Transcript NSDS 2005 - 2010

Forestry Skills Development
Forum
NATIONAL SKILLS
DEVELOPMENT STRATEGY
Policy and Implementation
Framework
20 August 2008
Presentation outline
1.
What is the mischief and Goal
2.
Skills Development Framework
3.
Funding framework to sustain NSDS implementation
4.
NSDS 2001 – 2005, NSDS 2005 – 2010 achievements
5.
DWAF and FIETA Strategic Partnership
6.
What is new or in the pipeline?
1. What is the mischief?
RESEARCH AND INNOVATION
Need to EXPAND our capacity to Innovatee and rresearch
SUPPLY SIDE
Need to INCREASE the
quantity of those with
quality further and higher
learning
REDUCE
New work opportunities to signal scarce &
critical skills needs!
Graduates without
jobs?
Retrenched?
Long-term unemployed?
DEMAND SIDE
Need to INCREASE the
number of employers and
workers in quality lifelong
learning
School leavers?
Very few opportunities for many General Education
and Graduates
EARLY CHILDHOOD
DEVELOPMENT
Improve and expand
GENERAL EDUCATION
INCREASE the quality of schooling for all
ADULT BASIC EDUCATION
AND TRAINING
Redress
Higher Education (HSRC HRD review 2008)
Full time candidates writing the Senior
Certificate examination 451 000
Fail SCE:
Ineligible to enter HE
131 000
29%
Pass SCE
Eligible to enter HE
320 000
80%
Pass without
Endorsement
239 000
75%
Do not enter public HEIs in year after Grade 12
255 000
80% of students with SC eligible to enter HE
Enter
Private HE
Enter public
or private
FET
Enter or
attempt to
enter labour
Market
Other
(do not study
further or
work)
Pass with
Endorsement
81 000
25%
Enter public HEIs in
Year after grade 12
65 000
20% of students with
SC eligible to enter HE
Low skills and the Poverty Virtuous
Circle
“A low-skill, low-productivity, low-wage economy is
unsustainable in the long term and is incompatible with
poverty reduction. This is the virtuous circle of
inadequate education, poor training, low productivity
and poor quality jobs and low wages that traps the
working poor and excludes workers without relevant
skills from participating in economic growth and social
development in the context of globalization. This also
negatively affects the competitiveness of enterprises
and their capacity to contribute to economic and social
development.”
www.ilo.org: Skills development for improved productivity, employment, growth and
development June 2008 Conclusions
Quality skills and its impact on productivity,
employment & development
An international, national and regional
development strategy based on improved quality
and availability of education and training can
engender, by contrast, a virtuous circle in which
skills development fuels innovation, productivity
increase and enterprise development,
technological change, investment, diversification
of the economy, and competitiveness that are
needed to sustain and accelerate the creation of
more and better jobs in the context of the Decent
Work Agenda, and improve social cohesion.
www.ilo.org: Skills development for improved productivity, employment,
growth and development June 2008 Conclusions
Our National Goal


Achieving 6% sustainable
economic growth
Halving unemployment and
poverty by 2014 (Millennium
Development Goal)
Labour
2.Skills Development Framework




National skills Authority
 Stakeholder body responsible for advising the
Minister on policy, strategy and implementation of
the NSDS.
Sector Education and Training Authorities
 23 bodies responsible for NSDS implementation,
learnership design and registration, accreditation of
providers and grant allocation
National Skill Development Strategy 2001-2005, and
2005 - 2010
 Policy framework recommended by NSA on National
Objectives & Targets to be achieved
Seta Regulations
 Seta Establishment, Seta Grant Regulations, Service
Level Agreement with DoL and guidelines.
Skills Development Framework



