Sustainable Skills Development Annual Meeting

1. Sustainable Skills Development Annual Meeting April 19 2005 Niagara CollegeWelland, Ontario

2. Agenda Welcome & Opening Remarks: Jos Nolle & Kyla Pennie South African Update Update of Year 2: Lindsay Page Update of Tourism Activities: Luvuyo Mlilo & Mawethu Ndlumane Results Based Management & Challenges: Kyla Pennie Closing Remarks: Martha Casson

3. SSD PROJECT • Assist government to transform labour market through skills development.

4. SSD PROJECT

5. Project Overview • SSD Goal & Purpose: • To build strategic partnership networks in education, government, industry and the community in support of poverty reduction through skills development.

6. Institutional Capacity What is a Learnership? • A work-based approach to learning and gaining qualifications and includes both structured work experience (practical) and structured institutional learning (theory). • Includes a structured learning component • Includes practical work experience • Leads to a qualification • Relates to an occupation

7. Update Mxolisi Sibam (Prince)- Director, Finance Alfred Bomvu- Registrar, ECT Badikazi Mpongwana, Department of Labour Status of merger: Walter Sisulu University of Technology & Science Department of Labour: Learnership update

8. Another world is not only possible, she is on her way. And on a quiet day, if you really listen, you can hear her breathing. (R.M. Rilke) Pivotal issues: Community Outreach Institutional Capacity Partnership Development Project Management

9. Update on 2004-5 ActivitiesPartnership Development The importance of working with local partners is essential in creating collaborative solutions and initiatives, ensuring sustainability and effectively engaging the community. • Eastern Cape Tourism Board • TABEISA (Technical and Business Education in South Africa) • UNITRA (University of the Transkei) • Border Technikon • Steve Biko Foundation • Sosebenza Sonke Women’s Development Project • Ikhwezi Lokusa HIV/AIDS Wellness Centre • The Business Place

10. Institutional Capacity • September 2004 • Project Learnership Workshop • This provided each department at ECT to actively engage in dialogue with representatives from relevant Sector Education and Training Authorities (SETAs). • Recognized needto generate strategiesfor learnership process

11. It is what we make of what we have, not what we are given, that separates one person from another.(Nelson Mandela) Institutional Capacity (cont’d) September 2004: • Canadian Interns’ Arrival • Interns assist the project strengthen partnerships and engage communities while bringing energy, skill and enthusiasm to outreach programs. • HIV/AIDS interns at: • Ikhwezi Lokusa Wellness Centre • Sosebenza Sonke Women’s Development Project • Eastern Cape Technikon • Business Development and Training intern at The Business Place

12. Institutional Capacity (cont’d) February 2005 • Project Management Team Strategic Planning Retreat: Johannesburg • Brainstorming which resulted in a list of proposed project activities for 2005-2006 workplan • Project management team members had the opportunity to examine and share information, consider the project’s strategic direction and generate ideas.

13. Community Outreach: Entrepreneurship Activities June 2004 • Self-Employment Partnership (SEP) Program • Micro-credit initiative in Butterworth November 2004 • Entrepreneurship Training • Visiting Canadian professionals conducted entrepreneurship and tourism training workshops

14. Community Outreach: Entrepreneurship Activities (cont’d) February 2005 • Entrepreneurship Strategic Planning & Program Design • Looking to support the creation of SMME’s • A group of women entrepreneurs has been mobilized in King William’s Town (through The Business Place) and has co-created a peer support network. • Emphasis on strengthening partnerships with relevant service providers and design an entrepreneurial program: • mentorship • practical implementation • financial assistance.

15. Whatever you can do or dream you can, begin it.Boldness has genius, power and magic in it.(Goethe) Community Outreach (cont’d) Tourism Initiatives May 2004 • Municipal Twinning: Welland, Ontario & Mnquma Municipality, South Africa • Tourism Awareness Campaign: • The aim is to educate and engage communities in the importance of tourism as a method of economic development.

16. Community Outreach (cont’d) August 2004 • Launch of Discover Initiative • In partnership with ECTB, the Discover Butterworth brand sought to encourage pride in the Butterworth community, and develop a culture of tourism. September 2004 • The Discover Butterworth competition aimed to engagethe community to generate ways to attract tourists, as well as encouraging staff, student, and faculty collaboration.

