NSDSIII EVALUATION: REVIEWING THE CASES FRAMING THE CASES Dr Presha Ramsarup Thursday 3rd August 2017 School of Education, Wits University Dr Presha Ramsarup Friday 4th August 2017 School of Education, Wits University

Thinking about framing cases … What is a case – is it a person, a site, a project, an event, a procedure, a country, or something else? And what is it a case of? A case of successful implementation - or a case that illustrates the barriers to successful implementation? A typical day? A small project, as compared to a large project? Entails comprehensive understanding and extensive description and analysis of the instance as a whole - in its context The method itself – is made up of one or more data collection methods(interviews, document analysis, site visits/fieldwork ). It also often uses a combination of quantitative and qualitative data - in order to compare, learn, or describe a process , a place or a group.

RATIONALE AND SELECTION CASE STUDIES Opportunity to ‘study intensely’, to enable more in-depth meaning-making of the mechanisms shaping skills development? Evidence of real experiences of projects/programmes, which could have been missed within other data sources Prompt useful insights for future skills strategies and processes Deepen or corroborate findings from survey and tracer study data Sheds light on broader strategic and cross cutting issues – i.e. not just the main outputs and outcomes? Answers research questions that are difficult to answer using desk research, surveys and interviews Addresses an important policy area that needs to be given prominence in the evaluation 1. Illustrative. This case study is descriptive in character and intended to add realism and in-depth examples to other information about a program or policy. 2. Exploratory. This is also a descriptive case study but is aimed at generating hypotheses for later investigation rather than illustrating. 3. Critical instance. This examines a single instance of unique interest or serves as a critical test of an assertion about a program, problem, or strategy

CASE: Responsiveness to a transversal issue: Green Economy The NSDSIII recognises the importance of supporting greening work and that “Priorities that will take precedence in the National Skills Fund (NSF) (includes) projects that are in alignment with the National Skills Development Strategy and support ... skills to support the green economy ...” (5.2.1 National priorities under the NSF, p 25). Further it supports: NDP goal to create 300 000 green jobs Taking advantage of new opportunities in the Green Economy - Identified as 1 of 5 key job drivers in the New Growth Path Recognised by the OECD 2017, Skills Review for SA So this study will… Reflect how effectively the system is responding to the green economy imperative and how it could be done more effectively in future Green economy transition processes will change the skills requirements within existing occupations, give rise to new occupations and skills needs, and increase the need for re-training and skills upgrading, including in environmental awareness – sophisticated lenses of responsiveness Issue that enables evidence and reflection on the futures perspective aspects of skills planning / skills anticipation Adopt a lens of system responsiveness to a new, emergent transversal issue Beyond ‘sector based’ and will enable an insight into how cross-sectoral issues are addressed within the ambit of NSDSIII

CASE: Approach to this study Some key aspects of research questions Key Research Processes Alignment to wider government priorities and programmes (9.13) Engagement with a cross cutting issue Futures perspective to demand analysis and skills anticipation - that recognizes the green economic driver Critical Review all 21 SSPs from 2016 (Environmental Drivers, Supply; Demand ; Partnerships; Types of Interventions, Skills Anticipation related to green work) Developed Vignettes of some key green economy projects and programmes that have been supported: WWF (NSF) CHIETA LGSETA MERSETA Completing Interviews – strategic – DEA; NESPF ; general SETA interviews Reflection on how cross sectoral needs have been addressextent traction Suggest way could be better ed -9.4

Skills to support research and innovation The National Development Strategy (NSDS III) Outcome 4.2.4 speaks of the need to ensure that relevant research and development capacity is developed and that innovative research projects are established (NSDS III 2011:13). Have the SETAs managed to facilitate the formation of partnerships and collaborations on the formation of high level research and development skills? What has been the nature of these partnerships and how have they assisted in the formation of high level research and development skills? This case has a focus on high level skills and explores how research and innovation is supported in the Forestry Sector and how this has supported high skilled occupations in high demand

CASE:Skills to support research and innovation Some key aspects of research questions Key Research Processes Supply challenges linked to high skills (4.1) Types of sector projects addressing high skills (4.1.1.) Focal areas for research, innovation identified (4.2) Agreements with universities and SETAs for support of flagship research programmes (4.2.1.) Linkages to relevant industry research (4.2.2.) Reviewed NSDS and Research and Innovation policy Reviewed SSPs over last 3 years of Agri-SETA and FPM SETA In-depth study of Research and Innovation in FPM SETA Interviews at SETAs ; Stakeholders consultations Investigating a research flagship project of the SETA FABI – institute leading as an industry led research institute, its relationship to SETA, projects and linkages to Link to skills system – weak ?

CASE: Partnerships and collective responsibility NSDSIII notes that innovative partnerships (with public institutions and social partners) that reflect original ways of working together to support skills development are essential. The strategy emphasizes partnerships that support community initiatives and furthermore the role of invoking ‘community partnerships in planning and delivering local employment and skills support services’ (p26) This study will aim to look at one innovative partnership that embraces collective learning and community change. Investigates how investment in skills development that supports multiple connected groups can potentially enable social change – intent improve impact, resonate with the policy goals on community colleges

Some key aspects of research questions Key Research Processes Cross sectoral partnership projects – aimed at local economic development (6.1.4.) Skills development supporting college lecturers (3.4.3) Skills development support transformational imperatives (9.1.) Skills development linked to economic development stakeholders – rural context (9.3) Partnerships have been generally addressed by SETA interviews Reviewed the approach to partnerships NSDSiii and key social policies Reviewed types of partnerships currently being funded through SSP analysis and SETA interviews Currently trying to source innovative partnerships – focus on social change; sustainable livelihoods In-depth exploration of one community focused learning network

A KEY SETA-FUNDED COMMUNITY PARTNERSHIP FUNDED AND SUSTAINED Fort Cox Agricultural College University of Fort Hare Nkonkobe Economic Development Agency Department of Rural Development and Agrarian Reform Water Research Commission Farmers (small SMMEs and community) Rhodes University A KEY SETA-FUNDED COMMUNITY PARTNERSHIP FUNDED AND SUSTAINED THE LEARNING NETWORK Understanding mechanisms The case will be developed to illustrate the mechanisms and enablers within each partnership studies. The study will hence illustrate how the system supports and works with multi-sectoral partners.

Skills to support local economic development This case will examine communities of interrelated and interacting organizations working as a coherent entity in a small region to support local economic development and skills development that increase opportunities for sustainability, innovation and growth Supporting skills in small emergent businesses An important critique that has been levelled at NSDS processes is that it supports and is biased to big business. This study will examine this assertion and explore the impact of NSDSIII in a focus group of small businesses

WAY FORWARD WE ARE IN DISCUSSION AROUND THE FRAMING OF A FEW MORE CASES. HAPPY TO HEAR WHAT YOU SEE AS CORE AREAS – THAT ARE NOT WELL COVERED BY EXISITING DATA IF YOU HAVE PROJECT EXAMPLES, INFORMATION THAT COULD SUPPORT OR DEEPEN CASES PLEASE SHARE WITH US.