STATUS REPORT ON THE IMPLEMENTATION OF THE HUMAN RESOURCE DEVELOPMENT STRATEGY

1. STATUS REPORT ON THE IMPLEMENTATION OF THE HUMAN RESOURCE DEVELOPMENT STRATEGY Presented by Minister Head of Human Resource Development Council of SA (HRDCSA) Secretariat 14 November 2012

2. Presentation Outline • HRDCSA Governance Structures • Mandate of the HRDCSA • Objectives of the Human Resource Development Strategy (HRDSA) • Five Point Plan of Council • Achievements of Council • Progress on the HRDSA • Progress on the work of the TTT’s • Core features of the HRDSA • New approach to the HRDSA • Principles of the HRD Plan • HRD Challenges in SA • Priority areas of the draft plan • Critical success factors • Conclusion

3. HRDCSA Governance Structures Chaired by the Deputy President. Representatives include: Relevant Cabinet Ministers, senior leaders from organised business, organised labour, community, and research institutions HRDCSA HRD Technical Working Group HRD Secretariat Managed by DHET Consists of representatives from government, organised business, organised labour, research institutions and relevant experts. Technical Task Teams HRD Provincial Forum

4. Mandate • Advise DP on the implementation of HRD policies and strategies; guide and shape the HRD agenda; • Medium for constant dialogue and consensus building on HRD; • Identify skills blockages and recommend solutions; • Promote knowledge management and benchmarking at enterprise and national level; • Monitoring and evaluation; and • Advocacy and communication. The role of Council is not to implement the strategy, but to create a platform where social partners engage in coming up with solutions to address bottlenecks in the development of human resources in South Africa

5. Objectives of the HRDSA • Increase responsiveness of training and education to social and economic development agenda; • Address quality issues in the education and skills development pipeline; • Address skills shortages in priority areas; • Establish institutional mechanism for coordination, integration, coherence, accountability and reporting; and • Optimise efficacy and outcomes of HRD in respect of SA development agenda.

6. Five Point Work Plan

7. Achievements

8. Progress made on the Strategy

9. Alignment of HRDSA with NGP Alignment in process Progress: Technical Task Teams Commitment 1 Artisan & Technician Development Work Completed Foundational Learning In the process of commissioning study Production of Academics and Industry Partnerships FET Colleges Study Commissioned: Continuous Lecturer Development Production of Professionals Completed draft proposals to be tabled at Council early in 2013 Education & Entrepreneurship In process of completing its work, to be tabled at Council early in 2013 Just started – finalised t.o.r . to finalise work plan Worker Education Study just commissioned work to be completed by April 2013 Skills System Review In process of commissioning study

10. Core Features of the current HRDSA • A performance indicator approach with many targets and strategic priorities; • An approach which covered a wide array of priority areas; and • A replication of the key performance demands facing the constituent departments participating in the HRDSA 2010-2030.

11. New approach for the National HRD Plan • Ownership and buy-in from participating Departments and entities; • A clear set of protocols that clarify roles of implementers; This model is based on the following key premises: • Government has limited institutional capacity to resolve all socio-economic problems simultaneously; • Only a limited set of priority interventions can be adopted at any one time; and • Horizontal coordination within National and Provincial government is a crucial area of intervention in resolving persistent socio-economic problems.

12. Principles

13. Challenges addressed on the plan Education’s decline as a share of the national budget High levels of unemployment Low provisioning for programmes such as ECD and AET Planning at HEI’s not linked to industry and economy needs Restraints in growth patterns of higher education enrolments Low levels of teacher and lecturer expertise and development Lower than aspired enrolments in Further Education and Training Colleges Social impact on the schooling and tertiary system (nutrition, drugs, prostitution etc.) Inappropriate levels of industry development in rural areas Labour market opportunities of black Africans worse than other population groups Poor outputs of middle level skills, especially artisans Limited integration of science and technology in the education system Poor throughput rates at all levels, i.e. schools, colleges, university Unemployment of black African women; Low number of people doing Master’s and Doctoral Studies Education and training institutions not channelling young people from school into post school activities Slow growth in Science Engineering and Technology (SET) graduations No serious consideration of the Recognition of Prior Learning(RPL) Decline in the number of full-time researchers Poor employment absorption of young people Zero growth in patent registrations Inadequately resourced educational institutions High youth unemployment rate and a large pool of discouraged work seekers among this group Skills mismatch Increased number of young people between ages 15 and 24 who are not in any form of education or employment (NEET) Apartheid legacy of unequal distribution of resources

14. Poverty; Inequality; Unemployment CHALLENGES Education’s decline as a share of the national budget High levels of unemployment Low provisioning for programmes such as ECD and AET Planning at HEI’s not linked to industry and economy needs Capping of higher education enrolments Low levels of teacher and lecturer expertise and development Lower than aspired enrolments in Further Education and Training Colleges Social impact on the schooling and tertiary system (nutrition, drugs, prostitution etc.) Inappropriate levels of industry development in rural areas Labour market opportunities of black Africans worse than other population groups Poor outputs of middle level skills, especially artisans Limited integration of science and technology in the education system Poor throughput rates at all levels, i.e. schools, colleges, university Unemployment of black African women; A declining matric pass rate; Education and training institutions not channelling young people from school into post school activities Slow growth in Science Engineering and Technology (SET) graduations No serious consideration of the Recognition of Prior Learning(RPL) Decline in the number of full-time researchers Poor employment absorption of young people Zero growth in patent registrations Inadequately resourced educational institutions High youth unemployment rate and a large pool of discouraged work seekers among this group Skills mismatch Increased number of young people between ages 15 and 24 who are not in any form of education or employment (NEET) Low number of people doing Master’s and Doctoral studies

15. CHALLENGES ECONOMIC GROWTH Education’s decline as a share of the national budget High levels of unemployment Low provisioning for programmes such as ECD and AET Planning at HEI’s not linked to industry and economy needs Capping of higher education enrolments Low levels of teacher and lecturer expertise and development Lower than aspired enrolments in Further Education and Training Colleges Social impact on the schooling and tertiary system (nutrition, drugs, prostitution etc.) Inappropriate levels of industry development in rural areas Labour market opportunities of black Africans worse than other population groups Poor outputs of middle level skills, especially artisans Limited integration of science and technology in the education system Poor throughput rates at all levels, i.e. schools, colleges, university Unemployment of black African women; A declining matric pass rate; Education and training institutions not channelling young people from school into post school activities Slow growth in Science Engineering and Technology (SET) graduations No serious consideration of the Recognition of Prior Learning(RPL) Decline in the number of full-time researchers Poor employment absorption of young people Zero growth in patent registrations Inadequately resourced educational institutions High youth unemployment rate and a large pool of discouraged work seekers among this group Skills mismatch Increased number of young people between ages 15 and 24 who are not in any form of education or employment (NEET) Low number of people doing Master’s and Doctoral studies

16. PRIORITY AREAS FOR NATIONAL HRD PLAN Foundation Schooling Post schooling Work place • Quality ECD • Practitioners • Facilities • Recognising the need • Development Quality Schooling ; Competence and capacity of school principals; Teacher Development Resourcing FET Colleges Universities Universities of Technology Education <–> Industry Partnerships; Higher Education enrollment & throughput Production of Academics Recognition of Prior Learning Career Development Career Progression Every work place a training place CROSS-CUTTING ISSUES Social issues Rural Development Information and Communications Technology Enterprise Development / Enabling Entrepreneurship

17. Critical success factors

18. The End • Together we can achieve more PARTNERING TO INNOVATIVELY DEVELOP SA’s HUMAN POTENTIAL Ngiyabonga Thank You!