Transcript NSDS III

NSDS III
Role of Private Providers - Some
Policy Perspectives
Services SETA – Private Provider Forum
Christoph Vorwerk
NSDS I and NSDS II saw little engagement
with/from public education, other government
departments and civil society
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Largely about the central labour market actors,
SETAs, employers and private providers
Little engagement with public education, other
government departments, civil society...
Revised landscape – very different scenario
 Ministry of post-schooling
 Human Resources Development Strategy
 Government’s other strategies
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3.6. NSDS III is to be executed in a new
environment, p 9
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There is another opportunity that DHET brings: whilst
historically the public providers were junior partners on
the skills development agenda, they are now centre
stage and the need to equip them to play their new role
is an urgent national priority. This does not mean that
private providers no longer have a role to play. There are
literally millions of people, particularly young people,
who aspire to fill more rewarding jobs and there is
therefore more than enough work for all – but, at least
for the duration of this NSDS, priority will be given to
upgrading the public colleges, universities of technology
and universities so that quality provision can be made
accessible to many more learners, particularly those who
cannot afford market-linked fees.
Private providers – what are we talking about?
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Large scale institutional providers
 Compete with universities, universities of technology
and FET Colleges
Larger, specialised providers
 Focus on particular markets, market segments, skills
sets
In-house providers
 Linked to specific employers
Niche providers
 Focus on particular areas of specialisations
Developmental providers
 NGO-type providers focussing on community
development, environment, health...
Clarifying the landscape & the terminology related
to skills
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The purpose of work (a job) is to provide products and services
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Occupations are similar sorts of jobs found in varying contexts which
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A (good) job profile provides a clear indication of what products
and services you are meant to produce
In order to produce you need skills – which
Enable you to produce the product or deliver the service
perform similar work
produce similar products and services
require similar skills
include all sorts of work/workers, eg
trades, technicians, professions
Shortage of skills / scarce skills also means
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Skills figure of speech for skilled people
shortage of people with particular sets of skills to perform
particular types of work = occupations
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Skills development has multiple dimensions
Macro/meso focus
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Identify skills needs
a) Occupations
b) Occupational skills sets
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Develop interventions and
programmes to develop the
supply of
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Upgrading skills
Aligning various components of the
skills development system
Implement interventions
and programmes
Measuring the impact of
such interventions and
programmes
Provide suitable
opportunities to acquire
knowledge
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Includes
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Micro focus
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Put people through a
programme to develop or
enhance skills
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Explicit, conceptual
knowledge
Tacit , context embedded
Develop and apply
cognitive and physical
tools & techniques and
decision making processes
“Read “the contextual
environment and develop
appropriate response
strategies
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Macro / meso Skills Development requires vertical
partnerships
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Can’t happen in a vacuum
Not only what industry and employers need
Also about what the country needs
Not just about forecasting
Also about foresight
What challenges lie in the present and in the future
 Current global financial situation
 Greening
 Climate change
 Rural development
 Industrial development
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Skills Development System - QMS model 2004
Presidency Cabinet
Strategise
Review
Vision: Evaluate data, develop strategy
MoLNSA
Intervention strategy,
targets, indicators
Information flow:
Needs, impact
Needs: Collate
Criteria: Develop, disseminate
Impact: Review, evaluate, assess
Develop
Evaluate
DoLESDS
Implement
Interventions & programmes: initiate, monitor, evaluate and
report achievement and impact
Collate info
SETAs
Operationalise
Learning
programmes
Learning
materials
Assessment
Learner Learns
Support
Structured
learning
Report
Work experience
NQF & Skills Development Institutions,
Workplaces
Learner Engages
Apply
Labour Market Growth, Development and Equity
Workplaces, SMMEs, EPWP, Communities
Identify needs
At a micro level, skills development requires
horizontal partnerships
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Across the various forms of learning
Across the range of knowledge and skill
 From common, to core to specialised
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There is a continuum of learning required for
skills, ie occupational competence
General
knowledge
& theory
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General
practical
skills
Occupation
specific practical
skills and theory
Work experience
and industry
knowledge
CPD
Which provider is best suited or equipped to deal
with each form of learning?
The BIG challenge is not so much the “provision” as
the work experience component?
 Learner support and guidance
 Upskilling supervisors and managers
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QCTO – CURRICULUM STRUCTURE
All: Advertising and
marketing
professionals (2251)
Marketing
practitioner
(225103)
Common
Core
Learning
Programmes
Specialisation
Contextualisation
Knowledge &
skills in
specific
industry and
specific
workplace
Work
experience
Practical
skills
Knowledge
and theory
Brand manager
Product manager
Retail advisor
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Alignment between different elements of the
provider sector
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Common
 Public and large scale private providers
Core
 Public and large scale private providers
Specialisations
 Niche, in-house and developmental providers
Learning programme contextualisation
Niche, in-house and developmental providers
Of course – depends on occupational numbers
 High demand occupations
 Low demand occupations
5.4. Programme Delivery Partners, p
As indicated in the introduction, NSDS III will operate in a new
environment – one where full partnerships between workplaces
and institutions, both public and private, can be struck. However, it
has also been argued that at this time there is a special case to be
made for the uplifting of the capacity of public providers – given
the gap that exists between their current capacity and that which is
required to dramatically increase the number of learners served –
particularly where many of these learners come from poor homes
unable to pay market-set course fees. This places renewed focus on
the capacity of public partner learning institutions to deliver
programmes that are of the required relevance and quality. This
should not be read to infer that there is no role for private providers
– however it does signal that a special emphasis is to be paid to
uplifting public providers and where private providers can assist
with this task their contribution will be highly valued.
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The public / private debate should not detract
from the real change – work experience
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Occupational competence is dependent on work
experience
Providers and facilitation of work experience
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Support for supervisory or management staff
“project management” of on-job learning
Structuring work experience programmes to align with curriculum
Knee jerk reaction
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Supervisors as coaches and mentors – Yuk!
As bad as substitute teachers when
Importance of
 role-modelling as form of “teaching”
 Setting standards for work
 Empowering the senses – reducing the reliance on text
 Encouraging learning from work
World of Work
Professions
PhD
Masters
Degree
Diplomas
Certificates
Occupations
Further Education & Training
Trades
General Education
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World of Work
Professions
PhD
Masters
Degree
Diplomas
Certificates
Occupations
Further Education & Training
Trades
General Education
2015/07/17
16