new seta landscape proposal (nslp-2015)
DESCRIPTION
Workshop Programme Welcome Introduction & Background to Workshops (Initial Comments) Presentation on the New SETA Landscape Tea & Refreshment Discussion, Feedback and Input Lunch Discussion, Feedback and Input (continue)TRANSCRIPT
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NEW SETA LANDSCAPE PROPOSAL (NSLP-2015)
FP&M SETA PRESENTATION TO STAKEHOLDERS – JANUARY 2016
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Workshop Programme
• Welcome• Introduction & Background to Workshops (Initial Comments)• Presentation on the New SETA Landscape • Tea & Refreshment• Discussion, Feedback and Input • Lunch• Discussion, Feedback and Input (continue)
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Purpose
• To present the following: “Proposal for the new National Skills Development Strategy (NSDS) and
Sector Education and Training Authorities (SETAs) landscape within the context of an integrated and differentiated post school education and training system (NSLP – 2015)” – Gazette No 39386
The re-establishment of SETAs for a period of two years whilst consulting on the document. – Gazette No 39260
Extension of the current NSDS III for the same period. - Gazette No 39263Extension of tenure for the current SETA Boards. - Gazette No 39394
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Summary
• Current NSDS III which guides disbursement of skills levy has been extended to 31 March 2018 ( should there be NSDS IV?, if yes, what form?)
• SETAs have been re-established for two years (2016-2018). ( do we need SETAs? If yes, how should they be structured?)
• The current tenure of the board has been extended for the same period ( 2016-2018)
• Concurrently the proposed policy document is being consulted, once finalised a detailed implementation plan will be developed
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Introduction
• National Skills Development Strategy (NSDS) & Sector Education and Training Landscape Proposal (NSLP) sets out vision of NSDS & SETAs within context of integrated & differentiated post school education & training system
• NSLP 2015 – gives effect to intention of White Paper for Post-School Education & Training on Expanded, Effective & Integrated Post-School System released by Minister of Higher Education & Training in January 2014
• The NSLP 2015 proposes shifts to intermediary institutions that supports relationships between post-school education training system & world of work & the skills levy distribution model namely:
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Introduction
SETAS have more focused mandate in
understanding skills needs
& supply
Language of “occupations” –
accepted termino-logy for workplaces
& learning institutions
SDL distribution model revised from
sector specific model to centralised
cross-sectoral funding model
NSF manages cross sectoral funding needs
DHET co-ordinates skill planning
processes
National Skills Authorities
capacitation, monitoring & evaluation be strengthened
Government Departments
strengthened to enhance integration of sectoral strategies
1 2 3 4
5 6 7
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Strategic FocusBetter serve national
priorities by prioritising skills development of occupations in
demand Strike a balance between sectorial
priorities and national priorities
Strengthen the role of
government departments on
SETA Boards
Address efficiency and effectiveness
of the SETAs
Support the National Development Plan
(NDP), New Growth Plan (NGP), Industrial
Policy Action Plan (IPAP), Operation
Phakisa, etc.
1
2
3
4
5
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Problem Statement
Addresses two clusters of issues:1. Efficiency and effectiveness of the current system
• Many SETAs are not achieving targets• Governance challenges - two SETAs under administration, could be more.• R2,6 billion not committed in 13/14; R360m 14/15• Each SETA has its own systems and procedures• The SETA systems are very complicated• SETAs have uneven capacity - there are good SETAs and there are also very bad
ones• Some SETAs with national importance have significantly low income due to low
salaries in their sectors e.g. AgriSETA• Employers and unions complain about these issues
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Problem Statement
2. Integration of skills development into the post-school education and training system
• Golden opportunity to be embraced- White Paper propagates the integration• Labour market actors (employers, labour unions, workers and pipeline learners) +
education and training providers need to speak with one voice = SETAs to facilitate
• Bridge the divide between the responsiveness and access/ quality of the provision of Education and Training
• Complementarity between levy grant system and voted funds
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Alternatives Considered
(a) Option 1: Minimal change Does not address the problems
(b) Option 2: Cluster SETAs Six “mega-SETAs”, efficient BUT disruptive and skills not integrated into Post-School Education and Training (PSET) system; still a “silo” system
(c) Option 3: Skills Council One Council for skills, functions to be performed by other bodies; still a “silo” system
(d) Option 4: SETAs as an integral part of the larger PSET system
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Option 4: Proposed
• SETAs as intermediaries: must stand between the labour market (employers, labour unions, workers and pipeline learners) and the public provider education and training system to facilitate communication and collaboration.
