacity of the public sector lags far behind what is expected of it, and in many areas critical to the nation's needs, and that there are serious skills gaps. While government is the key player in agricultural and rural development, there are other important players such as NGOs, farmer organisations, community-based organisations, national agricultural research institutions and others that have to work collectively and harmonise their service delivery if greater impact is to be achieved. AgriSETA is also one of the public institutions whose capacity needs to be strengthened in order to deliver appropriate services that address the needs of the NSDS III.

This strategic objective will be realised through addressing the following specific objectives:

Specific objective 7.1: To develop the capacity of AgriSETA to effectively direct and facilitate the delivery of sector-specific interventions that help achieve the goals of NSDS III

The Green Paper for Post-School Education and Training (2011) identifies some generic challenges faced by SETAs in relation to addressing the NSDS III. In the spirit of 'charity begins at home', AgriSETA through its performance appraisal system constantly identifies capacity gaps and identify appropriate training programmes for staff members. AgriSETA will focus on identifying skills gaps that might hinder its performance in the delivery of NSDS III goals, and find ways of addressing them. AgriSETA also supports and provides bursaries for its staff members to pursue formal qualifications. Furthermore, AgriSETA seeks to establish its own workplace skills plan and consciously invest in human capital development.

Specific objective 7.2: To develop the capacity of the AgriSETA direct support structures to effectively input into the AgriSETA processes

AgriSETA is governed by the Board, but also have other direct support structures such as the three standing committees (Skills Planning, ETQA and Skills Delivery), as well as the sub-sector committees. In order for AgriSETA and its direct support structures to work effectively as a system, there is a need to have a shared understanding of the priorities of the AgriSETA and the sector, and the goals of NSDS III and other strategic frameworks. The different support structures also need necessary capacities to inform the processes of AgriSETA. AgriSETA seek to identify capacity gaps that might exist in its direct support structures and seek to strengthen that, to maximise their effectiveness.

Specific objective 7.3: To develop leadership capacity within the sector that provides an enabling environment for innovative thinking in dealing with the complexity of agriculture and rural development

The complexity of the challenges facing the agricultural sector and skills development requires innovative capacity and out the box thinking. This, however, requires leadership that nurtures and creates an enabling environment where creative ideas can be tested and further developed. AgriSETA has for the past number of years implemented an Agricultural Leadership Development Programme (ALDP) in partnership with the University of Pretoria to identify and develop at least 20 new young people in the future industry leaders. Such initiatives need to be expanded upon.

Specific objective 7.4: To develop facilitation capacity to provide quality advisory and extension services

The role of agricultural extension and advisory services is back on the global agenda for sustainable development. There is a global consensus that extension and rural advisory services are essential to enable farmers to improve their practices and help them respond to emerging challenges. The Global Forum for Rural Advisory Services (GFRAS) confirms that the positive impact of extension services is well demonstrated globally. In South Africa, government extension and advisory services are particularly critical for the support that it needs to provide to emerging farmers and land reform beneficiaries.

There is overwhelming evidence that extension approaches that are most effective do not follow the conventional technology transfer, but rather employ more participatory processes. The ability to facilitate systemic change becomes critical in this regard, and this is the current thinking about the new professional qualities of extensionists and advisory service providers. In the past two decades different extension


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models have been tried with varying success. AgriSETA need to determine and document best practices, although such approaches should not be taken as a blue print, but adapted and further developed to suit the current and South African context.

On behalf of DAFF, the AgriSETA three years ago already developed new qualifications for extension officers at NQF levels 5, 6 and 7, with the aim of developing their technical knowledge and enable them to provide improved extension services. DAFF has not to date implement these qualifications. AgriSETA seeks to engage with DAFF to activate these qualifications and explore other initiatives for developing extension services.

7. SUMMARY OF STRATEGIC GOALS, SPECIFIC OBJECTIONS, OUTCOME, DELIVERABLES AND BROAD BASE INDICATIVE TARGETS

The following section unpacks the details of each strategic goal and its specific objectives; as well as some outcomes, outputs or deliverables, and broad indicative targets. It is important to note that the specific objectives as indicted below cover a period of 3 years, and can be achieved through short- or medium-term activities. The Annual Performance Plan (APP) captures the short term targets and budgets.


