Lessons from Germany

1. Lessons from Germany Labour market-orientated skills planning and research mechanism with reference to green skills: Lessons from Germany 13 February 2014 Hersheela Narsee Director: Research Coordination, Monitoring and Evaluation

2. Skilled and capable workforce for an inclusive growth path Our Purpose

3. a) Dual System – Elements / Partnerships / Finance b) Linkage between labour market and vocational education c) Skills development planning d) Career information and counselling e) Delivery partners – Colleges / Industry / Universities (green skills integrated across different elements) Outline of the discussion

4. LESSONS • Strong involvement and ownership by industry • Integration between vocational school and workplace – supported by the principle of integrated theory and practice • Progression of learning pathways • Articulation between the different streams • Improved employability of learners post-learning • Vocational schools funded by state and workplace learning funded by industry • Learners contribute to productivity at some point and ROI is realised Dual System – Elements and partnerships

5. RECOMMENDATIONS • Secure industry’s co-ownership of the development of a skilled labour force • ADOPT dual principle of theory and practice , but ADAPT the German dual system • Monitor employability in the system • Green skills to be a key pilot as a new industry Dual System – Elements and partnerships

6. LESSONS • Need labour market research which informs occupational planning • Forecasting model to use both qualitative and quantitative methodology • Importance of the firm survey in identifying skills needs • Work on occupational classification • Need sector analysis Links between labour market and education

7. RECOMMENDATIONS • Engage further on occupational classification • Establish a system for skills planning • Establishment a centralised unit for skills planning Links between labour market and education

8. LESSONS • Training market is different from the labour market (Supply = Training places and demand = Learners) • Facilitate the design of curriculum led by industry • Curriculum focused on occupations Skills development planning

9. RECOMMENDATIONS • Review the SAIVCET, NSA and QCTO relationship • Develop an annual VET report on indicators • Explore linkages between BIBB curriculum development methodology and content with QCTO and occupational teams • Curriculum reform to fall within a “BIBB” structure • Conduct a comparative analysis in relations to the function of the chambers and the SETAs • Strengthen and review the Green curriculum which is currently being developed • Greening of FET Colleges and universities Skills development planning

10. LESSONS • Early job and career information • Different forms of career development • Computer based job information systems RECOMMENDATIONS • Provision of a co-ordinated career development service between various sub-systems • Dedicated institutional mechanism to be established • Public education around existing career information available through an advocacy process • Promote career guidance for new green jobs Career information and counselling

11. LESSONS • Strong capable teachers and room for innovation • Modelling of green concept through the green building • Strong practical component at school particularly for those learners who are not absorbed in dual system • Preparatory programme for learners who have not completed schooling • Two year programme for learners who can’t find a company Delivery partners/Vocational school

12. RECOMMENDATIONS • Simplify and streamline fit for purpose learning routes for clearly targeted learner groups • Specialisation of institutions – Niche of schools related to regional industry activity • Strengthen lecturer training and establish partnerships for lecturer and curriculum development • Creating a learning environment which supports and reinforces learning (“green” values) Vocational school

13. LESSONS • In-company training • Policies and principles of a global company • Efforts to qualify individuals accordingly • Ownership of industry of the learning process and competitive advantage achieved through training • Funded apprentices learning places • Transforming a normal company to a training company – “Together making every workplace a training space” Industry (SKF)

14. RECOMMENDATIONS • The linkage between college and in-company training needs to be developed in a similar fashion such as structured occupational pathways • The quality of the current workplace learning through the levy system needs to be strengthened and improved • Curriculum of the workplace and the college must be made constructed as one integrated curriculum • Create a TVET system • Create mechanisms which will make it easier for SMMEs to participate Industry (SKF)

15. LESSONS • Qualification requirements for teachers of vocational schools • Methods and approaches of industry related training • Workplace training as a prerequisite for vocational lecturer development • Learning laboratory / workshops useful for lesson planning and simulations • Students are participating in training aid development • Multi- and trans-disciplinary approaches to teacher development • Change from traditional approach to action based approach is good method • Subject, process and conceptual knowledge as competencies of teachers Universities

16. RECOMMENDATIONS • Partnerships between SA and German universities as we establish vocational teacher qualifications and curriculum • Current process of developing the trainer in Green Skills should be used as a pilot • Identify selected occupations to focus curriculum development for lecturer development through partnership models • Promote research in the vocational field and involve lecturers Delivery partners / Universities

17. Thank you