Monitoring the implementation of Skills Development Delivery

1. Monitoring the implementation of Skills Development Delivery H. Luiters 23 March 2017

2. Comments • Which terminology – delivery agents or implementing agents? • Can we include in the problem statement the challenge that provinces have to report on and account for all interventions in the province, even those of other stakeholders • Do we admit that our coordinating structures are not very effective any more? • Have changed the order of some slides – slide 4 used to be slide 5

3. Problem Statement • Youth find it difficult to access Skills Programmes; • Information about opportunities is not consistently available; • Implementing agents do not plan with provincial stakeholders; • Funding spread towards priority projects; • Provinces have to report on and account for all interventions in the province, even those of other stakeholders

4. Align Planning and Reporting • We need to ensure that all plans and budgets include sectoral and Provincial priorities; • Common planning and reporting templates; • Ensure consistent criteria for implementing agents, i.e. SETA’s, TVET, Departments, etc; • Link planning with economic projects; • The need to determine social impact of skills programmes, i.e. research is critical;

5. Information System • There is a need to create a common information sharing platform; • Information on the available skills programmes should be shared; • The job opportunities of certain skills programmes should be reflected; • Details of participants must be captured and shared to avoid perpetual training attendees;

6. Access to Skills Programmes • There is a need for a common platform where youth can access opportunities, i.e. register for opportunities and be informed when to start; • We need to ensure that training is linked to academic years and not financial years, i.e. allow graduates/TVET students/Artisans to start in January, that will ensure smooth transition from institution to workplace;

7. Access to Skills Programmes • Ensure access platforms for rural youth – Youth information centres in rural areas; • Increase rural youth participation by changing rigid guidelines that are only applicable to urban participants, i.e. travel and accommodation allowances to cities for workplace learning; • Need for smooth exit and entering of workplaces or learning programmes from unemployed youth, Graduates and TVET’s

8. Monitoring Skills Development • The Eastern Cape has a range of coordinating structures to plan and monitor skills development implementation in the Province • Provincial Skills Development Forum: convenes every quarter with Provincial Government, Business, SETA’s, TVET Colleges and Universities, Organised Labour, Municipalities, NYDA • Sector Forums: Artisan Forum, TVET - SETA Forum, SIP Forum, Operation Phakisa Working Groups and the Green Skills Forum address sector specific issues in detail.

9. Findings • Planning is difficult to coordinate: • TVET Colleges have limited enrolment per annum – focussing on NCV and Report 191 and have limited capacity to respond to additional skills development programmes; • SETA’s plan nationally and Provincial offices are not empowered to take decisions; • SETA’s advertise nationally for Provincial opportunities; • Budgets and Plans not aligned to the demands for training interventions; • Information re unemployed youth or students in need of placement not readily available to all stakeholders;

10. Findings • SETA Quarterly reports not readily available – national reports not broken down per Province; • Institutional enrolment and exit information is a challenge; • Lack of Post-training information and tracking systems, i.e. employment and labour movement; • There is a need to determine the social impact of skills development interventions;

11. Findings • WIL guidelines not available for each qualification ; • Workplaces differ and do not offer all the workplace experience – the need to transfer learners to other workplaces; • Need to include mentor training; • Pre-artisan training (handskills) very needed; • Artisans are registered at NAMB but NAMB statistics differ from SETA information;

12. Issues needing Urgent Intervention • DHET guidelines re workplace requirements for TVET learners. We need to ensure that all maintain the same standards; • National to consult Provincial re Projects and providers and reports should be available on nationally managed projects being implemented in each province; • All stakeholders to participate in Coordination Structures • ICT Support re Information Sharing;

13. Thank You