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The International Network on Innovative Apprenticeship

Manufacturing. engineering. and related services SETA. The International Network on Innovative Apprenticeship. INNOVATIVE APPRENTICESHIPS: Promoting Successful School-to-Work Transitions 17 – 18 September 2009 ETF European Training Foundation

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The International Network on Innovative Apprenticeship

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  1. Manufacturing engineering and related services SETA The International Network on Innovative Apprenticeship INNOVATIVE APPRENTICESHIPS: Promoting Successful School-to-Work Transitions 17 – 18 September 2009 ETF European Training Foundation Villa Gualino, Viale Settimio Severo 63 - 65, 10133 Turin, ITALY

  2. Manufacturing engineering and related services SETA The transformational lament I have done a lot of things, but I ain’t done many of them very well. Also, I’m just about getting into trouble just about the time things start goin’ good. Which I, suppose, is the penalty you pay for being an idiot … Forest Gump In Winston Groom’s, 1995, Gump & Co: The heart warming sequel to Forrest Gump (p.17, Black Swan, 1995, llkley, West Yorkshire INAP - Turin

  3. Manufacturing engineering and related services SETA Accelerated artisan training at the manufacturing coalface: Responding to the skills challenge in South Africa.18th September 2009 Salim Akoojee Sen. Lecturer (Hon)(University of Kwazulu-natal) & research and development manager (merSETA) & Helen Brown senior project manager (merSETA)

  4. INAP - Turin

  5. INAP - Turin

  6. Manufacturing engineering and related services SETA The international context and skills The importance of TVET to national development is described as “….the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help to achieve sustainable development (Burnett 2008). Assumption that skills by itself will not necessarily lead to national development but that without skills, the possibility for individual and national development is that much more difficult INAP - Turin

  7. Manufacturing engineering and related services SETA National Development Challenges • SA Developmental Policies need to respond to twin challenges of Colonialism and Apartheid resulting in (still) Uneven Development • PIE phenomenon • Poverty, • Inequality and • (Un) Employment 83% of households in the bottom fifth have no people in employment 38% of African households in 1999 contained no employed people 3.1 million households are workerless McGrath and Akoojee, (2007 ) Education for skills development in South Africa…International Journal of Educational Development. And this was before the Impact of the recession and global meltdown • National Response • RDP (1994) -GEAR (1996) - ASGISA (2005)- Developmental State - HRDSA (2008-9) INAP - Turin

  8. Manufacturing engineering and related services SETA Skills and National Development • Skills development is the Educational component of the National Development Challenge • Access, Redress and Equity • Key aspect of the developmental post-Mbeki era • A meaningful long-term response to: Poverty, Unemployment, Growth, Crime, Xenophobia …and (service delivery challenge • Framework for South Africa’s response to the international economic crisis, 19th Feb. 2009 • Establishes crritical role of skills development in responding to the challenge – skills development essential to recovery programmes • Inter alia , Training Retrenchment Scheme • Retain workers that would otherwise be retrenched by re-skilling (Govt. aid) – a way of keeping them employed in anticipation of recovery. INAP - Turin

  9. National Human Resource Development: Supply considerations • ‘Education Saturation’ • Declining share of national budget • ECD and ABET provisioning (low) • Declining Grade 12 pass rate • HE enrolment capping • Declines HET & FET enrolments and • Poor throughput at schools/colleges and universities INAP - Turin

  10. Post-School Enrolment and VET • FET Colleges crucial to socio/economic plan or socio-political imagining • HE Dynamics - 2000-7: 555 080 – 761 000 (4.6% Ave annual increase) • SET : circa 27% unchanged • FET – 2002-4-8: 406143 – 373 000 INAP - Turin

  11. FET College Enrolments INAP - Turin

  12. Provincial Budgets (FET College component) INAP - Turin

  13. The Intermediate-level skills ‘shortage’ • (still a component of..) AsgiSA(LATEST HRDSA) • Up to 2006 (– 4000 artisans produced p/a) • 2007-10 - 7500/8000 additional required • Projected increase of 30 000 per year • 2010/Capacity and delivery INAP - Turin

