A presentation to the Portfolio Committee:

1. Orientation of the unemployed youth graduates and interns on the Breaking Barriers to Entry (BB2E) course A presentation to the Portfolio Committee: Public Service & Administration and Planning, Monitoring & Evaluation Dr Sipho Manana Acting Principal 13 March 2019

2. Purpose To brief the Committee on the orientation of the unemployed youth graduates and interns undergoing the Breaking Barriers to Entry (BB2E) and the impact thereof.

3. Outline of the presentation 1. The BB2E Course • Origin of the course • Target groups (unemployed youth, interns, and NARYSEC) • Training Performance • Curriculum (Course Map) 2. Evaluation of its impact 3. Repositioning the BB2E • Partnerships • New vision in rolling out the BB2E course 4. Conclusion

4. Origins The BB2E course emanated from the Budget Vote Speech of 2009/10, when the Minister for Public Service and Administration (MPSA) announced and directed the PALAMA (Public Administration and Leadership Management Academy) to develop a course/programme “… meant to enhance the employment potential of (unemployed) graduates”

5. Target group (1) NYDA Unemployed graduates • From inception, in 2009, the NSG used the National Youth Development Agency (NYDA) well-established database to source the trainees for this course. • The costs for BB2E training were covered by the NSG through cross subsidization from its other courses until the situation could not be tenable because the NSG revenue streams were adversely affected. This was due to the fact that the NSG operates on a cost-recovery model. The National Treasury (NT) also disapproved the delivery of “free courses” at the NSG. • In 2013/14, the NT approved a tariff of R 700.00 per person for the BB2E. • This then diverted focus to enrol the graduates who were undergoing the one- year internship programme across the public service. Out-of-public service unemployed graduates can be trained by the NSG if they are fully-funded by some agency.

6. Target group (2) Interns in the public service • The NSG annually sends a call to departments to enroll interns into the BB2E course. • The NSG has invested in building training/facilitation capacity – a total of 244 trainers across all 9 provinces have been trained to facilitate the BB2E. • Government enrols about 13 411 unemployed youth on Internship and Learnership programmes per year. However, the BB2E currently targets about 2750 per annum who are drawn mainly from the internship programme based on the enrolment by departments. For the 2019/20 Financial the National Treasury has funded a total of 700 learners.

7. Target group (3) NARYSEC Youth • In December 2015, the Department of Rural Development and Land Reform (DRDLR) approached the NSG seeking collaboration on a Political Education Programme for NARYSEC Youth (PEPNAY) for its National Rural Youth Services Corps (NARYSEC). • This programme enabled unemployed youth in, especially rural villages and communities to develop leadership skills to know and play a role in ensuring that Government achieved its intended goals and outcomes. • The NSG facilitated the training of 52 trainers. PEPNAY is only delivered at the training sites of Department of Defence at ThabaNchu College and Kimberley 3 SAI. NSG monitors the programme.

8. Training Performance (numbers) Since 2010, a total of 13 917 Females = 61.55% Males =38.23%

9. BB2E Curriculum and its alignment to NSG courses • The BB2E programme was designed in a manner to develop 15 feeder competencies for salary-levels 6-10 (the area which had the most vacancies in the Public Service) • Its design integrated 23 NSG course objectives into a single 5-day programme. • The NSG used M&E feedback to review the materials, and the results of the piloted materials were used to revise the Programme. The Units of the BB2E are as follows: • Unit 1: The Constitution, Public Service and Administration (Day 1) • Unit 2: How Government is Organised and Functions (Day 1) • Unit 3: Attributes of a ‘Public Service Cadre’ (Day 2) • Unit 4: Delivering Public Service and Administering and Managing Public Funds (Day 3) • Unit 5: Administration and Communication Skills in Public Service (Day 4) • Unit 6: Human Resource Processes for Public Service (Day 4 and 5)

10. Course Map of BB2E 1.1 Demonstrating an understanding of the Constitution of South Africa. 1.2 Explain the concepts of Government, PublicAdministration and Public Service. 1.3 Demonstrate understanding of the role of thePublic Administration in achieving the goals ofNational Development Plan. Unit 1: The Constitution, Public Service and Administration 2.1 Explain the system, structures and spheres of Government. 2.2 Understand the policy roles and responsibilities of Government in all its spheres and branches. 2.3 Explain how the work of Government is organised and coordinated. Unit 2: How Government is Organised and Functions

11. Course Map of BB2E Unit 3: Attributes of a Public Service Cadre 3.1 Explain the attributes of a Public Service cadre. 3.2 Understand how the attributes of a Public Service cadre relate to the Batho Pele principles. 3.3 Apply a code of conduct for the Public Service. 4.1 Identify the Primary Sites of Service Delivery. 4.2 Describe strategies by Government to ensure Quality Service Delivery. 4.3 Describe how Government facilitates participation by citizens to ensure Quality Service Delivery. Unit 4: Delivering Public Service and Administering and Managing Public Funds

12. Course Map of BB2E Unit 5: Administration and Communications skills in the Public Service 5.1 Understand the concepts of public office systems. 5.2 Know basic skills for administrative writing in Public Service. 5.3 Demonstrate knowledge of courteous and effective telephone skills. 5.4 Apply basic record keeping skills. Unit 6: Human Resource Processes for Public Service 6.1 Demonstrate knowledge of recruitment, selection and appointment in Public Service institutions. 6.2 Demonstrate knowledge of conditions of service, performance management and development in Public Service institutions. 6.3 Develop skills and techniques to apply for positions of employment in Public Service institutions.