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Strategic goal 1: Specific objectives, outputs/ deliverables and broad based indicatives targets

Strategic goal 1: Establish an credible institutional mechanism for skills planning and delivery in the agricultural sector

Specific objectives Outcomes Outputs/ deliverables Broad based indicative targets and timeline

1.1

To develop a research system and the capacity to generate coherent and evidence-based information that informs skill planning and delivery processes

A research policy that provide sound guidance on research conduct, practice and procedures that will guide any research partnerships and activities that will be conducted

AgriSETA Research policy is developed and approved by the Board

By March 2013 the AgriSETA research policy has been developed and approved by the Board

A research operational strategy that sets parameters of AgriSETA research focus and priorities for 2012-2016

Key research focal areas are identified through a consultation processes

A 2013-2016 research strategy is developed and approved by the Skill Planning standing committee

By March 2013 research operational strategy with key research focus areas has been developed and approved by the Skills Planning standing committee

Research capacity and partnerships to innovate and generate evidence required to inform skills development is established

Agreements are entered into between AgriSETA and selected university faculties and other relevant research institutions

By June 2013 potential research partners have been identified, and service level agreements are signed

Flagship research projects are initiated and have impact on the achievement of the economic and skills development goals

By September 2013, flagship research projects will have been identified with input from the think tank and SSCs

Research lessons and outputs are shared with the stakeholders

Sharing of lessons is an ongoing process


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A multidisciplinary think tank (sector intelligence) that keeps abreast of the dynamics of the sector and provide reliable information to support skills planning processes is established

Strategic partners and experts in the agricultural and rural development are identified

Terms of reference of the think tank, with accountability measures are developed

By March 2013 the key strategic partners have been identified and terms of reference has been developed for the think tank

Ongoing process of sharing information about recent trends in the sector is in place

1.2

To strengthen the functioning of the sub-sector committees to enhance skills planning and delivery processes

The activities of the sub-sector committees are aligned with the strategic focus of AgriSETA, and their capacity is strengthened to inform skills planning and delivery processes

The capacity gaps in SSCs are identified and strengthened

Functioning SSCs according to their performance indicators

Different SSCs engage in projects and the impact is documented and shared

By December 2012 the 11 SSCs have established their own plan of action for 2013/2014

By March 2013 SSCs capacity development plan is in place

By June 2013 the SSCs are fully functional

SSC on Rural and youth development is established

By March 2013 the SSC Rural and youth development is established

SSC on green economy is established

By March 2013 SSC Green Industries is established

1.3

To develop and update sector skills plans, strategic plans and annual performance plans

The sector skills plan (SSP) is revised annually taking into account the emerging trends

Revised and approved SSP

SSP and APP submitted as per requirements and timeframe of DHET

The SSP, SP and APP are developed and submitted as required by the DHET by the 31st August or alternative dates as prescribed by DHET from time to time.

Strategic plan developed and revised annually

Strategic plan developed and approved

Annual performance plan developed and approved


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1.4

To manage information and knowledge that is generated within and outside the AgriSETA to enhance performance and inform the overall strategic planning processes

Information and knowledge generated through other strategic goals and activities of the different units in AgriSETA is consolidate to inform the SSP, SP and APP

An overall knowledge management strategy is developed that harmonises the reporting of the different strategic goals and activities of the different units within AgriSETA

By March 2013 an overall Knowledge management strategy is developed

Learning oriented monitoring and evaluation is established and the capacity to track the implementation and progress is developed

Individual performance contracts are developed

A reporting format for this strategic goal is developed

Planned, target documentation of progress and lessons

By April 2013 individual performance contract are developed and signed

By March 2013, a internal reporting format for the activities and progress is developed

Biannual reporting of progress of activities and impact

The culture of knowledge and information sharing is cultivated and supported within the sector

Best practices are identified and the lessons shared amongst stakeholders, with an aim of incrementing the effect

New innovative ideas are enhanced through Communities of Practice (COP)

Sharing networks / platforms are instituted

Continuous process

A number of established and active Communities of Practice or learning networks / forums / platforms


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Strategic goal 2: Establish and strengthen public-private partnerships (PPPs) to encourage better use of workplace skills development and occupationally-directed programmes

Specific objectives Outcomes Outputs/ deliverables 2012/2013 Baseline Broad based indicative targets

2.1

To provide non-academic workplace based vocational learning opportunities in the agri-sector

Increase on workplace based vocational learning in line with critical and scarce skills in the sector

Measurable improvement in the participation in vocational learning of people living with disabilities

Learnership are awarded to the unemployed (18.2)

Learnerships are awarded to the employed (18.1)

Learnerships to people living with disabilities

325 learnerships unemployed

800 learnership employed

800 learnership for the unemployed annually

1000 learnerships for the employed annually.

