Tracking System-wide Progress Toward New NSDS Objectives

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Transcript Tracking System-wide Progress Toward New NSDS Objectives

Systemic Reform: A
Transformative Framework for
the Institutes of Sectoral or
Occupational Excellence
Daryl McLean
eQuality Solutions
Outline of presentation
DoL Guidelines on Institutes of Excellence
Defining an ISOE
Minimum requirements
Establishing an ISOE
Fasset perspective
The thinking behind ISOEs
The transformation agenda
The concept of systemic reform
The human and socioeconomic purposes that skills development serves
The national development strategy
Particular socioeconomic development strategies
Current issues in provider capacity across sectors
What is systemic reform?
Elements of systemic reform and the relationship to ISOEs
The “mixed skills” model
Supply-side vs demand-led
Other issues…?
What does this mean for initiating, planning and proposing an Institute of
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Defining an ISOE
“An ISOE is a provider institution, or body (cluster) of
provider institutions, that offers training and learning
opportunities within an occupational area and, over a
period of time, becomes known as a centre of
excellence. The provider institution or cluster respond
to specific labour market needs and demands within a
particular economic sector”.
Draft Framework for Institutes of Sectoral or Occupational
Department of Labour 2006
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ISOE Purposes/Functions
“These institutions are recognised because they are capable of any
one the following:
 designing, developing, delivering and reporting on training in
specific sectoral or occupational areas where scarce and/or critical
skills have been identified, and are accompanied by cutting edge or
best practice and transformational objectives;
 simulating workplace application scenarios and work practices to
ensure that successful learners have as seamless as possible a
transition into jobs;
 providing access to technologically advanced equipment;
 providing access to emerging best practice in training, and related
to the specific occupations, as well as with regional and
international training institutes, practitioner and/or research bodies;
 delivering training that meets industry demands in terms of
relevance and quality; and
 co-operating with and acknowledged by employers or employer
bodies (at implementation level) in a way which ensures a high
intake and placement rate of learners”.
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Possible Institutional Forms for
“An ISOE could
arise from a collaboration of providers across a sector
or an occupation.
be an occupationally based teaching and learning
institution, faculty, or department within the FET or
HET bands, as a single entity, or consortium of
be a work-based, or college or university-based
be a centre of innovation and research that supports
growth and development of skills within a sector”.
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ISOEs must have demonstrated that
they are or can become an industry-centred institute of training
have a commitment to excellence and innovation and that their
practices support this (eg. have a research institute)
capacity and engagement with the sector, to date.
provide training…preferably in those areas where scarce and/or
critical skills have been identified. – linked to “relevant economic
they are able to deliver learning programmes against various
levels in the specified occupation and not only a single level
qualification - a one- stop-shop for a career path for a specific
occupation or occupational group
they will co-operate with a SETA or SETAs; employers or
employer bodies; function as a hub in co operation with, and
drawing on, established partnerships and to network with other
centres of excellence in support of transformation in the country
(i.e. equity, partnerships with emerging providers, CBOs, NGOs
co operatives, rural participation, etc).
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ISOEs must also…
“Have a placement strategy and mechanisms to track learners
and report on learner placements, promotions, etc.
Be accredited (as a provider of education and training
programmes, as well as have approval for specific programmes or
Practice good corporate governance; and comply with all relevant
legislation (i.e. BBBEE, EE, etc.).
Demonstrate proof of implementation of a quality management
system (QMS).
Have an efficient reporting, administrative, technological,
communication and financial systems in place, including separate
accounts for SETA funding.
Reach (geographical) and sustainability (sufficient financial and
human resources)”.
Can encompass established and emerging providers
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FASSET Perspective
FASSET will be issuing more detailed guidance on the sectoral ISOEs by
31 March. However, the overall approach that will be taken is:
“Only universities that have been accredited by Professional Bodies
will be recognised.
Fasset will support and uplift these ISOEs indirectly, through the
Development Projects and through our partnership model with our
Quality Assurance Partners (Professional Bodies).
As we are only working with universities, who have been accredited
by the Council of Higher Education (CHE), we can safely assume
that all the corporate governance and legislative requirements are in
place as this is already a CHE requirement for universities.
The tracking and placement of learners will be closely monitored
with Professional Bodies.
Fasset Submission to DoL
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What is Systemic Reform?
“Simply stated, systemic reform is a process that extends
over a long period of time and that has to engage a
number of people in system improvement through
changing multiple system components and their
interconnections concurrently”.
This means
 Create
a vision of the sectoral transformation
you will achieve, with specific (measurable)
 Plan all the elements, and work out how this
will contribute to transforming the sector
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Elements of System Reform for NSDS?
Research agencies
Professional bodies
Desired Social
and Economic
Technology innovation
Labour recruitment (…etc…)
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The National Development Strategy
The 2005 Development Report details three pillars
of the state’s strategy
Continue to support growth in the “first”
Significantly increase and improve activities to
support growth in the “second” economy
Improve the welfare net to support those people
who are not managing to survive or get into the
economy at all
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Various Socioeconomic Development
“Projects” that Skills Development
 The Accelerated and Shared Growth
Initiative for South Africa (Asgisa)
 Expanded Public Works Programs (EPWP)
 Spatial Development Initiatives and
Industrial Development Zones
 Urban Renewal Strategy
 Rural Development Strategy
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Current Issues in Provision:
1 - The “Mixed Skills” Model
The HRD Review 2003 distinguishes between
High skills
Intermediate skills
Low skills
It makes the argument for a “mixed skills” model
Where will these skills be learned and applied?
Who will make up the bulk of the learners?
What needs to be learned and how will differ in each case…
What implications will a mixed skills model have for training
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2 - Shifting from Supply-Side to
Demand-Led Provision
Current strategies often identify sectoral
priorities, then train against these
 Consequence across many sectors is that
people trained on learnerships are still
sitting without jobs
What needs to change to ensure provision
becomes “demand-led”?
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3 - Measuring the Impact of Training
Quality Objectives
Learner satisfaction
Learner achievement
Transfer to workplace
Improved productivity /
service delivery
Organisational impact
Contribution to NQF and
NSDS objectives
Quality Indicators
Course evaluation forms
completed by learners
Assessor and moderator reports
Evaluation forms completed by
learners, supervisors and
Performance appraisal
questionnaires completed by
learners and supervisors
Evaluation forms completed by
training committees
Analysis of data collated at
previous levels
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What socioeconomic development projects
are taking place in our
 What challenges do providers face in
adequately servicing such projects?
 What does this mean for planning an
Institute of Excellence?
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What Does This Mean For Initiating/
Planning an Institute of Excellence?
Analyse the sector skills plan (SSP) and current problems of provider
capacity within the sector with respect to delivering the SSP
Formulate proposals and initiate partnerships that creatively build on
strengths/address weaknesses
Embed proposals within the socioeconomic and human “projects”
they will serve (eg. look at regional as well as sectoral strategies)
Specify the vision/goals and plan for ongoing measurement against
these (this may be done by FASSET itself)
Take into consideration all the system components that will
influence success – including “assumptions”
Look to system-level, sectoral interests (not simply your own!)
Get real…but be enthusiastic!
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