1 22 June 2009 ABET for the Public Service: Strategic Policy Framework Presentation to KwaZulu-Natal ABET Indaba

2 To provide an overview of the Draft ABET Policy Framework for Public Service Objective

3 Outline of Presentation The ABET in the Public Service: Strategic Policy Framework 1.Basic Assumptions 2.Compounding Factors 3.Overview of Policy Options 4.Way Forward

4 1 BASIC ASSUMPTIONS

5 Basic Assumptions Basic Assumptions: 1.ABET initiatives have to be aligned to the objectives of the NSDS II ( ), Success Indicator 2.7 and the upcoming NSDS III 2. Need to support the National Skills Development agenda, including EPWP, ASGI-SA objectives and JIPSA initiatives through multi-layered approaches. 3. All HRD strategies, including ABET, have to support national, sectoral and provincial economic and development growth imperatives. 4. Provide opportunities for access to training and development to all occupational classes and levels.

6 Basic Assumptions cont… 5.ABET pivotal in addressing the national skills challenges at all public sector delivery points in a developmental state. 6.Important to the creation of a pool of productive and motivated public servants at all spheres of government 7.Helps in ensuring that human capital performance systems in the public sector organizations improve effective service delivery at all spheres of Government.

7 LEGAL FRAMEWORK FOR HRD IN THE PUBLIC SERVICE NATIONAL ABET POLICY FRAMEWORK IN THE PUBLIC SECTOR CONCEPTUAL BASE FOR TRANSFORMING THE PUBLIC SECTOR ECONOMIC AND SOCIAL POLICY FRAMEWORK AND PROGRAMMES PROGRAMMES: ASGISA, JIPSA, EPWP DEVELOPMENT IMPERATIVES Skills Development Act Relevant SETAs & PSETA Skills Development Levies Act SAQA Act Public Service Act & Regulations Employment Equity Act Labour Relations Act White Paper on Public Service Education and Training White paper on HR Management in the Public Service National Skills Development Strategy 2 HR Development Strategy for South Africa HR Development strategy for the Public Service Millennium Development Goals Batho Pele White Paper White paper on Transforming the Public Service White Paper on a New Employment Policy for the Public Service  Poverty Alleviation  Unemployment  Backlogs in Service Delivery – Housing, Water, Schools Electricity  Reducing Crime and Violence  Managing HIV and AIDS  High illiteracy levels Presidential Pronouncements and Budget Speech IDPs Medium Term Strategy Framework THE LEGAL & POLICY FRAMEWORK GOVERNING HRD IN THE PUBLIC SECTOR National Spatial Development Strategies

8 Training is not outcomes based, not competency based, not linked to proper identification of skills gaps and not linked to performance improvement or strategic objectives. There is no policy on training and development which results in inappropriate training provided by many in- service and external providers. There is still lack of implementation of a uniform training strategy amongst HRD components. ABET not used to open education and training opportunities for lower level employees. SOME OF THE FINDINGS FROM THE HRDS REVIEW

9 2 COMPOUNDING FACTORS

10 COMPOUNDING FACTORS Minimal attention paid to institutional arrangements and the effect of these relationships on the blazing of an ABET policy path. Attention has not moved from structural arrangements, to what happens within structures, and how these processes, relations, etc. could be harnessed to optimise policy implementation. Access opportunities not consistent with PDPs, career paths and performance assessments

11 COMPOUNDING FACTORS CONT… Current interventions not addressing challenges of equity The nature and extent of the challenge not adequately quantified. The product offering not packaged in a manner that addresses the challenge

12 3 POLICY FRAMEWORK

13 BUILDING HUMAN CAPITAL FOR HIGH PERFORMANCE AND ENHANCED SERVICE DELIVERY Fostering HEI & FETC Partnerships A National/Provincial Public Service Academy Promoting Learnerships, Internships & Traineeships Development programmes of professional bodies Leadership Development Management Strategies Workplace Learning Programmes Integrated ABET Framework E-Learning Programmes for the Public Service CAPACITY DEVELOPMENT INITIATIVES ORGANIZATIONAL SUPPORT INITIATIVES GOVERNANCE & INSTITUTIONAL DEVELOPMENT INITIATIVES ECONOMIC GROWTH & DEVELOPMENT INITIATIVES Mobilization of management support Managing Employee Health & Wellness Ensuring adequacy of Physical & Human resources & facilities Promoting appropriate Org. Structure for HRD Performance Management & Development Systems HR Planning - Supply & Demand Management Knowledge & Information Management Career Planning & Talent Management Utilization of the strategic role of SETAs Promoting HR Learning Networks Managing Effectiveness of Communication Fostering Effective Monitoring, Evaluation & Impact Analysis Managing HRD Policy & Planning Frameworks & Guidelines Strengthening & aligning governance roles in HRD Values, Ethics & Professional Code of Practice Responsiveness to Millennium Development Goals Promoting integrated & inter-sectoral approaches to developmental priorities Capacity Development to promote success of Industrial & Economic Plans ASGISA, JIPSA, EPWP, PGDP, IDPs Awareness promotion of growth & development initiatives 4 KEY PILLARS FOR HIGH PERFORMANCE IN THE PUBLIC SERVICE THROUGH HRD Focus on all Performa levels of employment Responding to needs of designated groups (women & disabilities Cohesiveness & Integration Flexibility and adaptability Recognizing contextual differences Maintaining a performance focus Responding to sectoral differences Building learning communities & organizations Continuity through all spheres of government Promoting the agenda of development 10 CORE PRINCIPLES INFORMING IMPLEMENTATIONOF HRD STRATEGY LEGISLATIVE FRAMEWORK AS A FOUNDATION A VISION FOR HRD A dedicated, responsive and productive Public Service 1234 Integrating NEPAD, AU, Regional & Global Programmes