Skills programmes are supported for the unemployed (18.2)

Skills programmes are supported for the employed (18.1)

Skills programmes for people living with disabilities

500 skills programmes unemployed

1000 skills programmes employed

800 skills programmes for the unemployed annually

1000 skills programmes for the employed annually.

Commodity organisations are funded

18 commodity organisations Minimum of 16 commodity organisations will be supported annually

ABET is supported through funding

1 000 people on ABET 500 ABET programmes for the employed annually

500 ABET programmes in rural areas annually


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2.2

To provide work integrated learning opportunities to address employability and work-readiness

Professional placement and work integrated learning is enhanced through bridging the gaps between world of work and post-school training

Internships are awarded

Internships are awarded to people living with disabilities

400 internships including workplace experience

400 internships annually. (This number exclude workplace experience, which has its now targets now.)

PIVOTAL initiatives are supported

None 10% of the mandatory grant is ring fenced to support PIVOTAL initiatives

Workplace experience is supported through funding, also for people living with disabilities

It used to be part of internship 100 workplace experiences annually.

Foundation learning programme (FLP) are supported through funding

50 FLP for the unemployed

50 FLP for the employed

75 FLP for the unemployed or 18.2

75 FLP for the employed or 18.1

2.3

To address the middle-level skills gap in the sector through artisan development

Artisan development projects are established in partnership with private sector

Artisan development for youth in agriculture

50 artisan programmes for the unemployed

50 artisan programmes for the employed

60 artisan programmes for the unemployed, the majority to youths

60 artisan programmes for the unemployed, the majority to youths

2.4

To address middle-and high-level skills gaps in the sector through the allocation of bursaries

Bursaries are awarded to pursue studies that address identified scarce and critical skills in the sector

Bursaries to the unemployed

Bursaries to the employed

Bursaries to people living with disabilities

90 bursaries for the unemployed

50 bursaries for the employed

100 bursaries for the unemployed.

50 bursaries for the employed


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2.5

To support awareness and training on HIV/AIDS across the sector

Integration of HIV/AIDS awareness into all programmes supported by AgriSETA

Initiatives on HIV/AIDS awareness and training are supported throughout the sector

HIV/AIDS reporting guidelines for all programmes are developed and integrated into the contractual agreements

HIV/AIDS training programmes at different levels in the sector

None By February 2013 HIV/AIDS reporting guidelines are developed and integrated into contractual agreements

A total of 18 (2 per province) HIV/AIDS training programmes or initiatives that is either proposal or unit standard driven

2.6

To capture all the data as guided by the DHET and produce quarterly reports

Data of all programmes are captured according to the format as required by DHET

Quarterly reports are submitted to and validated by DHET

New Quarterly as required by DHET


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Strategic goal 3: Support agricultural and rural development processes and strategies to alleviate poverty, and promote food security and growth of the rural economy

Specific objectives Outcomes Outputs/ deliverables 2012/2013 Baseline Broad based indicative targets

3.1

To strengthen the land reform processes through capacity building

Land reform projects are assessed and their needs identified

Post settlement support for land reform beneficiaries through training and mentorship is provided

Learnerships

Skills programmes and non-unit standard aligned interventions

Mentorships

250 learnerships

1000 skills programs

250 learnerships annually

1000 people are supported through skills programmes and non-unit standard aligned interventions annually

25 mentorship projects annually

3.2

To support agricultural cooperatives and enterprise development in the rural communities

Functioning agricultural cooperatives are supported

Innovation platforms around specific value chains are developed

Implementation of FarmTogether programme in cooperatives

None 1000 people from cooperatives are supported through skills programmes and FarmTogether initiative annually

3.3

To support entrepreneurial and enterprise development through new venture creations

New venture creation (NVC) initiatives are supported through partnerships and are monitored

New venture creation qualifications are supported

50 NVC initiatives 100 NVC initiatives annually

Supporting companies that implement initiatives that support emerging farmers

Emerging farmers support programmes

Skills programmes on business and farming practices

12 enterprises 12 enterprises are supported annually


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3.4

To establish strategic partnerships and multistakeholder engagement with NGOs, community based organisation, farmer organisations and other strategic partners/ actors and work collectively in supporting agriculture and rural development

Stakeholders supporting agriculture and rural development are engaged and some areas of collaboration are identified

