Workshop for South African Trade Unions on Green and Decent Jobs

20 November 2012, Johannesburg (South Africa)Parktonian Hotel, Johannesburg

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WHY DHET EXISTS????WHY DHET EXISTS????

1. Our aim is achieving far-reaching outcomes and bringing about changes to improve the provision of post-school opportunities, especially for the youth, but also for adults.

2. There is a window of opportunity for us to craft a system that provides a myriad of opportunities and to have a meaningful impact on the lives of individuals, the economy and society.

3. Our broad mandate is clear:• On the demand side, the system must ensure that the skills

needed to drive our country’s economic growth and social development are delivered at an increasing rate, because available, quality skills will enhance both investment and service delivery

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WHY DHET EXISTS???? WHY DHET EXISTS????

• On the supply side, the system must serve a growing number of both young people and adults; it must provide different entry points into, and pathways through the learning system; it must provide quality learning wherever learning takes place – be it at a college, a university or in the workplace; and, importantly, it must provide easy pathways across the different learning sites.

• Mandate of DHET is creating a post-school education and training system – NOT

equivalent to post-matric

• Increase opportunities

• Improve access and articulation in a differentiated system

• Improve skills production pipeline in intermediate and high level skills

• Critically, change the shape and size of the system- more VET versus university

graduates

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THE POST-SCHOOL EDUCATION AND TRAINING SYSTEM

THE POST-SCHOOL EDUCATION AND TRAINING SYSTEM

NSDS DIRECTING ROLE OF SETA’S AND NSF WITHIN COMMITMENTS OF HRDSA, NGP, IPAP, RURAL

DEVELOPMENT, OTHER GOVT PRIORITIES

NSDS DIRECTING ROLE OF SETA’S AND NSF WITHIN COMMITMENTS OF HRDSA, NGP, IPAP, RURAL

DEVELOPMENT, OTHER GOVT PRIORITIES

Workplace learning

governed by SETA’s

Workplace learning

governed by SETA’s

UNIVERSITIES, UNIVERSITIES OF

TECHNOLOGY AND COMPREHENSIVES

UNIVERSITIES, UNIVERSITIES OF

TECHNOLOGY AND COMPREHENSIVES

COLLEGESCOLLEGES

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SKILLS PLANN

ING

SKILLS PLANN

ING

2007 CS: Not Employed, Not in Education Not severely disabled18 – 24 age cohort

18 19 20 21 22 23 24 TotalUnspecified 2,595 2,457 3,786 4,762 4,998 4,054 4,699 27,351Primary or less 61,056 64,285 70,496 78,564 73,575 75,261 77,425 500,662Secondary education less than Grade 10

51,192 59,643 73,194 79,050 83,367 81,502 80,649 508,597

Grade 10/Std 8 or higher but less than Grade 12

65,228 94,608 132,158 164,596 176,733 174,325 183,146 990,794

Grade 12/ NTCIII (no exemption)

47,447 65,190 89,292 99,797 100,711 96,139 100,080 598,657

Grade 12/Std 10 (with E)

10,226 13,526 14,778 14,259 16,910 13,869 14,766 98,335

Certificate with Gr 12

2,732 4,025 6,299 8,157 9,672 8,340 7,811 47,035

Diploma with Gr 12 388 1,151 2,464 3,461 6,103 5,733 5,995 25,294Bachelors degree 188 322 430 1,774 1,460 2,831 2,347 9,352BTech 6 126 192 312 78 654 414 1,780Post grad diploma 244 405 400 581 867 2,498Honours degree 60 220 383 694 337 1,695Masters/PHD 48 77 110 135 50 420Total 241,056 305,333 393,441 455,434 474,501 464,119 478,587 2,812,4715

PRIORITIES OF GOVERNMENT PRIORITIES OF GOVERNMENT

4. Key Priorities

• Education is one of the 5 key priorities of government

• Cabinet has adopted A Skilled and Capable Workforce to Support an

Inclusive Growth Path as a priority outcome for this government –

OUTCOME 5

• A skilled and capable workforce is critical for decent work; an inclusive

economy; labour absorption; rural development; the reduction of

inequalities and the need for a more diversified and knowledge intensive

economy

• Outcome 5 has 5 interlinked outputs which responds largely to the

following challenge

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5 Interlinked Outputs of Outcome 5

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POLICY MANDATE POLICY MANDATE 5. Other key policy consideration

• The Higher Education Act, 1997 (Act No. 101 of 1997), (HEA), provides for a unified and nationally planned system of higher education.

• Higher Education Act and Education White Paper 3: A Programme for the

Transformation of Higher Education (1999), formed the basis for the transformation of the higher education sector

• The National Student Financial Aid Scheme Act, 1999 (Act No. 56 of 1999), (NSFAS), provides for the granting of loans and bursaries to eligible students attending public higher educational institutions, as well as for the administration of such loans and bursaries.

