PROJECTS: R&D SESSION

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Transcript PROJECTS: R&D SESSION

The International Network on Innovative
Apprenticeship
INNOVATIVE APPRENTICESHIPS:
PROMOTING SUCCESSFUL SCHOOL-TO-WORK
TRANSITIONS
17 – 18 SEPTEMBER 2009
ETF EUROPEAN TRAINING FOUNDATION
VILLA GUALINO, VIALE SETTIMIO SEVERO 63 - 65, 10133
TURIN, ITALY
Manufacturing
engineering
and related services SETA
The transformational lament
I have done a lot of things, but I ain’t done many of
them very well. Also, I’m just about getting into
trouble just about the time things start goin’ good.
Which I, suppose, is the penalty you pay for being
an idiot …
Forest Gump
In Winston Groom’s, 1995, Gump & Co: The heart warming sequel to Forrest Gump (p.17, Black Swan,
1995, llkley, West Yorkshire
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Manufacturing
engineering
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Accelerated artisan training at the
manufacturing coalface: Responding to the
skills challenge in South Africa.
18th September 2009
SALIM AKOOJEE
SEN. LECTURER (HON)(UNIVERSITY OF KWAZULUNATAL) &
RESEARCH AND DEVELOPMENT MANAGER (MERSETA)
&
HELEN BROWN
SENIOR PROJECT MANAGER (MERSETA)
Manufacturing
engineering
and related services SETA
INAP - Turin
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INAP - Turin
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The international context and skills
 The importance of TVET to national development is
described as “….the master key that can alleviate
poverty, promote peace, conserve the environment,
improve the quality of life for all and help to achieve
sustainable development (Burnett 2008).
 Assumption that skills by itself will not necessarily
lead to national development but that without skills,
the possibility for individual and national
development is that much more difficult
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Manufacturing
engineering
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National Development Challenges

SA Developmental Policies need to respond to twin challenges of Colonialism and Apartheid
resulting in (still) Uneven Development

PIE phenomenon
 Poverty,
 Inequality and
 (Un) Employment
83% of households in the bottom fifth have no people in employment
38% of African households in 1999 contained no employed people
3.1 million
households are workerless
McGrath and Akoojee, (2007 ) Education for skills development in South
Africa…International Journal of Educational Development.

And this was before the Impact of the recession and global meltdown
National Response

RDP (1994) -GEAR (1996) - ASGISA (2005)- Developmental State - HRDSA (2008-9)
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Skills and National Development

Skills development is the Educational component of the National Development Challenge
 Access, Redress and Equity

Key aspect of the developmental post-Mbeki era

A meaningful long-term response to: Poverty, Unemployment, Growth, Crime, Xenophobia
…and (service delivery challenge

Framework for South Africa’s response to the international economic crisis, 19th Feb.
2009



Establishes crritical role of skills development in responding to the challenge – skills
development essential to recovery programmes
Inter alia , Training Retrenchment Scheme
Retain workers that would otherwise be retrenched by re-skilling (Govt. aid) – a way
of keeping them employed in anticipation of recovery.
INAP - Turin
Manufacturing
engineering
21/07/2015
and related services SETA
National Human Resource
Development: Supply considerations
 ‘Education
Saturation’






21/07/2015
Declining share of
national budget
ECD and ABET
provisioning (low)
Declining Grade 12 pass
rate
HE enrolment capping
Declines HET & FET
enrolments and
Poor throughput at
schools/colleges and
universities
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Post-School Enrolment and VET
FET Colleges
144 000
Technikons
151 000s
Universities
295 0000
 FET Colleges crucial to socio/economic plan or socio-
political imagining
 HE Dynamics - 2000-7: 555 080 – 761 000 (4.6% Ave annual
increase)
 SET : circa 27% unchanged
 FET – 2002-4-8: 406143 – 373 000
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FET College Enrolments
Year
Learners
Numbers
Difference
Educators
% Difference
Numbers
Difference
L/E Ratio
Colleges
% Difference
1998
226488
6079
37.3%
1999*
271900
45412
20%
7038
959
16%
38.6%
153
2000**
337300
654000
24%
6756
-282
-4%
49.9%
153+1
2001
356049
18749
6%
7233
477
7%
49.2%
50
2002
406145
50096
14%
7088
-145
-2%
57.3%
50
2003***
406145
0
2004
394027
-12118
-3%
6477
-611
-9%
60.8%
50
2005
377584
-16443
-4%
6407
-70
-1%
58.9%
50
2006
361186
-16398
-4%
7096
689
11%
50.9%
50
134698
37%
1017
14%
7088
50
Cumulative
(1998-2006)
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1.9
1.5
National average
3
Western Cape
2.0
Northern Cape
2
North West
1.5
Mpumalanga
1
Limpopo
KwaZulu-Natal
Gauteng
Free State
Eastern Cape
Percentage
Provincial Budgets (FET College component)
4
3.6
2.8
1.8
1.2
1.4
0.8
0
21/07/2015
The Intermediate-level skills ‘shortage’
 (still a component of..)
AsgiSA (LATEST
HRDSA)
 Up to 2006
(–
4000 artisans produced p/a)
 2007-10 - 7500/8000 additional
required
 Projected increase of 30
000 per year
 2010/Capacity and
delivery
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The supply challenge
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Sector Education and Training Authorities (SETAs)