  14. The supply challenge INAP - Turin

  15. Manufacturing engineering and related services SETA Sector Education and Training Authorities (SETAs) • Skills Development Act (1998 & 2008) • Shift in labour legislative regime to include active labour market policies • Skills Development • Employment Services • Skills Development Levies Act (1999) • Tri-partateresponse to skills development (Govt/ Business/Unions) • NEDLACs ‘Social dialogue’ NEDLAC (http://www.nedlac.org.za/) • Mandates to respond to skills development needs of particular sectors (NSDSs) 2000-2005-2010-2015) • Establishment of Sector Education and Training Authorities (SETAs) • 23 SETA’s exist in key economic sectors • Funded by 1% levy for companies payroll over R 500 000 (US$ 65 000) INAP - Turin

  16. Manufacturing engineering and related services SETA Manufacturing, Engineering and Related Services Sector Education and Training Authority (SETA) • Leaders in Closing the Skills Gap • to facilitate sustainable development of skills, transformation and accelerate growth in the manufacturing and related services sectors • Sub (economic) sectors • Metal and engineering, • Auto manufacturing, • Motor retail and component manufacturing, • Tyre manufacturing and • Plastics industries • Approximately 44000 companies, with a workforce of approximately 600 000 INAP - Turin

  17. Manufacturing engineering and related services SETA INAP - Turin

  18. Manufacturing engineering and related services SETA Context of Accelerated Artisan Training- routes to a recognised artisan qualification • Apprenticeship (conventional) 4 – 5 years • Enter apprenticeship at grade 10 • Random vocational college attendance to cover trade curriculum • Ends in a quality assured trade test • Apprenticeship (accelerated) 2 years • Enter apprenticeship from grade 12 • Structured vocational college attendance for 6 months • Enter workplace as a “work-ready” apprentice • Ends in a quality assured trade test INAP - Turin

  19. Manufacturing engineering and related services SETA ...cont) Context of Accelerated Artisan Training- routes to a recognised artisan qualification • Learnership (three levels) 4 – 5 years • Enter from grade 10 to 12 • Vocational college 30% and workplace experience 70% • Ends in a quality assured trade test after successful completion of three consecutive qualifications • National Certificate (Vocational) 4 – 5 years • Enter from grade 10 to 12 • Structured vocational college attendance three years followed by one to two years workplace experience • Ends in a quality assured trade test • Recognition of Prior Learning (RPL) • Enter after 5 years workplace experience in a specific occupation • Assessment of acquired skills and knowledge followed by gap training • Ends in a quality assured trade test INAP - Turin

  20. Manufacturing engineering and related services SETA AATP Project Dimensions 2047 apprentices registered since October 2007 168 successfully passed trade test to become “Junior Artisans” 75% first time trade test pass rate Trades covered mainly to support national infrastructure projects – i.e., Welders, Fitters, Electricians, Millwrights, Motor Mechanics, Fabricators most popular trades Discretionary grants to support Employers – 8,200 Euros + Cost to qualify one apprentice normally 8,000 - 16,000 Euros 20 participating Training Providers and 60 Employers Need for AAT covers approximately 20% of total national pool INAP - Turin

  21. Manufacturing engineering and related services SETA Risks Challenges and Remedies Ensuring quality of institutional training provision Finding sufficient quality learners to enter into the program (quantitative uptake) Increasing the number of apprentices willing to enter into a trade test in the current economic downturn Keeping workplace activities focused on the curriculum for the trade Maintaining and increasing participation by Employers Creating and institutional framework after the project based format of AAT. INAP - Turin

  22. Manufacturing engineering and related services SETA To close It should never be that the anger of the poor should be the finger of accusation pointed at all of us because we failed to respond to the cries for food, shelter, for the dignity of the individual Nelson Rolihlala Mandela INAP - Turin

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