Skills Development: a real world update

1. Skills Development: a real world update Gizelle Mc Intyre Director: The Institute of People Development

2. Institute of People Development (IPD) The Institute of People Development (IPD) is committed to an ongoing process of achieving and maintaining its status as a "centre for learning excellence". • Primary Aim • To enhance the quality of workplace learning provision through the development of managers, supervisors and learning development practitioners. • The Institute strives to be a "change agent" by • Providing qualifications to managers, supervisors and learning & development practitioners • Offering recognition of prior learning (RPL) services to experienced learning & development practitioners • Conducting research projects designed to generate best practice products and processes through a continuous professional development (CPD) programme • Expanding the field of learning & development practices to the wider public through seminars, media releases, on-line resources and communities of practice workshops and consulting • Making available its learning facilities and resources in Midrand to its clients and stakeholders for the purposes of high quality learning provision

3. Outcomes • The session gives an update on the skills development Act, and the Skills development Policy frameworks for the benefit of SDFs such as follows; • The skills development Act and amendments • The Skills Levies Act • Human Resource Development Strategy for South Africa • National Skills Development Strategy III

4. Quick Question • What brings you to the conference? • a) Knowledge building • b) Networking opportunities • c) My boss made me attend

5. ROI • OK let’s make today worth your while….. • Please turn to the person to your right and left and identify and consolidate 2 main ideas you would like me to focus on based on the following slide. • Please write them down on the paper provided.

6. Topics up for discussion • Current and proposed landscape: Skills Development • Legislation and Skills Development • PIVOTAL programmes, workplace learning and RPL • Broad-Based Black Economic Empowerment (BBBEE) Skills Development point requirements • What does the future hold?

7. Learning Styles

8. How Do I Learn Best? 1. You are helping someone who wants to go to your airport, the centre of town or railway station. You would: a. go with her. b. tell her the directions. c. write down the directions. d. draw, or show her a map, or give her a map. 2. A website has a video showing how to make a special graph. There is a person speaking, some lists and words describing what to do and some diagrams. You would learn most from: a. seeing the diagrams. b. listening. c. reading the words. d. watching the actions. 3. You are planning a vacation for a group. You want some feedback from them about the plan. You would: a. describe some of the highlights they will experience. b. use a map to show them the places. c. give them a copy of the printed itinerary. d. phone, text or email them. 4. You are going to cook something as a special treat. You would: a. cook something you know without the need for instructions. b. ask friends for suggestions. c. look on the Internet or in some cookbooks for ideas from the pictures. d. use a good recipe. 5. A group of tourists want to learn about the parks or wildlife reserves in your area. You would: a. talk about, or arrange a talk for them about parks or wildlife reserves. b. show them maps and internet pictures. c. take them to a park or wildlife reserve and walk with them. d. give them a book or pamphlets about the parks or wildlife reserves. 6. You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision? a. Trying or testing it. b. Reading the details or checking its features online. c. It is a modern design and looks good. d. The salesperson telling me about its features. 7. Remember a time when you learned how to do something new. Avoid choosing a physical skill, e.g.. riding a bike. You learned best by: a. watching a demonstration. b. listening to somebody explaining it and asking questions. c. diagrams, maps, and charts - visual clues. d. written instructions – e.g. a manual or book. 8. You have a problem with your heart. You would prefer that the doctor: a. gave you a something to read to explain what was wrong. b. used a plastic model to show what was wrong. c. described what was wrong. d. showed you a diagram of what was wrong. 9. You want to learn a new program, skill or game on a computer. You would: a. read the written instructions that came with the program. b. talk with people who know about the program. c. use the controls or keyboard. d. follow the diagrams in the book that came with it. 10. I like websites that have: a. things I can click on, shift or try. b. interesting design and visual features. c. interesting written descriptions, lists and explanations. d. audio channels where I can hear music, radio programs or interviews. 11. Other than price, what would most influence your decision to buy a new non-fiction book? a. The way it looks is appealing. b. Quickly reading parts of it. c. A friend talks about it and recommends it. d. It has real-life stories, experiences and examples. 12. You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have: a. a chance to ask questions and talk about the camera and its features. b. clear written instructions with lists and bullet points about what to do. c. diagrams showing the camera and what each part does. d. many examples of good and poor photos and how to improve them. 13. Do you prefer a teacher or a presenter who uses: a. demonstrations, models or practical sessions. b. question and answer, talk, group discussion, or guest speakers. c. handouts, books, or readings. d. diagrams, charts or graphs. 14. You have finished a competition or test and would like some feedback. You would like to have feedback: a. using examples from what you have done. b. using a written description of your results. c. from somebody who talks it through with you. d. using graphs showing what you had achieved. 15. You are going to choose food at a restaurant or cafe. You would: a. choose something that you have had there before. b. listen to the waiter or ask friends to recommend choices. c. choose from the descriptions in the menu. d. look at what others are eating or look at pictures of each dish. 16. You have to make an important speech at a conference or special occasion. You would: a. make diagrams or get graphs to help explain things. b. write a few key words and practice saying your speech over and over. c. write out your speech and learn from reading it over several times. d. gather many examples and stories to make the talk real and practical.