Pilot partnerships projects to provide training and development support for smallholder and emerging farmers are established

NGOs / CBOs supported with learning intervention identified

Commodity organisations and agribusinesses are contracted to build capacity for individuals and farming communities

None 40 NGOs, CBO, CBC are supported. This could be organisations or individuals within these organisations

3.5

To mobilise additional resources to support rural development activities

Potential funding opportunities for agricultural development are identified and leveraged

A database of donor agencies that support agricultural development

A database of international organisations that support agricultural development initiatives

None By June 2013 the database with details of potential donor agencies and international and regional organisations is generated


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Strategic goal 4: Enhance agricultural education and training systems, including AFETs to be more responsive to the needs of the sector


4.1

To support agricultural FETs to improve their quality of education and be more responsive to the needs of the sector

AFETs are supported with accreditation processes as well as other relevant needs

The agriculture related capacity gap of mainstream FETs is mapped out and support is provided where necessary

Accredited AFET colleges

Approved AFET curricula

Agriculture related capacity gap report of mainstream FET colleges

By December 2013 all AFETs have accreditation and approved curricula

By 2016 AFETs have fully aligned their training with the needs of the private sector, cooperatives and the youth

By August 2013 the agricultural capacity gap report of mainstream FET colleges is produced

Forge strategic partnerships to collectively support the growth of AFET colleges

Partnership and joint implementation with DAFF and APAC2

Ongoing participation as a member of APAC

A multistakeholder workshops with AFETs, local universities, private sector, DAFF and other relevant stakeholders is arranged. The timeframe will be negotiated with the other key actors

By 2016 all AFET s offer accredited education and training qualifications

2 APAC stands for an Association of Principals for Agricultural colleges


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Support lecturing staff development

Capacitated lecturing staff at AFETs

By March 2013 lecturing staff development plan for each college is in place

By March 2013 workplace exposure schedule for staff members is developed

By 2016 lecturing staff have been exposed to relevant training and are able to deliver quality training in line with new curricula

4.2

To develop occupational qualifications in line with the new QCTO framework

Occupational qualifications are developed and accredited under direction of sub-sector committees

Occupational qualifications are piloted

Strategies for managing the transition to occupational learning is developed

Accredited occupational qualifications

Transition strategy document

By July 2013 two further occupational qualifications are developed and ready to be piloted

It is necessary for the QCTO to clarify the role of the SETA ETQA. Further indicative targets can be formulated at that time.

4.3

To maintain the existing qualifications, while preparing for phasing out

Existing training programmes continued to be monitored and quality assured

Monitoring of existing training programmes until deregistration

On-going quality assurance and monitoring

By 2016, the existing training programmes are phased out

4.4

To prepare for the transition of the ETQA to QCTO system through capacity building

ETQA function that is fully integrated and supportive of the new QCTO system

Full understanding of the QCTO requirements by the SETA ETQA

Project plan to realign ETQA to QCTO requirements

All ETQA personnel is fully capacitated to implement the new system

All assessors and moderators reassessed based on QCTO standard.

N.B. The time frames here will be influenced by the progress in the QCTO process of the department


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Accredited training providers are aware and prepared for the new system

QCTO awareness campaign with accredited training providers at provincial level

By September 2013, provincial workshops will be held to create awareness about QCTO and identify capacity gaps that need to be addressed to support providers with the new system

By June 2014 a capacity building strategy for the existing training providers is developed

AQPs and suitable workplaces are identified and prepared to meet the QCTO standards

AQPs prepared for their role as assessors

Workplaces for practical learning identified and accredited by QCTO

Target and dates depend on progress of the QCTO process

By March 2014 workplace accreditation is fully operational

4.5

To facilitate the implementation of Recognition of Prior Learning (RLP) processes in the agricultural sector

Best practices for RPL implementation

Successful RPL initiatives supported

Best practices guidelines

Successful RPL initiatives

By March 2014 best practices guidelines for RPL are in place

Two RPL initiatives are supported annually


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Strategic goal 5: Administer the mandatory grant system to ensure effective workplace skills planning (WSPs) and annual training reporting (ATR) of the companies, and efficient disbursement of the mandatory grant funding


5.1

To facilitate and ensure effective workplace skills planning and annual training reporting of employers and the disbursement of mandatory grants funding

Employers’ participation in mandatory grant processes is maintained and the quality of their WSPs and ATRs is improved