13. Course map of PEPNAY 1.1 How far back does the history of South Africa go? 1.2 How does the history of South Africa compare with the post- 1994 South Africa? 1.3 What role does South Africa play in the African century & beyond Unit 1: How the South African State Functions Unit 2: How the South African State Functions 2.1 What do we mean by State? 2.2 How did the South African State evolve? 2.3 How is the post 1994 South African State defined? 2.4 How does the post 1994 South African State relate to the African continent.

14. Course map of PEPNAY Unit 3: Local Government 3.1 How is our Government organised and how does it function? 3.2 What are the policy roles and responsibilities of Local Government? 3.3 How services and products are delivered in Local Government? Unit 4:Active Citizenship 4.1 What do we mean by active citizenship? 4.2 What philosophies/worldviews underpin active citizenship? 4.3 How can we be active citizens? 4.4 How will we know we are active citizens?

15. Course map of PEPNAY Unit 5: Leadership in Communities 5.1 What do we mean by leadership? 5.2 What philosophies/worldviews underpin leadership? 5.3 How can we be effective leaders in our communities? 5.4 How will know we are effective leaders in our communities? Unit 6: Volunteerism in Communities 6.1 What do we mean by volunteerism? 6.2 How can we be effective volunteers in our community? 6.3 How will we know we are effective volunteers in our communities?

16. Evaluation of the BB2E • The NSG secured funding for an independent comprehensive evaluation of the BB2E from the European Union (EU). The evaluation will be completed in June 2019. • The project aims to determine the value of BB2E training and the consequent successes or challenges of the programme. The specific objectives of the project, as per the Terms of Reference are: • Undertake an evaluation of the BB2E implementation to date and provide an Evaluation Report on the BB2E. • Based on the evaluation, propose improvement and programme enhancement, as well as the related implications for the NSG, for consideration and approval. • Develop an implementation plan for the incorporation of the programme enhancements and improvements in the BB2E. • One of the key activities for the NSG is the development of a tracking system that allows the NSG to report on the successful absorption of youth that attend NSG training into the public service, private sector, or own employment. This project is envisaged to align BB2E with the Formal Graduate Recruitment Scheme.

17. Partnerships • Some partners in the design, development and delivery of BB2E:

18. Partnerships • The NSG entered into a trilateral agreement with the Departments of Defence (DoD) and Rural Development and Land Reform (DRDLR). The DoD carried accommodation costs while the DRDLR carried the training costs. The partnership realised a total of 4052 learners trained. The agreement expired in 2013/14 financial year. • The NYDA also provided the NSG with data of unemployed graduates as well as support for the initial pilot. Due to internal challenges at the time, the NYDA partnership fell aside. It has since been resuscitated under the new leadership. Meeting with NYDA is scheduled for next week. Discussion with the NYDA will be on the work-readiness programme. NYDA stats show that youth leave work within the first 3 month of employment due to a lack of confidence, and dealing with work related conflict. • During June 2018, the European Union (EU) supported sessions in KZN, Bloemfontein, Limpopo, Eastern Cape & Gauteng. Departments paid the R770 per participants and the EU funded venues, catering & trainers.

19. Immediate improvements on the BB2E • Local government qualification – The NSG intends to develop a qualification for local government and registered as a learnership with the LGSETA, • Public administration/scarce skill qualification – The NSG intends to registered some BB2E learners into a skills set (e.g. public admin, ICT and digital governance) found in the Graduate Recruitment Scheme so that learners may obtain a second qualification by the end of the 2 year internship programme. StatsSA argues that research shows that the more qualified/educated the person is, the more chances are to find employment. • The two qualifications will include mentoring and coaching; trainers, training materials. The public service will provide work integrated learning for the two learnerships.

20. Conclusion • Addressing the triple challenges of unemployment, inequality and poverty remain key for government. The NSG has a critical role to play in the developmental agenda in terms of building a capable developmental state • The NSG has also prioritised youth employment opportunities and these two youth training programmes support government initiatives. • It is thus recommended that the Portfolio Committee notes the work of the NSG in rolling out the BB2E and PEPNAY programmes, despite some of the challenges as articulated. • The support of the Portfolio Committee will also be welcomed in areas such as additional resources, and in the oversight of government departments who may not be providing youth training and development opportunities.

21. We are confronting the Triple challenges: Poverty

22. We are confronting the Triple challenges: Poverty

23. Thank you