9. Let’s Score it!

11. Calculating your scores Count the number of each of the VARK letters you have circled to get your score for each VARK category. • Total number of Vs circled = • Total number of As circled = • Total number of Rs circled = • Total number of Ks circled =

12. So how do you learn? • The acronym VARK stands for Visual, Aural, Read/write, and Kinaesthetic sensory modalities that are used for learning information. Fleming and Mills (1992)

13. Why do we do what we do? • Training for compliance begs the question – when will South Africa opt for a healthy skills development approach? • The key is to employ skills development is to : • foster better engaged workers, • build people’s proficiencies and • upskill the nation NOT to gain some BBBEE points or tick a tick box on your scorecard. • This process is garnering some cynicism and a feeling of exhaustion amongst the true believers of real skills development and transformation. Ironic, considering the points can still be gained with a focus on meeting real needs.

14. Acronyms are king! • ABET – Adult Basic Education and Training • AQP – Assessment Quality Partner • AIDS – Acquired Immunodeficiency Syndrome • BBBEE – Broad-based Black Economic Empowerment • CHE – Council on Higher Education • COGTA – Department of Cooperative Governance and Traditional Affairs • DHET – Department of Higher Education and Training • DPSA – Department of Public Service and Administration • DQP – Development Quality Partner • DTI – Department of Trade and Industry • FABCOS – Foundation of African Business and Consumer Services • FET – Further Education and Training • GDP – Gross Domestic Product • HEI – Higher Education Institution • HESA – Higher Education South Africa • HIV – Human Immunodeficiency Virus • HRDSSA – Human Resource Development Strategy for South Africa • ICT – Information and Communication Technology • IPAP – Industrial Policy Action Plan • JIPSA – Joint Initiative on Priority Skills Acquisition • M&E – Monitoring and Evaluation • NAMB – National Artisan Moderating Body • NCV – National Certificate (Vocational) • NSA – National Skills Authority • NSDS – National Skills Development Strategy • NGO – Non-governmental Organisation • NQF – National Qualifications Framework • NSF – National Skills Fund • PIVOTAL – Professional, Vocational, Technical and Academic Learning • QCTO – Quality Council for Trades and Occupations • SEDA – Small Enterprise Development Agency • SETA – Sector Education and Training Authority • SLA – Service Level Agreement • SMME – Small, Medium and Micro-sized Enterprises • SSP – Sector Skills Plan

15. Legislative History Lesson • SAQA – 1995 • Employment Equity Act – 1998 • Skills Development Act - 1998 • Skills Development Levies Act – 1999 • Skills Development Amendment Bill 2003 • A Strategy for Broad-Based Black Economic Empowerment was released in 2003. • Broad-Based BEE Act No. 53 of 2003 Broad-Based BEE Act No. 53 of 2003 (‘BEE Act’) – 2004 • Codes of Good Practice 2007 • Skills Development Act (Amended) 2008 • Amended B-BBEE Codes 2012 • National Development Plan 2030 - 2013 • White Paper for Post-School E & T - 2013 • Guidelines on the Implementation of the SETA Grant Regulations - 2013 • New Landscape proposed – 2015

16. Current and New Landscape

17. The Current Situation In Education & Training • Skills Development has become a BBBEE scorecard conversation • The reality of the skills crisis is hitting us e.g. Eskom • Huge numbers of unemployed graduates • 7.2 million people illiterate • New forms of illiteracy developing • Professional Bodies • Uncertainty about Setas • Graduate Programmes in companies • Short Course changes

18. Career and alignment information www.saqa.org.za SAQA Act NQF Act Skills Development Act Quality Councils Feedback from SETA and Industry/ Associations WSP from your company CULMINATING INTO THE NATIONAL SKILLS PLAN Sector Skills Plans Skills Development Levies Act Creating employment opportunities for properly skilled people

19. Proposed New Skills Development Landscape • With National Skills Development Strategy (NSDS) III finishing its five year life-span in 2016 (now extended to March 2018), it was expected that a fine-tuning of the key skills development institutions would take place to support the new NSDS. • The proposed new landscape is however a significant evolution in the institutional landscape and one which therefore requires significant consideration and discussion among stakeholders. • The Department of Higher Education & Training (DHET) published on 10 November 2015 a draft proposal for a new National Skills Development landscape which would take effect on 1 March 2018. • The proposal is a government gazette with a deadline of 20 January 2016 for public comments.