17. Community Outreach (cont’d) February-April 2005 Tourism Partnership Development • Small Projects Foundation • Possible collaboration with tourism learnership • King Sandile Development Trust: • Mnquma Municipality Local Tourism Organization (LTO): • Eastern Cape Tourism Board (ECTB): • ECT tourism students to promote Tourism Month Competitions

18. Project Management • August 2004 • Gender Analysis, Butterworth • Recognizing the need to incorporate gender-specific needs into project strategy, a gender needs analysis was conducted in Butterworth. • Goal was to determine lifestyles, priorities, and values of male and female participants in order to inform project strategy.

19. Project Management (cont’d) February 2005 • Gender Analysis, King William’s Town • Working with a group of women entrepreneurs, the analysis sought to determine the distinct needs, environments and potential of the group. • Key goals were examining where the women were on the entrepreneurship continuum and determining ways through which the project could support them.

20. The Year Ahead Where are we now? Community Outreach Institutional Capacity Project Management Partnership Development

21. Where Are We Now? • 2005-6 marks Year 3 of the SSD project • Critical midpoint of project activities • Merger is imminent • Scope of project is wide; communities across the province have worked with the SSD project

22. Project Management • Staffing • ACE Entrepreneurship intern (Canada) • Movement • May: • In-country project coordinator: Lindsay Page • July: • Special Events Coordinator Intern • Tourism Development Intern • September: • Jos Nolle & Dr. Dan Patterson to South Africa • 2 HIV/AIDS Canadian interns

23. Community Outreach (cont’d) • Community Tourism & Entrepreneurship Awareness Campaign • Goal: Assist communities in developing an understanding of tourism development and entrepreneurship • Students will be mentoredby a local organization; either The Business Place (KWT) or TABEISA (EL/Butterworth).

24. Community Outreach (cont’d) • Mnquma Municipality • Establish and formalize areas of collaboration • Brochure development, audit of attractions, etc. • Training Materials • Add to current training manual: • rural community development • heritage tourism • sustainable tourism • customer care • entrepreneurship/ business skill

25. Community Outreach (cont’d) • Annual tourism event: Butterworth • To encourage people to start SMME’s to service the event, • Showcase local entrepreneurs and talent • Hold seminars/workshops to share information among tourism stakeholders

26. Community Outreach (cont’d) • Heritage Monument • Consider developing attraction that will provide legacy for SSD Project and the contribution of its participants and stakeholders, unique to theEastern Cape. • Discover Initiative • Expand similar initiatives in other areas (i.e. King William’s Town)

27. Community Outreach (cont’d) • Entrepreneurship Pilot Program • Goal: • Brings together existing service providers to offer meaningful and sustainable support in the creation of 5 viable tourism businesses. • Community Awareness • Developing a culture of entrepreneurship and an environment that supports tourism is essential. SA FACT: Per 100 people, 7 personal computers are in use.

28. Community Outreach (cont’d) (Entrepreneurship Pilot) • Mentorship • Each entrepreneur will be matched with an experiential learning student “business coach” as well as a corporate mentor. • Long-term, comprehensive support • Life skills, HIV/AIDS, customer service, budgeting, and other trainings will be offered to ensure a holistic approach.

29. Community Outreach (cont’d) • Emphasis on “deliverables” and process • Entrepreneurs must undergo market research, etc., • Access to start-up financing • Most viable business plan will receive a grant/loan. • Administration and structure of grant/loan?

30. Partnership Development • Tourism Learnership • Small Projects Foundation: ECT possibly training provider • Experiential Learning Opportunities • Mnquma LTO, King Sandile Development Trust, Small Projects Foundation • Eastern Cape Tourism Board (ECTB) • Promotion of Tourism Month (September) Schools Competition SA FACT: 84% of black women believe they are in control of their life and future.

31. Partnership Development • Advancing Canadian Entrepreneurship (ACE) • On-campus non-profit organization at universities and colleges in Canada • Develop relationship with Eastern Cape community-based project to import and sell goods. • Possibly Hlumani HIV/AIDS project, King Kei Crafters

32. SSD Project Snapshot of Results 2002-2005

33. Current activities Community Outreach Institutional Capacity Partnership Development Project Management Areas to develop to promote sustainability Suggestions? Ideas? Best practices? RESULT-build strategic partnerships to reduce poverty through skills development and income generation (%)

34. Mentorship builds confidence Increase participation of local consultants Collaborative project planning/management Lead by example – women in leadership roles New positions created planning Majority of project coordinators are women Local role models HOW they participate Mentor and incorporate more gender planning in new learnerships (or other initiatives) at WSU Are women perceived as decision-makers (by self and others?) Technikon staff, including women, and project stakeholders enhance strong leadership development skills (80%)