• Support and monitor QCTO to become operational (established through SDA)

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POLICY MANDATE ( CONT’D)POLICY MANDATE ( CONT’D)

• The Adult Education and Training Act, 2000 (Act No. 52 of 2000), (AET), provides for the establishment of public and private adult learning centres, funding for AET, the governance of public centres, as well as for quality assurance mechanisms for the sector.

• The National Qualifications Framework Act, 2008 (Act No. 67 of 2008), (NQF), provides for the National Qualifications Framework, the South African Qualifications Authority and the Quality Councils. The National Qualifications Framework is the principal instrument through which national education and training qualifications are recognised and quality assured.

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POLICY MANDATE – CONT’D 2 POLICY MANDATE – CONT’D 2

• The Skills Development Act, 1998 (Act No. 97 of 1998), (SDA), provides for - an institutional framework to devise and implement national, sector and workplace strategies - development and improvement of the skills of the South African workforce,- integration of those strategies within the National Skills Framework contemplated in the South African Qualifications Authority Act

- for learnerships that lead to the recognition of occupational qualifications - the availing of the financing of skills development by means of a levy-financing skill and the National Skills Fund.

• The Green Paper process provide an enabling and overarching conceptual framework for the Department of Higher Education and Training (DHET) and provide the required guidance for the development of the system of post-school education and training in the country.

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INITIATIVES INITIATIVES

6. Key initiatives in response to the policy mandate:• Understanding and communicating skills needs• Pivotal programmes are those ‘Professional, Vocational, Technical and Academic

Learning’ programmes that meet the critical needs for economic growth and social development.

• Improved quality and relevance of workplace learning• Adopt and implement a national policy on the Recognition of Prior Learning (RPL): • Differentiation: • Articulation between sub-frameworks of the NQF will be enhanced: • Reviewing the national Norms and Standards for Funding FET Colleges to create more

access to skills programmes for the South African communities through the FET Colleges.

• At NEDLAC, Government signed a National Skills Accord with all the social partners in which business and state owned enterprises have made concrete, numerical commitments to significantly increase numbers of apprenticeships and to take on learners and interns for practical workplace experience

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FROM POLICY TO IMPLEMENTATIONFROM POLICY TO IMPLEMENTATION

7. Key Milestones

• Tackle the high number of unemployed youth who are not at school and are without skills, we committed ourselves to increasing ABET level 1-4 entrants to 300 000 by 2014 • Increase the National Certificate Vocational (NCV) pass rate to 50%•To meet the skills requirement of a changing economy we committed ourselves to increasing the number of learnerships to 20 000 per annum • the number of those passing trade tests to 10 000 per annum with a pass rate of 60% by 2014.• At tertiary level we committed ourselves to producing 51 460 engineering, 51 747 animal and human health, and 40 607 teacher graduates for the period 2011-2014. • To support knowledge development in the country we committed ourselves to increasing the numbers of honours graduates to 76 545, masters graduates to 17 241, and doctoral graduates to 5 356.•To reduce finance as a barrier to accessing post school training, allocations for loans and bursaries increased from R 3.3 billion in 2010/11 to R 5.5 billion in 2011/12

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FROM POLICY TO IMPLEMENTATION( CONT’D)FROM POLICY TO IMPLEMENTATION( CONT’D)

•To that end, the DHET, through the NSF, has funded various initiatives to

advance training in the area of green skills:

• Through the partnership with Dept of Public Works, R200m for

initiatives that include:

• Working for water projects

• Fire prevention projects

• Cooperatives in farming

•Partnership with CPUT to establish a national centre for renewable energy

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FROM POLICY TO IMPLEMENTATION( CONT’D)FROM POLICY TO IMPLEMENTATION( CONT’D)

A DHET sponsored South African Renewable Energy Training Centre at the Cape Peninsula University of Technology Objectives of the project

• to establish a national accredited training centre of excellence for all renewable related energy training•To provide qualified trainers for the renewable energy industry•To develop curricula for renewable industries•To provide access for learners to fully equipped laboratories/workshops for training related to:

– Wind Turbine technology – service technicians. Apprentices and High Voltage operators

– Solar industries - PV installation technicians •Facilitate an intimate a value-driven academic-industry partnership in the development of renewable energies. •Increase the employability of university of technology graduates

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Key issues for consideration by Labour LeadershipKey issues for consideration by Labour Leadership

What kind of partnerships should we build that can advance our

objectives and priorities and how can you help as the Labour Unions

How does labour view its role in SETA Boards, particularly in terms of

advances quality training for its members and potential member, in order

to achieve decent and well paying jobs

What lessons can we learn from your experiences in skills development

that will advance our objectives and priorities as a department

How do we collectively harness our strengths and resources to put

training at the forefront of our agendas, such that we prevent future

Marikanas.

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THANK YOU

Clive MtshisaADDG: SKILLSDEPARTMENT OF HIGHER EDUCATION

AND TRAINING123 FRANCIS BAARD STREETPRETORIATel: 012 312 5222Fax2mail: 086 298 9951e-mail: Mtshisa.C@dhet,gov.za