20. Proposed New Skills Development Landscape • The title of the DHET document is "Proposal for the New National Skills Development Strategy (NSDS) and Sector Education & Training Authorities (SETAs) Landscape (NSLP 2015)". What changes are proposed? • SETAswould be absorbed into the Department of Higher Education & Training but constituted as Specialised Delivery Units (Section 7B of the Public Service Act) • They would become permanent structures, rather than have 5 year renewable life-spans • They would remain 21 in number (no immediate mergers but clustered into five synergistic groupings) • SETA Boards would remain unchanged but have greater representation from government departments in line with a stronger public sector focus

21. Proposed New Skills Development Landscape Changes to Funding • 80% of the current SETA Discretionary Grant would be shifted to the National Skills Fund (equivalent to the entire current PIVOTAL Grant) • Employers would still be able to apply for the 20% Mandatory Grant (unchanged) and 10% of the remaining Discretionary Grant (renamed Sector Specific Grant) • SETA administration costs would remain at 10% of the Skills Development Levy, but likely reduced over time as a shared services unit realises bulk savings, and as other bodies take up previous SETA functions, such as Skills Planning • Public sector organisations would spend 1% of their personnel budget on quality assured education and training leading to NQF qualifications and fulfill the same reporting obligations as the private sector so as to qualify for funding from the National Skills Fund

22. Quality Councils

23. CHE UMALUSI QCTO

24. HET Framework (2013)

25. NQF & OFO Map - Source QCTO 2012

26. OQF Level descriptors: To determine level of tasks

27. NQF Level Career Ladder Example 8-10 Continued Professional Development Management Research And Development Specialist Occupations after first Degree General Management Graduate Development Programmes New Product Development Business Development Purchasing Logistics 6-8 Production Finance SHEQManager Manager First Line Manager Occupational Core plus Technician Core Skills plus Manager 5 Technician Supervisor Team Leader/ Artisan/ Supervisor Core Skill Professional Skill 4 Technical Specialist 3 Operator Skilled technical worker Foundational Learning Certificate Mathematical Literacy and Communication 2 Preparing unemployed for access Raising the Bar Induction New Entrant 1

28. Knowledge / theory Practical Work experience External, summative assessment (to be conducted by AQP) Occupational Qualification Registered SAQA QCTO Curriculum Model DQP/ INDUSTRY Occupational Purpose Curriculum components Assessment Specifications. Qualification document

29. Flow chart NQF 6 NQF 4 NQF 5 OFO: 242402 OFO: 242401 OFO: 242401

30. Level 10 Level 9 Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Qualifications Framework NQF Doctoral Degree OQF Masters Degree CHE-HEQC Master Postgraduate Diploma Professional Qualifications s Degree HEQF Bachelor Degree Advanced Diploma Eg, National Skills Certificates Eg, National Occupational Awards Diploma Advanced Certificate Advanced National Certificate (Vocational) Higher Certificate Advanced National Certificate (Vocational) 5 Incl. subject / unit certificates National Senior Certificate (Grade 12) Adult National Senior Certificate National Certificate (Vocational) 4 QCTO GFETQF Units of learning to be accumulated National Certificate (Vocational) 3 UMALUSI National Certificate (Vocational) 2 General Education & Training Certificate (Grade 9) Adult National Senior Certificate

31. Skills Development Process

32. Legislation and Skills Development

33. Employment Equity • The purpose of this Act is to achieve equity in the workplace by- (a) promoting equal opportunity and fair treatment in employment through the. elimination of unfair discrimination; and. (h) implementing affirmative action measures to redress the disadvantages in 25.Oct 19, 1998

34. Employment Equity and Skills Development • Compliancy is the name of the game…. • Do you have an Employment Equity Plan and is it up to date? • Have you done a Skills Audit in order to analyse you workforce profile? • Do you have quarterly committee meetings? • Have you submitted your EE reports? • Have you submitted your WSP/ATR?

35. Implications of equity policies and BBBEE driving skills development • Are we training only for EE reports and BBBEE points? • What about critical, customised/industry specific skills? • What about the providers who don’t comply but provide what we need?

