1. 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

2. 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.

3. 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

4. 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 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

5. 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

6. Skills to support research and innovation
The National Development Strategy (NSDS III) Outcome 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

7. 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 ?

8. 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

9. 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

10. 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.

11. 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

12. 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.