PRESENTATION NSA MEETING WITH SETAs and PSDFs

Key issues on Provincial Implementation of NSDS Provincial flagship projects Partnership with SETAs National Skills Conference CONCLUSION

Key issues on PSDF implementation Establishing a credible institutional mechanism for skills planning Challenges Data is collated nationally and clear agreements need to be in place between national and provincial government to access and share information. Delays in the implementation of planned projects impact on skills planning. Reporting remains the weakest element in the skills system of the province. Stakeholders do not provide accurate or regular reports. The tracking of the qualified trainees in order to align the available skills in the Province with the envisage projects. Tracking, and the impact, and the cost benefit analysis and maintenance of the data base Data collection is ad hoc and not standardised.

RECOMMENDATIONS DHET should be the custodian of institutional reporting in the sector and provinces should add in the industry and government department contribution. Lack of disaggregation of information in terms, race and disability The information from stakeholders is not verified and credible and stakeholders not meeting reporting deadlines Develop a standard reporting system where similar data is recorded for easy collation and comparisons.

Key issues on PSDF implementation Increasing access to occupationally‐directed programmes Challenges The current apprenticeship model does not support artisan training in rural areas where there is a shortage of suitable workplaces. It is difficult to involve small employers because funding support does not cover the full cost of training an apprentice. Funding is available for apprentice training and trade tests, but it is difficult to access funding for post qualification support and intern placements. Provincial departments need assistance to fully utilize the skills levy for occupational training programmes. Stringent entry requirements are changing the profile of apprentices and excluding less academically inclined youth.

Rural Learners are not enjoying full training as there is a lack of suitable workplaces in engineering fields. Small Businesses are not geared / funded for additional training and support to learners. Artisan and apprenticeship entry levels are very strict and exclude the less academically inclined youth. Shortages of work places and accredited service providers Non-availability of workplace especially in the private sector, mentors and equipment SETA’s not honouring commitments made on the SLA/MoU specifically relating to disbursement of claims Learners partaking on Artisan related programmes are only trained from NQF Level 1 to NQF Level 4 and do not exit as trade tested and qualified artisans due to lack of budget. Standardisation of stipends is a key issue.

RECOMMENDATIONS Strengthen coordination and monitoring and evaluation. Consideration for bridging or technical training in order to enter the artisan sector. DHET to develop guidelines and mechanisms to ensure that collaboration exits amongst all Skills Development Stakeholders. Mechanisms to be put in place to engage and encourage the Private Sector to open their work place. Mechanisms should be in place to ensure the increase of the accredited Training Service Providers in the Artisan Sector. Industry to be allocated grants according to their capacity to train not according to levy contribution as it is currently happening. Standardise learner allowances/ in stipends for university graduates v tvet graduates

Promoting the growth of a public FET College system that is responsive to sector, local, regional and national skills needs and priorities CHALLENGES Inadequate understanding of the TVET college system Challenges associated with broadening holistic development of learner Misalignment between what lecturers teach and what industry requires in terms of skills WIL is not sufficiently well organized and too few learners have access to a workplace RECOMMENDATIONS Strengthen and improve SETA systems with respect to the support they should be giving to TVET colleges Industry to take active role in the development of curriculum for TVET colleges and advise on relevance of courses Need to review the NCV Curriculum and post-school offerings to ensure alignment with industry needs

Earmark funding for SMMEs to take up WIL Redesign the post-school education system with a focus on articulation per learning pathways. Develop a monitoring and evaluation framework to measure the impact of the NSDS III. SETA to consult when developing scarce skills within SIPs and funding need to be allocated. The SETA regional offices are not effective in terms of the execution of the skills development mandate. There is also limited information that is being shared with community members with regard to skills development. The SETA skills development programmes do not reach the rural areas in all the provinces.

FLAGSHIP POJECTS EC Province Projects SIPS project • Mzimvubu Dam • Petrochemical • Nuclear • Wild Coast N2 Road • Shale gas • Hospital and school building • Gas fired power station • Wind farms

PARTNERSHIP WITH SETAs Partnerships to develop quality engineers within priority sectors e.g Automotive, Transport, Agriculture, Water provision funded by MERSETA, TETA and AgriSETA. The University of Fort Hare is supported by CHIETA to implement a community based biogas project utilizing post graduate research students. CATHSETA is providing support to the Rhodes Environmental Learning and Research Unit. TETA and MERSETA are supporting the NMMU engineering faculty.  Sector specific partnerships to develop quality engineers within priority sectors e.g Automotive, Transport, Agriculture, Water provision funded by MERSETA, TETA and AgriSETA.

PARTNERSHIP WITH SETAs The University of Fort Hare is supported by CHIETA to implement a community based biogas project utilizing post graduate research students. CATHSETA is providing support to the Rhodes Environmental Learning and Research Unit. TETA and MERSETA are supporting the NMMU engineering faculty. TVET Colleges, supported by GIZ, Merseta, EWSeta and the OTP have developed a specialised qualification and are training newly qualified electricians and plumbers SETAs are all committing funding for lecturer development and 1983 TVET learners in WIL Programmes. The National Skills Fund is providing funding to the province to increase the number of learners accessing Workplace learning

FLAGSHIP POJECTS FS Province Projects SIPS project Gauteng-Free State-KZN Corridor: Integrated Municipal Infrastructure: Integrated Urban Space and Public Transport Programme: Water and sanitation infrastructure: Electricity Generation to support socio-economic development and transmission and distribution: Agri-logistics and rural infrastructure: Revitalisation of Public Hospitals and other Health Facilities: National School Build Programme: Green energy in support of SA economy

PARTNERSHIP WITH SETAs The FSPG entered into a Memorandum of Understanding (MOU’s) with SETA’s, Higher Education Institutions (HEI’s), TVET’s and Private Sector to partner in providing workplace-based training. 15 Cooperatives have been established by W&R SETA and an SMME’s and Cooperatives Data base has been established by DESTEA 100 SMME’s were capacitated and funded by LGSETA and W&R SETA The FSPG Successfully coordinated a Career Guidance EXPO’s targeting rural areas; schools for learners with disability, supported by SETA’s, and TVET’s and HEI’s and Private Sector. 900 youth attended a Youth Empowerment Programme funded by ABSA, CUT, SEDA and Services SETA. 121 Grade 11/12 Learners attend Saturday classes for STEM Subjects at CUT funded by MERSETA.

