Transcript MERSETA ORGANISATIONAL STRUCTURE

Assuring the Acquisition of Expertise: Apprenticeship in
the Modern Economy
Foreign Language Teaching and Research Press
No. 19 Xisanhuan Beilu, Beijing, China
26 – 27 May 2011
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Targeting Apprentices in and for
Development:
The South African dilemma!!!
Salim Akoojee (PhD)
merSETA: Research and Development
Adjunct Associate Professor (Wits University, Johannesburg)
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National Development challenges (and
responses)
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The PIE Challenge
 Poverty,
 Inequality and
 (Un) Employment
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Demographic Context
(Class/Health/Age/Race/Gender/Disability)
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National Response
 RDP (1994) -GEAR (1996) - ASGISA (2005), HRDSA
(2008+), New Growth Path (2010, Oct)
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Key indicators: 2008-9
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Demographic Profile of Labour Force
African
Coloured
Indian
White
Total
Managers
15.6
7.2
9.1
68.2
100.0
Professionals
44.8
9.0
10.6
35.6
100.0
Technicians
48.4
19.9
5.9
25.8
100.0
Clerks
38.5
20.3
10.8
30.4
100.0
Service & Sales
56.4
18.1
6.4
19.0
100.0
Crafts
68.3
17.5
3.3
10.8
100.0
Operators
Elementary
76.5
17.5
4.1
1.9
100.0
77.5
17.2
3.1
2.2
100.0
62.0
16.7
5.2
16.1
100.0
1 026
277
87
267
1 656
Total
Total (‘000s)
Demographic Profile (Manufacturing)
statsSA 2010
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Skills Development:
Ending POVERTY through DECENT WORK
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Skills need to respond to twin challenges of Colonialism and Apartheid and
reality of Uneven Development

A meaningful long-term response to: Poverty, Unemployment, Growth, Crime,
Xenophobia, power crisies, infrastructural considerations for FIFA Word Cup
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New development and growth path for South Africa
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Our policy levers to achieve faster growth, higher employment and reduced levels of poverty include
skills development which must assist not only support the formal private sector growth but also
labour-intensive industries, infrastructure investment, public service delivery and rural
development. Quality education and training is needed at all levels. The role of skills development
is central....
(NSDS III, p.6)
Redress (and access) prerogatives
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Unemployment
Low paid work
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This story!!
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Unraveling the nature of apprenticeship production (targeting) in South
Africa
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The bigger picture
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Understanding Targeting as a response to national skills development needs
Why there is need to re-interrogate responses?
Exploring the international evidence of what makes this work
The South African way forward
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What is current status?
What are the plans for development?
Why is this the case?
What possibilities for success? Mechanisms in place
Why mistaken and misguided????
Lessons for South Africa
Discussion: Why I don’t have it right?
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‘Targeting’ skills for development: The
national response
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Jipsa Target (March 2006) – 50 000 p/a
(2007-2010)…Achievement…who knows?
30 000 engineers and 50 000 additional
artisans by 2015 (National Growth Path, Dept. of Economic Development)
10 000 artisans per annum to be produced
(National Skills Development Strategy, NSDS III)
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Highest Level Targeting
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Minister of Higher Education and Training’s Agreement with President
Output 1: Establish a credible institutional mechanism for skills planning,
Output 2: Increase access to programmes leading to intermediate and high level learning,
Output 3: Increase access to occupationally-directed programmes in needed areas and thereby expand the
availability of intermediate level skills (with a special focus on artisan skills),
Output 4: Increase access to high level occupationally-directed programmes in needed areas,
Output 5: Research, Development and Innovation in human capital for a growing knowledge economy
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Outputs and measures
Output 3: Increase access to occupationally-directed programmes in needed areas and thereby expand the
availability of intermediate level skills (with a special focus on artisan skills)
Increase the number of learnerships to at least 20 000 per annum by 2014
Produce at lease 10 000 artisans per annum by 2014
Put in place measures to improve the trade test pass rate from its 2009 level of 46% to 60% by 2014
Increase the placement rate of learners from learnership and apprenticeship programmes, as well as
learners from NCV programmes, who require workplace experience before being able to take trade tests or
other summative assessments. At least 70% of learners should have placement every year.