Labour Market
SETA
SETA
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Option 4: Proposed
• The primary roles (as per White Paper) of SETAs post-2016 will be to:• Determine the skill needs of employers by occupation using the OFO in
their sector• Report to Occupational Teams under DHET for cross-sectoral
consolidation and analysis and generation of national scarce skills list;• Support the development of institutions to meet these needs (from
qualification design to qualification delivery);• Secure workplace-based learning opportunities for learners; and• Support institutional and workplace-based learning of the current
workforce.
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Option 4: Proposed
February•E&T inst & SETABs campaign•Firms apply
April • Grants committed
July• E&T inst & firms
informed August• E&T inst plans
submitted
NovemberWhere partnerships struck, SETABs can
fund support measures too
E&T inst determine areas of ‘specialisations’
Partnership agreements struck
Annual Planning and Resourcing Cycle
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Option 4: Proposed
• Build shared service model and streamline functioning of grant payments. – SETABs to be established as permanent structures– Functioning aligned to White Paper.
• Build Skills Planning Unit centrally
SETAs SETABsSector Education and
Training Advisory Boards
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Option 4: Proposed
• SETAB scope and boards remain the same in general, but stronger role for government departments particularly for Sector Skills Plans
• Government departments prepare training plans in line with methodologies and templates set nationally to permit response
• National Skills Authority will monitor SETABs
• % of SETA discretionary grants to be centralised and ring-fenced in NSF and will be disbursed with the advice from SETABs taking national priorities into account
• SETABs still receive levy funds for their administration, mandatory grants to employers and sector priorities
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SETAB role regarding grant allocations
• SETABs will manage the following grant funding (as shall be specified in the SETAB
Establishment Govt. Gazette);
– Administration budget – although a portion of this will support the shared services unit;
– ‘Mandatory’ grant (to become known as Workplace Skills Planning Grant) (20%);
– Sectoral component of Discretionary Grant (currently 20%) to become known as Sector Specific
Grant to be used for sector-specific initiatives;
– Projects funded from the National Skills Fund (applications from SETABs, supported by Advisory
Bodies, will need to be managed).
Option 4: Proposed
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17Skills Development Levy Distribution – If the levy was a R100
Option 4: ProposedR100
Total Levy
Current Model
NSFR20
SARSR2
National Skills Priorities
R18
SETAsR80
SETA AdminR10
Mandatory Grant
R20
Discretionary Grant
R50
Proposed Model
NSFR60.10
SARSR2
National Skills Priorities
R18
QCTOR0.50
PIVOTAL
R39.60
SETABsR39.90
SETA AdminR10
Mandatory (WSP) Grant
R20
Discretionary (Sector) Grant
9.90
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Option 4: Proposed
Summary of Structural implications of policy
Indicates Internal to DHET
Indicates External to DHET
Indicates DHET Government Component
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Language of Occupations
• Language of Occupations becomes accepted terminology & approach to describing jobs in workplace & qualifications in order to:
Map jobs & qualifications to
broad occupation categories
Collect better data through
workplace skills plans
Identify skills gaps & updates in
commonly understood occupation
Inform skills planning for employers,
SETABs, NSF & DHET
Inform qualification & curriculum
development & updates
Allow for seamless progression of learners from
school to work
Provide learners with optimal
employability & employers with trained workers
2 3
5 7
1 4
6
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• National Skills Development Strategy IV to be framed in terms of language of occupation• NSDS IV to consist of 4 levels of occupation-based elaboration with Occupation Teams
(located at DHET) to manage levels 3 & 4
Broad targets for each major
occupational category of the
Organizing Framework For
Occupations (OFO)
Unpack each major category of OFO
informed by sectoral priorities identified by SETABS & national list
of occupations in demand developed by DHET – Skills Planning
Unit
Broad generic interventions to build capacity &
relevance of provider
programmes
Upacks level 3 interventions for each
priority occupation with reference
to Centres of Specialisation for
each occupation in Demand
Level 1: Level 2: Level 3: Level 4:
NSDS IV (2016 – 2021)
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• Educated, skilled and capable workforce for inclusive growth • At a first level of detail - Output targets:
Targets for managers (e.g. focus on the public sector and SMMEs e.g. y% of public servants have required professional designations);
Targets for professionals (e.g. as percentage of 1000 population); Targets for associate professionals; Targets for service and clerical workers; Targets for the trades (e.g. 30 000 artisans per year by 2030); Targets for plant and machine operators; Targets for trained elementary workers.