Learnerships, Apprenticeships and skills
programmes
 Regulations and guidelines, learnership
determination
National Skills Funding Windows
 Provides funding support to identified skills
priorities areas to achieve NSDS Objectives.
 NSF Criteria and Guidelines provides
procedures to access funding for projects
mainly for the poor contributing towards
NSDS Objectives & Targets
Skills Levy Framework
 Collection and allocation of funding to
sustain NSDS interventions
SD LEVIES ACT, 1999
3. Funding Framework to sustain NSDS implementation
National Revenue Fund
SARS
•Maintains record of levies as part of
DoL budget
•Transfer funds to
NSF & SETAs based on SARS information and after approval by DG Labour
•Transfer levies collected to NRF
•Transfer information to DG Labour
• Maintain employer data per SETA
• Collect 1% payroll levy from all
eligible employers by 07th of each month
Department of Labour
Employer
SETA
•Verifying calculations and authorize
transfers to SETAs within 20 days
• Conclude SLA with SETAs on usage
80%
20%
NSF
Up to 2% of levies paid to
SARS to cover collection costs
Up to 2% for NSF Administration
DoL / Seta Service Level Agreement
Framework





Cascades five year national objectives and
targets to sectors
Provide framework for each sector to
negotiate and sign off on annual sector
objectives and targets
Establish and implement monitoring &
measurement system
Framework for annual performance
assessment
Basis for pro-active SETA support process and
implementation of corrective actions quarterly
Seta Discretionary Grants Framework
(20%+ Other Income)





Sector skills research and planning
Critical skills information dissemination
Support non levy paying companies,
NGOS, CBOs, Cooperatives
Support learners with ABET
Support learners in learning
programmes linked to scarce skills
Seta Discretionary Grants Framework
(20%+ Other Income) continued





Support learners to gain workplace
experience
Train and mentor youth to from new ventures
Support institutes of sectoral or occupational
excellence
Support new venture creation projects or
learning institutes
Support providers or institutions that are
implementing the NQF in support of NSDS
Seta Discretionary Grants Framework
(20%+ Other Income) continued




Support ESDAs on learnerships
Support Employment & Skills
Development Lead Employers on
learnerships (ESDLEs)
Support learnerships and
apprenticeships
Support other sector priority skills
development initiatives
NSF – Core Purpose
Funds in the NSF may be used only to
fund:
•Projects identified in the National Skills
Development Strategy (NSDS) as National
Priorities or
•Other projects related to the achievement
of the purpose of the Skills Development
Act as the DG determines
NSF FUNDING
WINDOWS..cross-cutting criteria
NSDS Equity targets
BBBEE (Procurement)
Geographic spread (e.g. urban/rural split)
Legal and corporate governance
compliance by implementing agencies
Funding excludes financing of capital
expenditure and operating costs
SA Citizenship
NSF FUNDING WINDOWS NSDS 2005 2010
No
NSF Funding Window
NSDS Indicators/Mandates
1
Social Development Initiatives (Incl
EPWP)
Indicator 3.1
2
Adult Basic Education & Training (ABET)
Indicator 3.3
3
Critical Skills Support
Indicators 1.2 & 4.1
4
Provisioning Support
Indicators 2.4 & 5.3 (SDA
Amendment Act)
5
Industry Support Programme
Indicator 2.3 & Job Summit
Agreement
6
Informal Sector Support
Indicators 3.2; 4.3 & 5.2
7
Constituency Capacity Building &
Advocacy
Indicator 5.4
8
Special Projects
NSDS Principles
9
Discretionary Projects & Innovation
SDA
4. NSDS 2001 – 2005 Achievements
Learnerships & apprenticeships and other skills
programmes achievements, by March 2005:
During the period April 2001 to 31 March 2005
-
-
-
-
109 647 unemployed and 61 279 employed learners entered
learnerships and apprenticeship structured programmes
Bussaries allocated R27 to NRF for 693 post graduate, R46 m to
NASFAS for 6 195 undergraduate and R13 m of this amount
benefited 441 learners with disabilities.
95 503 SMEs assisted in various skills programmes
899 686 learners participated in NSF and SETA sponsored ABET
programmes.
Equity targets across all programmes was 89% black,
45% women and 0.2% people with disability
NSDS 2001 – 2005 Achievements

Employability and sustainable livelihoods

Social Development Projects for unemployed during 2004 –
2005 spent +R 271 million in training 53 990 learners, 82%
of whom were placed within formal, social development,
informal or further education opportunities.

