department of basic education - rhodes university

Department of Higher Education and Training

National Skills Development Plan (NSDP) outcomes

and the role of SETAs in National Plan for PSET

(NPPSET)

Presentation at the Theory of Change Workshop

Date: 11 October 2019

PART A: Mandate of SETAs

• Strategic, Legislative and Policy environment

• DHET Mandate

• Role of SETAs in Higher Education and Training

PART B: National Skills Development Plan

• Vision and Purpose

• Principles

• Outcomes

• SETA Landscape

PART C: The National Plan for Post School Education and Training

• Vision and purpose

• Role of SETAs as outlined in NPPSET

2

PRESENTATION OUTLINE

PART A:

MANDATE OF SETAs

2

STRATEGIC, LEGISLATIVE AND POLICY ENVIRONMENT

6

LEGISLATION REGULATIONS STRATEGIES/ PLANS

Skills Development Act, 97 of 1998

SETA Grant Regulations White Paper for PSET

Skills Development Levies Act, 9 of 1999

WBL Agreement Regulations

National Skills Development Plan 2030

South African Qualifications Authority Act ( No 58 of 1995)

SETA Standard Constitution Regulations

National Plan for PSET

National Qualifications Framework Act (No. 67 of 2008)

Regulations regarding establishment of SETAs

National Development Plan 2030

Public Finance Management Act (Act No. 1 of 1999)

National Treasury Regulations

Revised Human Resource Development Strategy for SA 2030

DHET MANDATE

5

White Paper Thrust:

• Build a single coordinated, coherent, highly articulated and yet

diverse PSET system.

• Build a post-school system that can assist in building a fair,

equitable, non-racial, non-sexist and democratic South Africa;

• Set skills development agenda that responds to key

transformational imperatives to provide equal opportunities for

education and training for all.

• Expand opportunities and access to education and training for

people in previously disadvantaged areas and address youth

unemployment

• Expand workplace training through partnerships with industry

ROLE OF SETAs IN HIGHER EDUCATION AND TRAINING

6

On the demand side:

• Conduct labour market research and develop Sector Skills Plans (SSP)

• Engage with employers to obtain relevant data for skills planning and to

establish skills needs of the economy

• Develop Strategic Plans (SP), Annual Performance Plans (APP) and

Service Level Agreements (SLA)

• Implement plans against budget and submit quarterly reports and Annual

Reports

On the supply side:

• Address sector skills needs & priorities through availing and channelling

funding in response to the skills needs of the economy.

• Address skills shortages and skills gaps through implementation of

learning programmes (Artisans and Learnerships)

• Facilitate easy access to education and training at different entry points

(Articulation and RPL)

ROLE OF SETAs IN HIGHER EDUCATION AND TRAINING (cont.)

7

Learner

University

Employer

TVET College

Community College

Professional

Middle Level

Elementary

S

U

P

P

L

Y

D

E

M

A

N

D

S

E

T

A

PART B:

NATIONAL SKILLS DEVELOPMENT

PLAN

2

9

Vision

An educated, skilled and capable workforce for South Africa

Key Policy Instruments

- National Development Plan

- New Growth Path

- White Paper for Post-School Education and Training ..

- Industrial Policy Action Plan

Contribution towards

- Economic growth- Employment creation- Productivity- Social Development

NSDP VISION AND PURPOSE

10

PRINCIPLE 1: Locating the NSDP within an

integrated post-school system

• Promoting greater levels of integration

within the post school-system: for planning, funding, monitoring,

evaluation and reporting.

PRINCIPLE 2: Contributing to the

country's socio-economic objectives

• Contribute to strategies and

priorities of various sectors of the

economy for an inclusive growth.

PRINCIPLE 3: Advancing an equitable and integrated system

• Contribute towards transformational and

developmental imperatives such as gender, race, class, youth, disability and

geography.

NATIONAL SKILLS DEVELOPMENT PLAN PRINCIPLES

11

PRINCIPLE 4: Greater inclusivity and collaboration

• Encouraging public and private sector collaborations;

• Strong focus on workplace based learning

opportunities in both public and private sector;

• Quality education and training provision with

strong articulation between programmes

and qualification offerings.

PRINCIPLE 5: Focus on support system for

learners and employers

• Ensure that prospective learners and the public are aware of when and

how to access opportunities;

• Employers where required are supported

through simplified processes;

• Standardisation of processes, systems,

including stipends/learner allowances etc

• Harness the use of technology.

PRINCIPLE 6: Strong emphasis on accountability

• Improved governance,

monitoring and evaluation,

• Review SETA Standard Constitution

Regulations with stronger emphasis on

accountability.


12

PRINCIPLE 7: Understanding demand

• Analysis of sectoral growth, development

plans and labour market – towards

evidence based skills priorities and

occupations in demand;

• Research and innovation will be key.

PRINCIPLE 8: Steering supply – qualifications

and provision

• Quality Councils will ensure the design, development and maintenance of

occupational standards and qualifications.

PRINCIPLE 9: Steering funding – funding

mechanisms

• Alignment between levy and fiscus

funding.


OUTCOME ONE:

Identify and increase production

of occupations in demand

• Primary aim of determining occupations in high demand

is to improve the responsiveness of the post-school

education and training system to the needs of the

economy and to the broader developmental objectives of

the country;

• National list of occupations in high demand will continue

to be produced and reviewed every two years;

• The methodology of Centres of Specialisation will be

encouraged.