Skills Development Act (1998 & 2008)

Shift in labour legislative regime to include active labour market policies


Skills Development
Employment Services
Skills Development Levies Act (1999)
Tri-partate 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) 2000-2005-2010-2015)
 Establishment of Sector Education and Training Authorities
(SETAs)





23 SETA’s exist in key economic sectors

Funded by 1% levy for companies payroll over R 500 000 (US$ 65 000)
INAP - Turin
Manufacturing
engineering
21/07/2015
and related services SETA
Manufacturing, Engineering and Related Services Sector
Education and Training Authority (SETA)
 Leaders in Closing the Skills Gap
 to facilitate sustainable development of skills, transformation
and accelerate growth in the manufacturing and related services
sectors
 Sub (economic) sectors
•
•
•
•
•
Metal and engineering,
Auto manufacturing,
Motor retail and component manufacturing,
Tyre manufacturing and
Plastics industries
 Approximately
approximately
600 000
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44000
companies,
with
a
workforce
of
Manufacturing
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Context of Accelerated Artisan Training
- routes to a recognised artisan qualification
 Apprenticeship (conventional) 4 – 5 years
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

Enter apprenticeship at grade 10
Random vocational college attendance to cover trade curriculum
Ends in a quality assured trade test
 Apprenticeship (accelerated) 2 years




Enter apprenticeship from grade 12
Structured vocational college attendance for 6 months
Enter workplace as a “work-ready” apprentice
Ends in a quality assured trade test
INAP - Turin
Manufacturing
engineering
21/07/2015
and related services SETA
...cont) Context of
Accelerated Artisan Training
- routes to a recognised artisan qualification
 Learnership (three levels) 4 – 5 years



Enter from grade 10 to 12
Vocational college 30% and workplace experience 70%
Ends in a quality assured trade test after successful completion of three
consecutive qualifications
 National Certificate (Vocational) 4 – 5 years
 Enter from grade 10 to 12
 Structured vocational college attendance three years followed by one to two years
workplace experience
 Ends in a quality assured trade test
 Recognition of Prior Learning (RPL)
 Enter after 5 years workplace experience in a specific occupation
 Assessment of acquired skills and knowledge followed by gap training
 Ends in a quality assured trade test
INAP - Turin
Manufacturing
engineering
21/07/2015
and related services SETA
AATP Project Dimensions
 2047 apprentices registered since October 2007
 168 successfully passed trade test to become “Junior Artisans”
 75% first time trade test pass rate
 Trades covered mainly to support national infrastructure




projects – i.e., Welders, Fitters, Electricians, Millwrights,
Motor Mechanics, Fabricators most popular trades
Discretionary grants to support Employers – 8,200 Euros +
Cost to qualify one apprentice normally 8,000 - 16,000 Euros
20 participating Training Providers and 60 Employers
Need for AAT covers approximately 20% of total national pool
INAP - Turin
Manufacturing
engineering
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and related services SETA
Risks Challenges and Remedies
 Ensuring quality of institutional training provision
 Finding sufficient quality learners to enter into the program




(quantitative uptake)
Increasing the number of apprentices willing to enter into a
trade test in the current economic downturn
Keeping workplace activities focused on the curriculum for
the trade
Maintaining and increasing participation by Employers
Creating and institutional framework after the project based
format of AAT.
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Manufacturing
engineering
21/07/2015
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To close
It should never be that the anger of the poor should
be the finger of accusation pointed at all of us
because we failed to respond to the cries for food,
shelter, for the dignity of the individual
Nelson Rolihlala Mandela
INAP - Turin
Manufacturing
engineering
21/07/2015
and related services SETA