1 / 23

Understanding NSDS 3 Daryl McLean

Understanding NSDS 3 Daryl McLean. 2IO LION STREET PARKVIEW JOHANNESBURG. Outline of Presentation. A summary critique of NSDS1 and NSDS2 Key aspects of the thinking behind NSDS3 The legal goals for skills development A shift from top-down to “interactive” skills planning

emberlynn
Download Presentation

Understanding NSDS 3 Daryl McLean

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Understanding NSDS 3 Daryl McLean

  2. 2IO LION STREET PARKVIEW JOHANNESBURG

  3. Outline of Presentation • A summary critique of NSDS1 and NSDS2 • Key aspects of the thinking behind NSDS3 • The legal goals for skills development • A shift from top-down to “interactive” skills planning • A new “performance” orientation across the state • Other themes • The Core Content of NSDS 3 • Goals and success indicators • INSETA strategic programs to achieve these • Funding levers • The Implications of NSDS 3 for insurance sector companies • Core processes (skills planning, delivery and quality assurance) • PIVOTAL grants

  4. Summary Critique of NSDS1 and 2 What do YOU think were the main achievements and problems with NSDS1 and 2?

  5. Under NSDS1 and NSDS2… • National program categories and targets were set in the NSDS • The targets were “cascaded” down to 22 SETA SLAs • Each SETA roughly divided the money available by the targets as their plan

  6. NSDS3’s “Interactive” Approach • A draft framework for NSDS was published • SETAs developed and submitted their needs and strategies within this framework • The framework was revised • Then the SSPs were revised • SETAs propose their own targets within the broad framework

  7. The “Value Chain” of Skills Development Identifying the Skills Required Delivering the Training Quality Assuring

  8. The Legal Framework – SDA GOALS OF THE SKILLS DEVELOPMENT ACT • to develop the skills of the South African workforce – • to improve the quality of life of workers, their prospects of work and labour mobility; • to improve productivity in the workplace and the competitiveness of employers; • to promote self-employment; and • to improve the delivery of social services; • to increase the levels of investment in education and training in the labour market and to improve the return on that investment; • to encourage employers – • to use the workplace as an active learning environment; • to provide employees with the opportunities to acquire new skills; • to provide opportunities for new entrants to the labour market to gain work experience; and • to employ persons who find it difficult to be employed…” Any person applying this Act must interpret its provisions to give effect to its purposes.

  9. EXAMPLES OF SKILLS PLANNING APDP • Goal to increase production from 535 000 new vehicles per annum to 1.2m by 2020 • 70% local content, hence growth in “upstream” industries (automotive component manufacturing, metals, plastics, new tyres… • NAACAM estimates at least 50-60% growth in employment • Projected 160 000 new jobs in auto, 140 000 new jobs in metals • Add to this 150 000 existing employees who will need to be replaced due to retirement • Questions about how to fund this and how to build the supply-side capacity FILM • Aim to build post-production capacity in film • Also to build “low-tech” film production along lines of Nollywood • “upstream” growth in performing arts

  10. The Legal Mandate (2) “A SETA must, in accordance with any requirements that may be prescribed: • develop a sector skills plan within the framework of the national skills development strategy; • implement its sector skills plan by- • establishing learnerships; • approving workplace skills plans; • allocating grants in the prescribed manner and in accordance with any prescribed standards and criteria to employers, education and training providers and workers; and • monitoring education and training in the sector; • promote learnerships by – • identifying workplaces for practical work experience; • supporting the development of learning materials; • improving the facilitation of learning; and • assisting in the conclusion of learnership agreements”

  11. The Government Wide Framework for Monitoring and Evaluation

  12. Categories of Performance Information

  13. NSDS3 Equity Indicators • Race • Gender • Geography • Disability • Age • HIV/AIDS • Class

  14. Effectiveness Measures – NQF and NSDS

  15. eQS Illustrative Framework of Indicators

  16. SampleMonitoring and Evaluation System • Agree framework of impact indicators • Build sector buy-in • Develop tools • Pilot system • Employers and providers report results • Line functions analyse results • Monitoring and Evaluation Unit reports organisational results • New targets and plans are established

  17. Other NSDS3 Themes • Tripartism and state leadership • Cross-sectoral • Partnerships • Both demand- and supply-side focus (public sector provision esp.) • Possible regional focus (under SADC)?

  18. NSDS3 Goals • Establishing a credible institutional mechanism for skills planning • Increasing access to occupationally-directed programmes • Promoting the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities • Addressing the low level of youth and adult language and numeracy skills to enable additional training • Encouraging better use of workplace-based skills development • Encouraging and supporting cooperatives, small enterprises, worker-initiated, NGO and community training initiatives • Increasing public sector capacity for improved service delivery and supporting the building of a developmental state • Building career and vocational guidance

  19. INSETA Strategic Programs INSETA Strategic Programme 1: Tumi Peele • Youth Education and Development INSETA Strategic Programme 2: Glen Edwards • Address the need for Scarce and Critical Skills INSETA Strategic Programme 3: Adeline Singh • SME Development INSETA Strategic Programme 4: Sandra Dunn and Project Office • Social Development INSETA Strategic Programme 5: Christine Fritz (Project Office), Neesha Naidoo (ETQA), Adeline Singh ( Skills Division ) • Research and Benchmarking

  20. Funding Levers 1% SKILLS LEVY 20% NSF 80% SETA 10% PG 40% MG 20% DG 10% ADMIN

  21. Implications for INSETA Companies • Skills planning, implementation and monitoring/reporting will need become more “performance”based • Stronger alignment required between sector needs and WSPs • PIVOTAL program funding criteria and application processes to take place only later this year

  22. Questions and Discussion

  23. THANK YOU Queries to be sent to INSETA Skills Division at callcentre@inseta.org.za on 086 113 0013 or Itumelengm@inseta.org.za adelines@inseta.org.za (011) 544 2000

More Related