Transcript Slide 1

The Role of Human Resource Development
Council of SA (HRDCSA)
Brenda Ntombela
Head of Secretariat
Human Resource
Development Council
of South Africa
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Mandate
• Advise DP of 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
• Advocacy and communication
NB Role of Council not to implement the strategy, but to create a
platform where social partners engage in coming up with solution
to address bottlenecks in the development of human resources in
South Africa
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Achievements
Human
Resource
Development
Council of
South Africa
ACHIEVEMENTS
• Launch of HRD Council;
• The adoption of the HRDSA;
• The establishment of a Technical Working
Group (TWG);
• Establishment of the HRDC Secretariat;
• Establishment of the Provincial HRD
Coordinating Forum;
• Adoption of the 5 – Point Plan premised on
the National HRD Strategy’s eight
commitments;
• 9 Technical Task Teams to identify and
remove human resource and skills blockages
• Marketing and Communication Strategy and
Brand Identity in place;
• Reporting template for HRD Provincial
Coordinating Forums – report on 5 - Point
Plan
• Three Provinces established their HRD
Provincial Councils: KZN, E/Cape &
N/Cape;
• Draft National Integrated HRD Plan
developed
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Objectives of the HRDSA
1.
2.
3.
4.
5.
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
Optimise efficacy and outcomes of HRD
in respect of SA development agenda
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Five Point Work Plan
Strengthen and support FET Colleges to expand access;
Production of intermediate skills (artisans in particular) and
professionals;
Production of academics and stronger industry-educational
institutions partnerships in research and development;
Foundational Learning; and
Worker Education.
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Technical Task Teams
Alignment of
HRDSA with NGP
FET Colleges
Foundational
Learning
Production of
Academics and
Industry
Partnerships
Education &
Entrepreneurship
Worker
Education
Artisan
Development
Production of
Professionals
Review of Skills
Development
Institutional
Landscape
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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.
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Principles
The HRD plan is built on existing work;
The New Growth Path, National Development Plan, Industrial Policy Action
Plan, soon-to-be white paper on Post School education.
The plan aims to look ahead to anticipate the country’s HRD needs;
It is aimed at unpacking how the strategy will contribute to the development
of critical skills across all sectors of the economy;
Monitoring and evaluation of the plan’s implementation will be done;
Secretariat will liaise with all partners to ensure that they provide regular
reports;
Reports will serve to review performance, evolve the plan and highlight
success and challenges.
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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
Lower than aspired enrolments in Further Education and
Training Colleges
Inappropriate levels of industry development in rural areas
Poor outputs of middle level skills, especially artisans
Low levels of teacher and lecturer expertise and development
Social impact on the schooling and tertiary system (nutrition,
drugs, prostitution etc.)
Labour market opportunities of black Africans worse than
other population groups
Limited integration of science and technology in the education
system
Poverty; Inequality; Unemployment
Poor throughput rates at all levels, i.e. schools, colleges,
university
Unemployment of black African women;
A declining matric pass rate;
Slow growth in Science Engineering and Technology (SET)
graduations
Decline in the number of full-time researchers
Education and training institutions not channelling young
people from school into post school activities
No serious consideration of the Recognition of Prior
Learning(RPL)
Poor employment absorption of young people
Zero growth in patent registrations
High youth unemployment rate and a large pool of
discouraged work seekers among this group
Increased number of young people between ages 15 and 24
who are not in any form of education or employment (NEET)
Inadequately resourced educational institutions
Skills mismatch
Low number of people doing Master’s and Doctoral studies
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
Lower than aspired enrolments in Further Education and
Training Colleges
Inappropriate levels of industry development in rural areas
Low levels of teacher and lecturer expertise and development
Social impact on the schooling and tertiary system (nutrition,
drugs, prostitution etc.)
ECONOMIC
GROWTH
Poor outputs of middle level skills, especially artisans
Poor throughput rates at all levels, i.e. schools, colleges,
university
Labour market opportunities of black Africans worse than
other population groups
Limited integration of science and technology in the education
system
Unemployment of black African women;
A declining matric pass rate;
Slow growth in Science Engineering and Technology (SET)
graduations
Decline in the number of full-time researchers
Education and training institutions not channelling young
people from school into post school activities
No serious consideration of the Recognition of Prior
Learning(RPL)
Poor employment absorption of young people
Zero growth in patent registrations
High youth unemployment rate and a large pool of
discouraged work seekers among this group
Increased number of young people between ages 15 and 24
who are not in any form of education or employment (NEET)
Inadequately resourced educational institutions
Skills mismatch
Low number of people doing Master’s and Doctoral studies
PRIORITY AREAS FOR NATIONAL HRD PLAN
Foundation
Schooling
Post schooling
Work place
FET Colleges
Quality ECD
Quality Schooling ;
• Practitioners
Competence and
capacity of school
principals;
• Facilities
• Recognising the need
• Development
Universities
Universities of
Technology
Teacher Development
Education <–> Industry
Partnerships;
Higher Education
enrollment & throughput
Resourcing
Production of Academics
CROSS-CUTTING ISSUES
Social issues
Rural Development
Information and Communications Technology
Enterprise Development / Enabling Entrepreneurship
Recognition of Prior
Learning
Career Development
Career Progression
Every work place a
training place
Strategic Goals
• Universal Access to Quality Foundational
Learning
• Expanded Access to the Post-schooling
System
• Capable Public Sector with Effective and
Efficient Planning and Implementation
Capabilities
• Production of Appropriately Skilled
People for the Economy
• Improved Technological Innovation and
Outcomes
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Conclusion
• Investment in education and training is
the main key to progress from one level
of economic development to another
• Societies need to gear themselves from
now on to learning
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The End
PARTNERING
TO INNOVATIVELY
DEVELOP
• Together
we can achieve more
SA’s HUMAN POTENTIAL
Ngiyabonga
Thank You!
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