FLAGSHIP POJECTS LIMPOPO Eighteen Strategic Integrated Projects (SIPs) developed to support economic development and address service delivery, of which 08 SIPs are relevant to the Province as outlined in the Limpopo Development Plan. A 5bn 50 MW Bokploot concentrated solar plan launched Waterberg TVET and University of Limpopo signed a memorandum of understanding for the establishment of agricultural learning academy where learners in animal husbandry are able to articulate to a university. Air Traffic and Navigation Services (ATNS) partnership with the Office of the Premier in term of air traffic controllers, Air Traffic Assistants and Aeronautical Information Officer

PARTNERSHIP WITH SETAs CETA artisan Development initiative is aimed at targeting a total number of 420 learners/youth in the Province at the tune of R17 million. The aim is to develop human capital in artisantry fields. It is one of the CETA Discretional grants between the Office of the Premier Limpopo and Construction SETA. The programme entails 250 learnership and 170 apprenticeships. A total of 420 learners supported.  Universities, Technical Vocational Education and Training (TVET) College, MERSETA (Manufacturing, Engineering & Related Services Education and Training Authority and LEDA(Limpopo Economic Development Agency intended to establish mining schools and exchange programmes amongst the institutions and further to produce artisans for mining sector.

Fetakgomo Youth Development Brigade (programme funded by Services SETA for R7.9million supporting organized and unemployed Youth in Sekhukhune District Transport Education Training Authority (TETA) adopted 05 TETA (Transport Education and Training Authority) adopted three FET Colleges and 05 schools in rural and disadvantaged background All 07 TVET Colleges in the Province signed off MoU with SETA’s, industries and other critical stakeholders.

FLAGSHIP POJECTS KZN WSPs collected through our Research and M&E Unit annually (in collaboration with PSETA), analysed and compliance by the Provincial Departments monitored quarterly Youth supported by National Skills Fund 58 749 of which 30 172 funded by SETAs and 28 577 funded by NSFAS Bursary Scheme. A learnership programme in crop production was approved for implementation by DARD and AgriSETA Departments and municipalities collaborating with various SETAs to provided work-based learning opportunities for employees. A number of young people placed in SETA funded Work Integrated Learning programmes and Internships Training of 850 learners in engineering-related short skills funded by MerSETA 197 young people receiving apprenticeship training in a MerSETA funded project

FLAGSHIP POJECTS NORTHERN CAPE Work Integrated Learning Phase (OTP, EWSETA and Urban TVET College) Centre of Excellence in the Northern Cape was launched with Renewable Energy Projects: Forty Nine (49) projects.  

FLAGSHIP POJECTS The Apprenticeship Game Changer Data received from SETAs, TVET Colleges and Western Cape Government departments collated for reporting purposes. MOUs were developed with all holders of data. The Province is working with key SETAs to influence the SSP to reflect Provincial Plans.

SKILLS CONFERENCE 2017 RECOMMENDATIONS Improve skills planning and forecasting Strengthen governance of SETAs and ensure legislative alignment and separation of powers Develop an NSDS monitoring and evaluation framework Strengthen the NSA oversight role to monitor the implementation of the NSDS Post 2020 NSDS to focus on long term planning, ensure integration of NSDS to key national strategies e.g HRDSA, NDP Regulate and develop a WPBL policy (including articulation, funding for WBPL, standardisation of stipends, roles and responsibilities employers and labour etc) Prioritise lecturer development for TVET colleges Investigate the effectiveness and employability/destination of TVET programmes Strengthen the involvement of community colleges in the post-school education and training system Acceleration of Recognition of Prior Learning programmes and consideration of E-learning Improve NSA visibility and provincial footprints (Consultation with Provinces on scarce skills) Strengthen the capacity of the QCTO (financial, human, etc) Constituencies pledged their support towards the implementation of the NSDS and post-school education system.

Do you know the Provincial Skills Development Forums (PSDFs) and their roles? YES NO

Lessons Learnt Limit changes to the conference dates and conference content. Consider coordination of schools learner exhibitions to save costs and logistical challenges. Rigorous and targeted approach to attract participation of various organizations and sectors in skills awards Verification processes to be at least two months before awards to ensure proper deployment of resources The best month to convene the skills conference is October, it enables various stakeholders especially SETAs to plan for activities to fund in advance. The conference plan should be communicated to SETA Boards and SETA CEOs to secure buy in and participation. Explore partnerships with SETAs to budget and fund the national skills conference and awards. Pre-conference activities and colloquiums should be organised to structure and test the relevant conference content and identify the relevant speakers.

Sponsorships Conference bags BANKSETA & CHIETA Corporate gifts (W&RSETA) Learner refreshments and First Aid Services HWSETA Games master FASSET MERSETA: Resource ETDPSETA: Learner transport Learning Programmes AGRISETA EWSETA LGSETA MICT MQA