36. Our Current Picture • The Employment Equity Commission for South Africa has released its 2015/16 report

38. Employment equity, gender equity and disability equity The Broad-Based Black Economic Empowerment (B-BBEE) Amended Codes of Good Practice was gazetted on 12 October 2013 and came into effect on 1 May 2015. • Employment Equity no longer stands alone as an individual element. Employment Equity has been incorporated with Management and Control and carries 15 points for both Generic and Qualifying Small Enterprise (QSE) businesses. • Points are only allocated for employees in management positions. • The calculations for management and control are complex and require attention to the Economic Active Population (EAP). These targets are set in accordance with each province according to racial demographics of the said province.

39. Employment equity, gender equity and disability equity • Gender • Black female employees in management are awarded points as a separate indicator on the scorecard. • Disabled employees • Only black employees with disabilities are given recognition, and are measured as an indicator on the scorecard. • The definition of black people with disabilities according to the Employment Equity Act is: “People who have long-term or recurring physical or mental impairment which substantially limits their prospects of entry into, or advancement in, employment.” A doctor must medically certify the nature of the disability and the duration thereof before a black employee can be termed disabled.

40. Disability

41. Skills Development Levy (SDL) SDLis a levy imposed to encourage learning and development in South Africa and is determined by an employer's salary bill. Who must pay SDL? • If the company has staff registered for PAYE and the annual payroll exceeds R500 000 per annum, the company must register with SARS and pay a skills levy of 1% of the monthly payroll. If the company does not fall within these criteria, it does not have to pay levies or register with SARS. • Where an employer expects that the total salaries will be more than R500 000 over the next 12 months, that employer becomes liable to pay SDL.

42. Skills Development Levy (SDL) How much do you need to pay? • 1% of the total amount paid in salaries to employees (including overtime payments, leave pay, bonuses, commissions and lump sum payments). How to determine which SETA your company belongs too? • Each SETA has a mandate to serve the Sector Industry Classification Codes (Sic Codes) under its control as determined by the Department of Higher Education from time to time. (See Government Gazette 33756 dated 11 November 2010) What happens to the SDL Levy? • The levies are distributed via SETA.

43. Skills Development Levy (SDL) Why are you using this as a forecast of training you will be able to do for the year? • Joe earns 100 000.00 per annum • – this means his contribution is 1000 for the year • – can this really be your training budget for Joe?

44. Role of the SDF

45. What is the role of an SDF? • Facilitate the development of employees in the organisation and the strategies of the organisation equally and fairly. • Acquire the resources to accredit and evaluate learnerships and skills programs in the organisation. • Evaluate the skills development needs of the employees and organisation and continually evaluate the implementation of identified needs. • Advise the employees and the employer on external and internal skills strategies as well as the progress of the skills development of the organisation. • Be a training committee leader and lead the process of organisational skills development and employee development. • Act as SDF administration and check all SETA documentation before submitting. • Set up a training committee. • Advise the organisation on the implementation of the WSP. • Advise the organisation on the quality assurance requirements of the relevant SETA. • Serve as contact person between the organisation and the external SDF and SETA. • Chair the skills development planning committee or training committee.

46. What is the role of an SDF? • Bring the company policies in line with the regulations as laid down by the Skills Development Act. • Assist in the creation of a performance management system for the organisation where no performance management system exists. • Generate the key performance areas relevant to training and development for the performance management system. • Complete an individual development pathway for all employees, as well as the skills requirement and learning pathway. • Create a portfolio of evidence for all employees that will receive training in the company. • Complete the workplace skills plan, interim training reports and annual training reports and submit it to the correct SETA, before the deadline. • Formalise the qualifications of employees through recognition of prior learning. • Train employed staff in order to claim the skills development levies from the SETA • Register Learnership Programs by training and unemployed people. • Claim their skills development levies from their SETA and claim the Tax rebates as stipulated for Learnerships.

47. Who may be a SDF? • Someone employed within an organisation • Someone appointed from outside the organisation • Someone who works with a number of organisations

48. How to select an SDF? • Authority (Middle to Senior Management) • Experience (Aged between 35 and 65 years) • Credibility • Assertiveness • Flexibility • Organised • Problem solver • Supportive • Sensitive and empathic • Able communicator • Have an organisational background • Have some training background • Have some Human resource development background. • Have some financial background • Have Leadership qualities • Have developmental interest

49. The functions of a SDF • Assist the organisation to develop a training policy, and establish a training budget (% of payroll) • Assist the organisation to develop a workplace skills plan • Submit the WSP to the relevant SETA • Advise the employer on the implementation of the WSP • Assist in reporting on the implementation of the WSP • Advise on quality assurance requirements • Serve as a resource with regard to all aspects of skills development e.g. Promote & gain commitment • Liaise with the relevant SETA • Ensure that accurate learner records are maintained

50. PIVOTAL Grants and Workplace Learning