By 2011, establish a system to distinguish between learnerships up to and including level 5, and level 6 and
above
Increase the proportion of unemployed people, as compared to employed people, entering learnerships
from the current level of 60% to 70%
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Clearly, while the use of targeting is a necessary means for achievement of
specified objectives, it is not a sufficient condition for its success.
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The ‘Inscrutable’ Rationale for Targeting
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Targeting skills for development
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Is targeting the answer?
Agreement about what
targets need to be
reached?
Feasibility? See MDGs
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Methodological
considerations
Conceptual considerations
Operational
considerations
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Can these targets not be
reached? Highest level
agreement?
Even if these targets are
reached” so what? Has
improvement happened
systemically
Have we got the problem
right?
What mechanisms are
envisaged to make it
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…and what of other Challenges
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Access/Redress/equity
Education specific
 TVET Challenges
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General Education Quality
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International Benchmarks
(PISA ?PIRLS/TIMMS/
SACMEQ II?
Matriculation (quality?)
Uneven quality (wide
differential)
Higher Education
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Funding
Throughput
Admission
Staffing
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Linkages with labour
market
Enrolment (inverted
triangle – HE vs FET
Provision quality (public
TVET)
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Staffing
Students
Curriculum
Funding
Infrastructure
Parity of esteem
Is there a numbers problem? Artisan shortages
Absolute shortage -most areas
-some areas
Relative shortage-most areas
-some areas
Average Response
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N/A
No
Neutral
Some/Large
23%
33%
12%
32%
30%
31%
7%
33%
25%
27%
14%
34%
27%
24%
13%
36%
26%
29%
12%
34%
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What makes Apprenticeship systems
work?
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Nature of the international evidence
 Partnership (Government/Business/Labour)
 State support
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Business
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Incentives and compulsions
Importance of effective regulatory market
Specify rights and responsibilities of stakeholders
Quality assurance responsibility
Demand-driven system
Ensure that contractual considerations don’t stifle effectiveness (training market)
multi-employer co-ordination of industrial relations and training that ensures training
content and delivery by industry standards and the importance of ..
….vibrant union structure that balances the firm-specific training bias
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Proposed Targets and achievements
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Mechanisms for resolution
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Structural
DHET and skills
development
responsibility
NAMB
QCTO (see later slide)
SETAs
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Specific Initiatives
Enhanced Pathways
Apprenticeship Route
Learnership Route
Internship or Skills Programme Route
Recognition of Prior Learning Route
New Architecture
Planning and Monitoring
Insertion in national
development plan
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Sector Education and Training Authorities
and merSETA
SETAs
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merSETA
Skills Development Act (1998 & 2008)
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Shift in labour legislative regime to include
active labour market policies
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Skills Development
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Employment Services
Skills Development Levies Act (1999)
Tri-partite response 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) 2000-2005-20102015)
Establishment of Sector Education and Training
Authorities (SETAs)
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23 SETA’s exist in key economic sectors
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Funded by 1% levy for companies payroll over
R 500 000 (US$ 65 000)
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to facilitate sustainable development of
skills, transformation and accelerate
growth in the manufacturing and related
services sectors
Sub (economic) sectors
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Metal and engineering,
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Auto manufacturing,
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Motor retail and component
manufacturing,
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Tyre manufacturing and
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Plastics industries
Approximately 44000 companies, with a
workforce of approximately 600 000
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Proposed QCTO
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(in)conclusion
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The rationale for targeting has not been established
The way in which targets are achieved (0r not) has not been identified
There are important reasons for targets to be achieved? Ministerial
promises
There is no clarity about the way in which quality in implementation is
to be realised (despite new pathways and enhanced systemic
considerations …)
Even the new QCTO and NAMB promising but still have to be
established
Is there a ‘short-term solution’ or is ‘short-terminism’ the problem.
No easy road to freedom….
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Transformation and change
I cannot say whether things will get
better if we change; what I can say
is we must change if they are to get
better...
Georg C. Lichtenberg
(German scientist)
1742-1799
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Might require an attitude(-nal) review…..
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Pre-2008 system
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