NSDS IV (2016 – 2021)
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• Educated, skilled and capable workforce for inclusive growth • At a second level of detail, targets for individual priority occupations under
each heading (cf. national scarce skills list)• As a third order set of targets, general measures to improve the access &
throughput of learners entering and succeeding in relevant qualifications linked to occupations in demand e.g. lecturer development, equipment, infrastructure, work placement etc.
• And as a fourth level, a strategy for each priority occupation is outlined, in relation to identified Centres of Specialisation
NSDS IV (2016 – 2021)
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16
PRE-PUBLICATION/GAZETTING CONSULTATION UPDATE
Stakeholder/Party Date
Economic Sectors, Employment and Infrastructure Development Cluster (ESEID)
13th May 2015
Bi-lateral with National Treasury 3rd June 2015
ESEID Departments Workshop 4th June 2015
Further written input from ESEID Departments
30th June 2015
ESEID Cabinet Committee 15th July 2015
SETA Landscape Process Update
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17
PRE-PUBLICATION/GAZETTING CONSULTATION UPDATE
Stakeholder/Party Date
• Cabinet 12th August 2015
• SETA CEO Forum 23rd September 2015
• National Skills Authority 11th September 2015
• Public Sector Trainers Development Forum
6th October 2015
• Gazetted/Published 10th November 2015
• Closing date for inputs(possibility of extension – 29 February 2016)
20th January 2016
SETA Landscape Process Update
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POST-PUBLICATION/GAZETTING CONSULTATION PROCESS
Stakeholder/Party Date
• SETA Chairperson Forum 8th December 2015
• Universities and Colleges January 2016
• Consolidation of inputs 15 – 28 February 2016
• Targeted Consultation with selected social partners
March 2016
• NEDLAC & National Treasury March 2016
• HRD Council & NSA April 2016
SETA Landscape Process Update
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19
POST-PUBLICATION/GAZETTING CONSULTATION PROCESS
Stakeholder/Party Date
• Cabinet July 2016
• Amendment of legislation/Regulations/ Systems/Change Management/Capacitation
Jan-Nov 2017
• Implementation 1 April 2018
SETA Landscape Process Update
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Conclusion
• The document is being circulated for public and key stakeholders comments/input
• The comments are expected on or before 20 January 2016 (Extension is being considered until 29 February 2016)
• Once public input has been received and considered, a final policy document will be prepared including: an implementation plan organisational and personnel implications financial implications legal implications
• Implementation will be from 1 April 2018
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Questions
• Comments on new SETA Landscape Model– Views on current SETA structure and delivery model vs propsed new structure– Centralised role of DHET – should SETABs be located within DHET?– Proposed role and responsibility of the NSF– Proposed roles and responsibilities of SETABs vs current SETA mandate
• Views on the effectiveness of the current SETA system vs new mandate• Views on proposed funding distribution model and centralised application system• Views on “language of occupations” and development of NSDS IV focussing on
broad occupational targets
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29
Thank you