14 Links with HRDS Pillar 1 1.Sub-Objective 1.2 To use ABET in providing educational opportunities for all identified employees. 2. Success Indicators Government departments have ABET strategies All departments implementing ABET learnerships Public Sector ABET learners have made progress in their careers All ABET courses in the Public Sector are designed on the basis of workplace relevance Employees are able to participate in ABET programmes

15 Activities for Sub-Objective Each department prepares an ABET strategy Each department assesses annually the workplace and learning progress of its ABET candidates Each ABET learner has a PDP as a roadmap for advancement ABET Learnerships are initiated and are successful Development of a policy on ABET for the Public Service

16 Fostering SETA & FETC partnerships Learnerships Vertical & horizontal articulation Assessments & curriculum RPL ABET Level 1- 4 NVET An Integrated ABET Framework for the Public Service STRATEGIC FOCUS AREAS STRATEGIC INTENT Literacy programmes To strengthen the strategic role of SETAs and FETCs in advancing and integrating adult basic education with workplace-based Learnerships and NVET programmes To provide for learnrships and relevant workplace learning programmes that lead to recognised qualifications for ABET employees at NQF Levels 1-4 To ensure that there is the vertical and horizontal alignment and articulation of ABET programmes and portability of credits in terms of the revised NQF Curriculum design and assessment to take into account the contextual and sectoral differences To use RPL as a mechanism to open up opportunities for the PS employees To provide access opportunities to education, training & development opportunities for all employee levels in the PS. To integrate ABET with technical and vocational training The literacy programmes are necessitated by the fact that the previous approaches in the ABET programmes have not yielded the desired results. ABET IN THE PUBLIC SERVICE: STRATEGIC POLICY FRAMEWORK

17 NQF Advanced National Certificate (Vocational) National Skills Certificates National Occupa- tional Awards Doctoral Degree Masters Degree Master Postgraduate Diploma Professional Qualifications Degree Bachelor Degree Advanced Diploma Diploma Advanced Certificate Higher Certificate Incl. subject / unit certificates National Senior Certificate (Grade 12) General Education & Training Certificate (Grade 9) Advanced National Certificate (Vocational) 5 Adult National Senior Certificate Units of learning to be accumulated National Certificate (Vocational) 4 National Certificate (Vocational) 3 National Certificate (Vocational) 2 QCTO Level 1 Level 3 Level 2 Level 4 Level 6 Level 5 Level 7 Level 9 Level 8 Level 10 CHE UMALUSI OCCUPATIONAL QUALIFICATIONS FLCFLC 17 Occcupational curricula Occupational. Assess- ment specifications NOPF

18 WHY DO WE NEED OCCUPATIONAL CURRICULA? First and foremost - to ensure that training is designed to address industry requirements in terms of the relevant occupations Inputs required from industry experts to ensure this includes: –Specifying what the occupational profile should look like. What are the tasks performed by a person in this occupation –Products or services to be delivered – knowledge required –Occupational responsibility – practical skills required –Context where tasks will be performed – range of work experience required 18

19 OCCUPATIONAL CURRICULA ► Characteristics of occupational curricula –  Not educational model  Will cover the following: Occupational Profile based on Occupational Tasks Learning process design (Knowledge, Practical skills & Work Experience) Scope of coverage of curriculum Exemptions Internal assessment guidelines per component Skills Development Provider accreditation requirements per component Workplace requirements Occupational Qualifications will be linked to and derived from Occupational Curricula 19

20 4 WAY FORWARD

21 PRINCIPLES The development and adoption of an ABET Policy Framework for the promotion and support of Adult Basic Education and Training in the Public Service. Development of a more responsive and transformational model of ABET. A model anchored by the broad strategic national developmental agenda Utilization of RPL as a tool for access.

22 PRINCIPLES CONT… Articulates horizontally and vertically within the NQF framework with Learnerships and Vocational Education and Training in FET Allows portability of credits ito revised NQF Learner-driven and outcomes-based Driven by principles of access, redress, equity, relevance and quality. Promotes lifelong-learning in the workplace.

23 PRINCIPLES CONT… Promotes andragogic methodologies Allows and promotes the use of IT as a learning tool, including e-learning Promotes multiple-literacies

24 Thank you Discussion