SETA management systems (SMS) is continuously upgraded to be more user-friendly and effective

Inter-SETA transfers are facilitated in time

Submitted WSPs/ARTs are evaluated in accordance to the legislation and AgriSETA policies

Mandatory grants are reimbursed to eligible companies

Upgraded and user-friendly SMS

Inter-SETA transfers are facilitated and the progress monitored

The applications for the active companies is maintained

Increase of online submission

The online evaluation system is operational

5.2

To facilitate and encourage the participation of levy-paying companies that are currently not submitting WSPs and ATRs and not claiming their mandatory grants

Increase rate of participation of levy payers in the mandatory grant system

All newly registered companies are introduced to the mandatory grant

Currently registered companies are participating in mandatory grant system

Newly registered companies are introduced to the mandatory grant system within 6 months after their registration

By June 2013 the number of non- participating levy paying companies has reduced by 50%

5.3

To facilitate the deregistration of the companies that have an annual payroll of less than R500,000 but continue to pay skills development levies

Companies that have an annual payroll of less than R500,000 have deregistered with SARS

No company with a payroll below R500,000 per annum is registered for SDL

By September 2013, all companies that have an annual payroll of less than R500,000 have deregistered with SARS


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5.4

To support SDF capacity development through funding, training and mentoring

A pool of SDFs per province who can assist with the recruitment of levy payers, training of new SDFs, deregistration of companies with n an annual payroll of less than R500,000 and other mandatory grant related issues is created

SDF capacity development strategy

Pool of competence SDFs per province

Action plan for SDF

By December 2012 an SDF capacity development strategy is developed

A pool of SDFs per province is recruited based on the size and needs of the province

By March 2013 provincial SDF action plans are developed


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Strategic goal 6: Support youth and career development that exposes young people to opportunities in agriculture and rural development


6.1

To develop an integrated career development programme geared towards changing the image of agriculture and exposing the youth to opportunities in agriculture and rural development

Sufficient number of youths are aware of opportunities in agriculture and they select it as career of choice

AgriSETA career development strategy

A career guidance book

Career guidance CDs and brochures

By March 2013 AgriSETA career development strategy document is developed

By March 2013 A career guidance book is developed

Career guidance CDs and brochures are distributed to 46 agricultural high schools country wide, and 100 other high schools that has agriculture as a subject

Career guidance CDs and brochures distributed to 12 AFETs

Career guidance brochures distributed to 20,000 youths countrywide

6.2

To establish strategic partnerships for enhancing the capacity of youth in agriculture and career development

Harmonised career guidance approaches and efforts amongst various stakeholder in the agricultural sector

Collaboration with G-SETA career development forum

Attendance of SA Graduate Development Agency (SAGDA)forum meetings

On-going collaboration and meetings attendance

Optimised youth development efforts and synergy of the various stakeholders responsible for youth development

Partnerships with other government youth development initiatives such as NARYSEC, youth commission and other potential actors

Strategic partnerships with agricultural high schools, and other training institutions in agriculture are entered into

MoU and / or service level agreements are a signed

By June 2013 pilot youth projects are initiated


40

Additional resources mobilised for youth development in agriculture

Partnerships with potential funding organisations

By June 2013 there is a database of funding agencies and other organisations that support youth in agriculture activities

6.3

To increase AgriSETA's visibility through career exhibitions

Sufficient number of youths are aware of opportunities in agriculture and they select it as career of choice

Career exhibitions are attended

Opportunities such as June 16, Mandela Day, and others are creatively used to promote youth in agriculture

Career exhibitions are attended

100 companies advocating for youth in agriculture are supported

Quarterly newsletters are produced and distributed

AgriSETA award ceremony is arranged

6.4

To become a link between the youth and learning and funding opportunities

To create awareness about and tap into existing national and global opportunities for youth in agriculture

Knowledge and information database for opportunities in youth and career development in agriculture

Learning and funding opportunities in agriculture and rural development are identified and communicated to the youth

The youth are supported through relevant capacities to access the information

By March 2013 there is a database of learning and funding opportunities for the youth in agriculture

On-going process of established linkages between the youth and organisations


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Strategic goal 7: Increase the capacity of the public sector and other relevant actors to improve service delivery and provide appropriate support for agricultural and rural development

Specific objectives Outcomes Outputs/ deliverables Broad base indicative targets and timeline

7.1

To develop the capacity of AgriSETA to effectively direct and facilitate the delivery of sector-specific interventions that help achieve the goals of NSDS III