Beneficiaries were 59% Youth, 99% Black, 57% Women
and 3% People with Disabilities Small business assistance

Out of 131 073 levy paying SMEs, 95 503 claimed their
grants and supported in skills interventions.
NSDS 2001 – 2005 Achievements
During the period April 2005 to 31 March 2008
Youth that benefited from SETAs, NSF & UYF
 142 031 unemployed people trained and 55 747 successfully
completed those learning programmes
Employed workers


238 809 workers entered learning programmes, 121 812 completed
121 884 workers entered all ABET levels and 32 147 completed
Unemployed people
 330 645 unemployed people trained and 217 121 were placed and on
average 32% received accredited training

5. Partnerships
DWAF and FIETA Partnerships
is of strategic importance in a
number of areas within and
beyond the borders of South
Africa
Social dialogue, coordination and cooperation
centrality in ensuring successful policy frameworks
ILO Skill for improved productivity, employment, growth and
development 2008.


Governments and social partners need to work in the
framework of social dialogue for shaping national, regional
and international skills development programmes that can
promote the integration of the economic, social and
environmental dimensions of sustainable development.
The relationship between skills development, productivity,
employment growth and development is complex. For skills
development policies to be effective, governments, in
consultation with the social partners, must build policy
coherence by linking education, research and skills
development to labour markets, social policy, technology,
public services delivery, trade, investment and macroeconomic policies.
Understanding the importance of promoting Improved
coordination at multiple levels in order to make a seamless
pathway between education, training, lifelong learning and
employment.
(a) At the national level, inter-ministerial coordination platforms are critical for concerted
actions and coordinating education and skills development programmes offered by various
ministries within the country.
(b) The coordination between the different levels of government as relevant is equally
essential to maintain a balance between decentralized authority in order to be responsive
to local labour market needs and quality assurance and standards so that qualifications
receive national recognition.
(c) At the local level, the coordination and cooperation among municipalities, enterprises,
employers’ and workers’ organizations and training providers can significantly contribute
to aligning training to the needs of the local labour market.
(d) At the regional level there should be coordination between countries and between
professional organizations and other relevant related bodies for recognition of skills so as
to promote mobility within the region.
(e) At the international level, collaboration among international agencies for coherent aid
delivery and effectiveness for developing countries to meet the (MDGs) on education.
Governments role in developing forward-looking skills policies that
can help enterprises, society and workers to respond positively
and benefit from change
early identification of sectoral trends and skills needs, including of sectors
most likely to be affected by change and sectors most likely to offer
substantial growth potential;
(b) development of occupational and skills profiles as a base for meeting
future skills needs in emerging sectors and industries;
(c) balancing vocational and higher general skills to improve the investment
climate, productivity and decent jobs; and
(d) guiding young people to take up technology-related subjects, including
science and mathematics to drive innovation and technological
development, whilst also helping workers to develop other creative
capabilities.
Special measures to promote social inclusion of target
groups
(a) Access to education and training is of paramount importance for those who are
disadvantaged in society to support them in moving out of the vicious circle of lowskills, low-productivity and low-wage employment.
(b) Education and training infrastructure is particularly scarce in rural areas and thus
the problem of access to education and training is most acute in rural areas. Innovative
outreach programmes are needed
(c) In the informal economy, skills development can contribute to improving
productivity and working conditions while at the same time might help to address the
challenges facing workers in the informal economy.
(d) Apprenticeships, cadetships, traineeships and internships are effective means of
bridging school and the world of work for young people by making it possible for
them to acquire work experience along with technical and professional training and
helps overcome their lack of work experience when trying to get a first job.
(e) Special and innovative programmes need to be further explored to
meet the specific needs of disadvantaged groups of young people, such
as providing school drop-outs with the “second chance” to obtain basic
literacy and numeracy skills, special programmes aiming to increase
school attendance by girls
(f) Training and skills development assist greater integration of people
with disabilities in the labour market. While sheltered workshops could
build competencies and self-confidence and thus support a transition to
the mainstream labour market, integrating people with disabilities into
mainstream workplaces is a better approach, whenever possible.
Incentives such as tax reduction, reduction of contributory costs of
social insurance and assistance in workplace modifications can
encourage enterprises to employ people with disabilities.
(g) Improved portability of skills, supported by national and/or regional
or international qualification frameworks, helps migrant workers obtain
employment commensurate with their qualifications and expertise.
Social partners have an equal role to develop and implement
internal policy frameworks that complement government
interventions:
(a) active participation in developing and implementing training systems to ensure that
skills are relevant, flexible and that training is accessible to all;
(b) mechanisms to motivate and support workers in investing – in terms of effort and
commitment – and developing skills, including providing a supportive environment
and building the confidence of learners;
(c) ensuring that the working conditions observe core labour standards and occupational
safety and health standards and facilitate productivity and sustainable development;
(d) launching initiatives to advise the social partners and society on the value of the work
and life experience of older workers while providing coordinated packages of agefriendly employment measures, including continuous updating of skills, in particular
in new technologies; and
(e) developing innovative new business ideas which also cater to the use of alternative
energies or recycling and meet local or global problems, such as rising water levels,
drought and hurricanes.
Interventions in support of AU Heads of
States commitments

