1 National Skills Development Strategy III. Progress Report 2011 - 2013. A skilled and capable workforce that shares in, and contributes to, the benefits and opportunities of economic expansion and an inclusive growth path NSDS III Progress Report Contents Page Acronyms 2. Foreword 4. Executive Summary 7. Chapter 1: NSDS III Summary 19. Chapter 2: NSDS III Progress 28. Goal : Establishing a credible institutional mechanism for Skills planning 28. Goal : Increasing access to occupationally directed programmes 35. Goal : Promoting the growth of a public FET college system that is responsive to 47. sector, local, regional and National Skills needs and priorities Goal : Addressing the low level of youth and adult language and numeracy Skills to 56.
2 Enable additional training Goal : Encouraging better use of workplace-based Skills Development 60. Goal : Encouraging and supporting cooperatives, small enterprises, worker initiated, 69. NGO and community training initiatives Goal : Increasing public sector capacity for improved service delivery and supporting 81. the building of a developmental state Goal : Building career and vocational guidance 84. Chapter 3: NSDS III Transformational Imperatives 87. Chapter 4: NSA Provincial Consultative Workshops 93. Chapter 5: Green Skills for a Green Economy 128. Source National Skills Development Strategy III | Progress Report 1. NSDS III Progress Report Acronyms ABET Adult Basic Education and Training ATD-TTT Artisan and Technician Development Technical Task Team AET Adult Education and Training AIDS Acquired Immune Deficiency Syndrome BBBEE Broad-based Black Economic Empowerment CBO Community Based Organisation CHE Council on Higher Education COGTA Department of Cooperative Governance and Traditional Affairs DBE Department of Basic Education DHET Department of Higher Education and Training DOA Department of Agriculture DoL Department of Labour DPSA Department of Public Service and Administration DSD Department of Social Development DTI Department of Trade and Industry ELRC Education Labour Relations Council ETD Education.
3 Training and Development ETQA Education and Training Quality Assurance FEI Further Education Institution FET Further Education and Training FETC Further Education and Training College FLC Foundational Learning Competence GFETQSF General and Further Education and Training Qualifications Sub-framework HEI Higher Education Institution HEQSF Higher Education Qualifications Sub-framework HESA Higher Education South Africa HET Higher Education and Training HIV Human Immunodeficiency Virus HRD Human Resource Development HRDC Human Resource Development Council HRDS Human Resource Development Strategy HRDSSA Human Resource Development Strategy for South Africa IDP Integrated Development Plan IPAP Industrial Policy Action Plan JIPSA Joint Initiative on Priority Skills Acquisition M&E Monitoring and Evaluation MTSF Medium Term Strategic Framework NAMB National Artisan Moderation Body NASCA National Adult Senior Certificate for Adults NATED National Education NEET Not in Employment, Education or Training NC(V) National Certificate (Vocational).
4 NDP National Development Plan NGO Non-Governmental Organisation NLPE Non-Levy Paying Enterprise NPC National Planning Commission NPF National Planning Forum National Skills Development Strategy III | Progress Report 2. NSDS III Progress Report NQF National Qualifications Framework NSA National Skills Authority NSDS III National Skills Development Strategy Three (3). NSDS National Skills Development Strategy NSF National Skills Fund NSFAS National Student Financial Aid Scheme for South Africa NYDA National Youth Development Agency OFO Organising Framework for Occupations OQSF Occupational Qualifications Sub-framework PGDP Provincial Growth and Development Plan PGDS Provincial Growth and Development Strategy PIVOTAL Professional, Vocational, Technical and Academic Learning PPP Public-Private Partnership PSDF Provincial Skills Development Forum QCTO Quality Council for Trades and Occupations RPL Recognition of Prior Learning SAQA South African Qualifications Authority SD Skills Development SDA Skills Development Act.
5 No 97 of 1988 and as amended SDLA Skills Development Levies Act, No 9 of 1999 and as amended SEDA Small Enterprise Development Agency SETA Sector Education and Training Authority SIPs Strategic Infrastructure Projects SLA Service Level Agreement SMMEs Small, Medium and Micro Enterprises SSP Sector Skills Plan WBE Workplace-based Experience WIL Work-Integrated Learning Source: National Skills Development Strategy III | Progress Report 3. NSDS III Progress Report Foreword Introduction There is unanimous agreement that Skills Development has a key role to play in addressing the triple challenges in South Africa of unemployment, poverty and inequality as well as the urgent need to accelerate growth and equity in the context of an underperforming economy within a fragile global economy.
6 The fact that South Africa's current ranking is 146th out of 148 countries in the World Competitiveness Report 2013 in terms of education reaffirms both the critical role of education and Skills Development and the imperative for the country to ensure the rapid and effective delivery of Skills and training driven by industry demands within a framework of partnerships. System Complexity in a Dynamic Environment There needs to be recognition of the fact that the multiplicity of rapidly changing policies, strategies, objectives and goals that impact on Skills Development results in an environment which is becoming increasingly complex and difficult to manage. In addition, there is a need to address possible tensions between government policy directives and the pressing needs of the various economic sectors.
7 The Department of Higher Education and Training is a newly formed department facing many legacy issues in taking over functions from the Department of Labour and also in terms of its interface with the basic education system since there is a symbiotic link between an effective, high functioning general education system and meaningful progress of young people in the post-school system and the world of work. The DHET is by no means a homogeneous entity as there is a complex array of different directorates that manage different aspects of the post-school system as well as different strands of reporting and analysis. This means that the different spheres of government that deal with HRD matters should work in a manner that provides coherent and easily comparable information for Skills Development evaluation purposes.
8 In addition, appointments and staff changes in the department should be handled in a manner that does not delay the process of reporting and analysis which has a negative effect on future planning. The Strategic Integrated Projects (SIPs) present current and future opportunities for Skills Development to meet labour market needs, however, cognisance needs to be taken of the need for short-term solutions, sought within the existing complex Skills Development systems, to ensure these are not opportunities lost. Emerging from the Green Paper process, work should begin in order to develop a more synergistic and well-coordinated approach to Skills Development with clearly defined, agreed National strategies, policies and plans that are centred on the growth of economic sectors and support for employment creation within the framework of transformation.
9 National Skills Development Strategy III | Progress Report 4. NSDS III Progress Report The Levy/Grant Institutions and SETA Capacity It is important to note that there are very different levels of capacity within the 21 SETAs in terms of governance, management, responsiveness and financial status. For this reason, it is unhelpful to make blanket generalisations about SETA capacity as so often seems to happen in public debates and in the media. We should appreciate the work done by SETAs with effective governance structures whilst supporting and building the capacity of those struggling with their governance roles. Reference to Mid-Term Review Also, SETA outcomes in terms of achievement of qualitative targets cannot be neatly summarised within the scope of a single financial year (or two) since learning programmes and projects often extend over a number of years.
10 This means that evaluation of progress is often indicative of broad trends rather than quantitatively exact information. Systemic weaknesses in reporting and analysis and the integrity of data reporting could create information gaps with regard to actual training delivery. As far as the role players are concerned, both the SETAs and the aligned institutions and support structures are at very different levels of readiness to implement strategies and initiatives. General Observations It is important to recognise that NSDS III, which is significantly different from the two previous strategies, has only been in place since April 2011 within the context of the new SETA landscape. For this reason, it is early days to attempt to arrive at a definitive evaluation of outcomes and impact to date in terms of the mid-term review.