All AgriSETA staff members have a shared understanding of the needs of the NSDS III and the agricultural sector, and have the necessary capacity to support the delivery of interventions

AgriSETA capacity and performance gaps in relation to the implementation of NSDS III are identified and addressed

All AgriSETA personnel job descriptions are reviewed in line with the current strategic plan

Training programmes are developed and staff members encouraged to attend relevant short courses

Bursaries are given to staff members to pursue formal qualifications

By June 2013 AgriSETA skills gaps are identified

By June 2013 all AgriSETA personnel job descriptions are reviewed

By June 2013 Staff training programme is developed

7.2

To develop the capacity of the AgriSETA direct support structures to effectively input into the AgriSETA processes

All AgriSETA support structures have a shared understanding and aligned their activities towards achieving NSDS III and the needs of the sector

The Board's capacity and performance gap are identified and addressed

The standing committees' capacity and performance gap are identified and addressed

Sub-sector committees' capacity and performance gap are identified and addressed

By March 2013 a capacity development plan for the Board is developed

By March 2013 a capacity development plan for the standing committees is developed

By March 2013 a capacity development plan for the sub-sector committees is developed


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7.3

To develop leadership capacity within the sector that provides enabling environment for innovative thinking in dealing with the complexity of agriculture and rural development

A pool of visionary leaders that provides enabling environment for innovative thinking in dealing with the complexity of agriculture and rural development is developed

Leadership capacity gaps are identified within the sectors and addressed

Leadership development programmes are supported

Leadership development programmes are implemented and the impact of that documented

7.4

To develop facilitation capacity to provide quality advisory and extension services

A pool of trained facilitators who provide advisory and extension services

Extension training programmes are identified and supported

100 extension officers are trained annually


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8. IMPLICATIONS FOR THE OPERATIONALISATION ON THE STRATEGIC PLAN

For AgriSETA to effectively put into practice this strategic plan there are some implications in terms of operational frameworks, structural adjustment, human resource development, strategic partnerships as well as resource mobilisation.

8.1 Operational frameworks and annual performance plans

The strategic plan provides a broader framework that gives direction to the SETA in order to address the needs of the sector and NSDS III . However, the strategic plan does not provide details about what needs to be done, who should do it and what resources (financial and human) are required, as well as the detailed targets. There is a need for another level of detail in the form of operational strategies that will guide the implementation of each strategic goal. In order words, each department that will be allocated specific goals need to develop their own operational strategies and annual performance plans. For information and knowledge management as a cross-cutting function, there is the need to develop common tools that can be used across the departments. The annual performance plan will operationalize this strategic plan yearly.

8.2 Organisational change

Considering the goals set in NSDS III and the new strategic goals for AgriSETA as outlined in this strategic plan, some form of organisational change is inevitable. Organisational change is a broad concept that includes changes in processes, systems as well as structures. Once the strategic plan is approved by the Board, AgriSETA will have to develop an operational plan to align the organisation with the new strategy in a manner that is practical and realistic. This might mean reviewing the organisational structure and putting together teams across the departments to work on cross-cutting issues.

8.3 Human resource development

Achieving the goals of NSDS III, and the current strategic plan require capacities beyond administration. This calls for AgriSETA to think outside the box and develop a human resource development strategy that stimulates innovative and creating thinking and also exposes the employees to opportunities and best practices in agricultural and rural development

8.4 The principle of strategic partnerships

It is clear that for AgriSETA to make any significant impact in addressing the challenges of skills development, it will have to forge strategic partnerships with like-minded organisations to achieve the critical mass in influencing change. 'Strategic' is emphasised to imply partnerships where there is a potential for complementarity in terms leveraging human resource, technical expertise, client base as well as financial resources for mutual benefit. AgriSETA will have to develop a set of criteria for identifying key strategic partners, and strengthen the existing relationships that are in line with the new strategy.

8.5 Resource mobilisation

It is evident that the challenges of agriculture and rural development are so complex and huge that AgriSETA with its limited funding base will not be able to tackle it alone. There is a need to mobilise additional resources to supplement what it currently has. Traditionally AgriSETA predominantly relied on the National Skills Fund, where there is competition with other sectors. There is a potential pool of resources that AgriSETA has not tapped into, being global donors that solely support agricultural development in developing countries, and they all have a training component. There is a need identify these donors and come up with a strategy for tapping into these resources to support agricultural and rural development efforts.

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