Heads of State and Government of the African Union,
3rd Extraordinary Session Assembly held in
Ouagadougou, Burkina Faso, 8th to 9th September
2004, amongst others agreed to:

EMPOWER the poor and the vulnerable, particularly in the
rural communities and the urban informal economy, the
unemployed and the underemployed by enhancing their
capacities through education, skills and vocational training
and retraining of labour force, access to financial resources,
in particular micro-financing, land, infrastructure, markets,
technology and services in order to meaningfully integrate
them into the labour market;
Skills development role in assisting to
manage global drivers of change


Skills development should form part of an effective
response to changing conditions. Technology and trade
have significant impacts on countries whatever their level
of development.
Other drivers of change, such as migration, demographic
trends, and the growing corporatization of agricultural
activities, and crises, create similar tensions between
displacement of existing jobs and new employment
opportunities. What is important is that governments, in
consultation with the social partners, develop good active
labour market policies and systems, including skills policies
as well as sustainable social protection policies which
effectively address these challenges as part of a broader
proactive and responsive strategy.
Forestry and other Multinational enterprises
obligations to host countries.

In accordance with paragraph 30 of the MNE
Declaration, multinational enterprises “should
ensure that relevant training is provided for all
levels of the employees in the host country as
appropriate, to meet the needs of the enterprise
as well as the development policies of the
country”. Skills development along global value
chains provides opportunities for new knowledge
and technology transfers as lead firms provide
skills to suppliers further down the supply chain.
Other areas



Insuring that FIETA continues to
function effectively
Relevance of qualifications
Government participation and financial
contribution towards the administration
of the SETA
6. What is new or in the pipeline?




The Skills Development Amendment Bill, 2008 and
the NQF Bill, 2008 were tabled for 2nd reading in the
National Assembly and referred to NCOP
National Skills Conference will take place at Ghallager
Convention Center on 15 – 17 October 2008
- 2008/9 Achievements and Awards to Best skill
development practices 16th October 2008
- Strategic matters affecting NSDS implementation
- The New NSDS 2010 - 2015
SETA Landscape Review
Implementation of Skills Development Amendment
Bill elements such: QCTO, Artisan development, a
Thank You
Sam Morotoba
Deputy Director General: Employment and Skills Development Services
Executive Officer: National Skills Authority
Department of Labour:
215 Schoeman Street, Pretoria, 0001, South Africa
[email protected]
Tel
+2712 309 4783
Fax
+2712 320 0792
www.labour.gov.za