Sub Outcomes

• Targets for priority qualifications and occupations;

• Indication of interventions required to improve enrolment

Indicators

• Occupations in high demand identified

• Increased enrolment into priority qualifications

Targets will be set for three year period and annually

determined through service level agreement

NATIONAL SKILLS DEVELOPMENT PLAN OUTCOMES

10

OUTCOME TWO:

Linking education and workplace

• Improving the relationship between education and

training and work is a key policy of the White Paper for

Post-School and Education;

• The WP-PSET is unequivocal that the main purpose of

the TVET is to prepare students for the world of work;

• OECD- TVET systems in 20 countries concluded that a

key feature common to effective TVET systems

everywhere is a focus on training for employment.

Sub Outcome

• Opening of workplace based learning opportunities

increased.

Performance Indicators

• Number of learners requiring work Intergrated learning

placed;

• Number of TVET lecturers exposed to workplaces;

• Number of learners participating in other various

workplace based learning opportunities – learnerships,

internships etc

Targets will be set for three year period and annually determined

through service level agreement


11

OUTCOME THREE:

Improving the level of skills in

the South African workforce

• South Africa is challenged by low productivity in the

workplace, as well as slow transformation of the labour

market and a lack of mobility of the workforce;

• The number of and share of the employed with primary

completed or lower was still over 2 million workers in

2014.

Sub Outcome

• Increase the number of workers participating in various

learning programmes from 37% in 2016 to at least 80%

by 2030.


• Number of workers trained and supported.




12

OUTCOME FOUR :

Increased access to occupationally

directed programmes

• NDP sets the target of 30 000 artisans produced

annually by 2030, this is an indication that South

Africa’s intermediate skills base is too low to

support the country’s socio-economic

development goals.

Sub Outcomes

• Occupational qualifications developed; and

• Increase access for intermediate and high level

skills.


• Number of artisans produced;

• Dedicated grant for artisan development;

Targets will be set for three year period and

annually determined through service level

agreement


13

OUTCOME FIVE:

Support the growth of the public

college system

• The NDP situates TVET Colleges as critical pillars for social and

economic development;

• Community Education and Training (CET) Colleges will cater for

the knowledge and skills needs of the large number of adults

and youth requiring education and training opportunities;

• Stats SA estimates that more than 18 million people above 20

years have educational levels below the National Senior

Certificates

Sub Outcomes

• Support for the TVET and CET Institutional Types

• Support for Centres of Specialisation;

• Support for colleges implementing occupational programmes;


• Number of learners in workplace based learning opportunities

• Lecturers exposed to workplaces

• Number of CET and TVET colleges supported




14

OUTCOME SIX:

Skills development support for

entrepreneurship and

cooperative development

• It is estimated that SMMEs contribute more than 30%

to South Africa’s GDP.

• Support for the cooperatives can play an important

role, not just in the margins, but in the mainstream of

the economy.

Sub Outcomes

• To increase support for entrepreneurial activities and

the establishment of new enterprises and

cooperatives.


• Number of skills support mechanisms for emergent

enterprises and cooperatives

• Number of entrepreneurship and cooperative activities

supported by skills levy institutions; and

• Number of skills development support for the local

small business and cooperatives.




15

OUTCOME SEVEN:

Encourage and support worker

initiated training

• Trade unions, their educational programs and

worker-initiated programmes, play an

important role in skilling workers in broader

sectoral policy and capacity to effectively

engage in the workplace and broader

economy;

• Worker initiated education and training can

also contribute to the workforce that is better

able to understand the challenges facing the

economic sectors in which they operate.


Skills needs of workers identified and supported,

through relevant interventions.



agreement


16

OUTCOME EIGHT:

Support career development

services

• Career development services, do not just aim to

provide quality career and study related information

and counselling but also contribute to the larger

goal of assisting people to embrace and fulfil their

potential;

• The OECD (2017) Report – Getting Skills Right in

South Africa calls for the provision of a tailor made

career advice services to students early on, based

on better skills needs.


• Increased access to career development services

especially in rural areas and for targeted

beneficiaries of the NSDP

• Number of career development mechanisms

supported



agreement


17

SETA LANDSCAPE

20

The Minister issued a formal communique in the form of a gazette on 22 July 2019,

communicating that SETAs are re-established as they are currently until 31 March

2030 with the exception of MQA which is re-established until 31 March 2022.

PART C:

ROLE OF SETAs OUTLINED IN THE

NATIONAL PLAN FOR PSET

2

• The purpose of the NPPSET is to translate the policy directions outlined

in the WPPSET into concrete actions.

• The NP-PSET is a roadmap for the development and strengthening of

post-school education and training (PSET) from 2019 – 2030.

• The Plan identifies the goals, objectives and outcomes for PSET.

• The Plan describes the implementation strategies, targets, and

responsibilities for achieving the White Paper vision of an expanded,

effective, and integrated PSET system

• The Plan formalises work already in progress towards the goals of the

White Paper, including the National Skills Development Plan (NSDP)

which is fully integrated into the NP-PSET

• The overall goal is a PSET system that is socially just, responsive, and

well coordinated, providing access to a diversity of education and

training opportunities.

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Purpose of the NP-PSET

Role of SETAs outlined in NPPSET

12

Conduct research to understand demand and signal implications for

supply to address skills needs of the economy

Support the Department in steering the system through managing the

use of the levy to ensure efficiency and effectiveness of the system

Support the Department in developing capacity of public and private

education and training providers to deliver programs

Facilitate workplace-based learning with a focus on occupations and

professions that support economic growth.

Perform system support functions and manage implementation of plans

and budgets

Thank you…

department of basic education - rhodes university

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