35. Advisory Board has strong, diverse representation Representatives able to garner benefits for their constituencies (i.e.: Connie Kakana) Encourage less established groups to “piggy back” with other groups Progressive structures to increase participation Seek measurable impacts (gender-sensitive indicators) Translation to Xhosa Disadvantaged population groups, particularly women, represented in decision-making and project guidance (80%)

36. Rural Tourism and Entrepreneurship outreach South African module development Empowering pedagogy Further integrate ECT training opportunities into basic modules (-information resource component) What about financial? Numeracy and Literacy Rural community members, both male and female, gain understanding and motivation to enter training programs at the Technikon

37. Successful partnership development has led to first learnership (WR-SETA) Plans for implementation for 5 more learnerships this year New WSU institutional streaming policies must embrace learnership opportunity Be opportunistic Stronger community ties provide better employment opportunities Students have greater access opportunities to education and training through a variety of programming streams to meet their diverse needs (25%)

38. Working closely with DOL and SETAs keeps Technikon informed of training procedures and opportunities SSD workshop (Sept) brings together players Ways to increase transparency and reduce bureaucracy? The Technikon is capable of supporting National Skills Development Strategy institutional education and training needs (50%)

39. Consolidation and cooperation with local operators Varied approaches Community partnerships twinning Focus on tourism Further engage advisory board to works towards sustainability (commitments to developments) The Technikon strengthens its capacity to meet Eastern Cape workforce and entrepreneurship needs through the support of provincial and national education and training policies (60%)

40. First ECT learnerships have been delivered!!! Niagara best practices are shared (YIP programs, Netcorps, ACE) Strategize rollout within academic divisions at WSU Local context- Work closely with funders to identify local models that will meet training needs Motivation for stakeholders The Technikon develops models and partnerships for education and training services (20%)

41. Tourism roadshows encourages participation in rural communities Outreach is using brand recognition to engage community and youth. “Discover” campaign Link must now be made from basic education to higher education Address literacy and numeracy challenges in Higher Education Address financial constraints Eastern Cape rural communities gain exposure to potential for self-advancement through tourism education and training at the Technikon (80%)

42. Entrepreneurship Pilot program assists in process to start new businesses Roadshow approach with local orgs support Use “Discover” initiative to increase understanding of tourism Develop community based tourism market with community planning via stakeholder advisory input Communities must champion the process Learnerships to support skill development Skilled entrepreneurs, both male and female, for new business developments in community-based tourism market (40%)

43. Partnership network development (The Business place, Tabeisa) Twinning activities (Ace, Welland, Rotary) Support and engage students and graduates Network must exist after project ends Challenging atmosphere- need infrastructure development, financing New tourism businesses established in the Eastern Cape region (30%)

44. Off the mark! We still don’t know enough about it Too ambitious(?) Initiative has had many obstacles Research to be conducted New partnerships sought as potential employers Skilled labour provided for the South African Wild Coast Spatial Development Initiative(0%)

45. Learners are employed (10 in grocery stores via W&R) Learning opportunity – engage stakeholders to support learnerships Need to be opportunistic Research via external relations unit at WSU to match market needs with learnership appls Department of Labour Occupational Workplace Skills Training needs supported and skilled labour, including women, provided to various sectors(20%)

46. Merger is delaying services development Partnership network will assist Technikon in this process Mini-road shows Continue all other outreach activities to prepare for services branch/External relations unit at WSU Sector Education and Training Authorities assisted in administration and outreach for Skills Plans development via Technikon services (15%)

47. SSD has engaged community stakeholders with Advisory Group SSD an enabler for SETA’s to work with Technikon SSD workshop in September-key activity WSU embraces external relations concept and fund it accordingly – create a long-term development plan AB supports new WSU external relations unit for further research, and skills training SETAs to play active role in development and support ECT positions itself through services offered The Technikon recognized as a regional education and training centre for workplace skills training, learnerships, and entrepreneurship training (25%)

48. Sustainability • SSD project can be used as a catalyst for undertaking new activities, and assisting ECT to manage change. • Need for ECT and NC to support each other through the change process

49. Challenges & Issues • Focus on learnerships • Confirm and engage SETAs to support learnerships • Formalize agreements with partner employers • Critical that activities correspond to an expected result (review RBM) • Project efficiency • Utilization of resources to full potential.

50. Challenges & Issues • Scope of project • Communities and populations have been mobilized: how can we support them, remain relevant and offer new initiatives? • Importance of open communication • Aids efficiency and time • Maintain collective focus, generate ideas and collaborative solutions.