Department of Higher Education and Training National Skills Development Plan (NSDP) Presentation to the PSDFs 25 January – 06 February 2018
Presentation Outline 1. Engagements and Consultation that informed the National Skills Development Plan (NSDP); 2. Road ahead; 3. The Key Proposals of the National Skills Development Plan (NSDP). 2
Background • White Paper for Post-School Education and Government Gazette Training issued to extend • Ministerial Task NSDS III and Re- Team Report on establish SETAs until SETA Performance 31 March 2020 • Cabinet • Human Resource • Public • SETA Landscape Development • Task Teams due to lapse 31 Council Report on (WP/MTT) March 2016 the Skills System • NEDLAC • NSDS III due to Review • National Skills • Number of other lapse 31 March 2016 Authority (NSA) reviews and reports • SETAs considered • QCs National Skills • Inter- governmental Development engagements Strategy and SETA Landscape Proposal (NSLP 2015) – 29 February 2016 Consultation/Engagement 3
ROAD AHEAD Gazetting of the NSDP Public Comments as and commence with well as ongoing Ministerial Approval development of engagements with of the NSDP – 31 phased-in National Skills March 2018 implementation plan/s Authority (NSA) – including legislative reviews, business case etc – 1 April 2018. 4
Mandate - NSDP ❖ The NSDP draws its mandate from the White Paper for Post School Education and Training ❖ The White Paper highlights the need to build on the important policy shifts that were introduced in NSDS III, these include: ✓ Providing greater Levels of access to Education and Training in rural areas; ✓ Increasing collaboration between the skills system, government and industry; ✓ Driving skills development primarily through the Public Education system and in particular through universities, CETC and TVET colleges; and ✓ Focusing less on numerical targets and more on outcomes and impact” . 5
PURPOSE OF THE NSDP ❖ To build on important policy shifts that were introduced in NSDS III ❖ To address challenges that emerged from NSDS III such as: o Workplace difficulties for graduates o Limited practical workplace experience ❖ To provide a plan for the DHET to: o Ensure that levy-paying institutions contribute to the vision of WPPSET o Indicate the roles of the DHET and key institutions in implementing the NSDP o Guide the disbursement of the levy grant money o Indicate how the DHET will work with social partners in realizing the intentions of the NSPD , 6
Part 2: Overarching Principles Principle 1 :Moving towards Principle 2 : Contributing to an integrated post-school wider National Objectives system • Focus • The White Paper sets out a on greater levels of integration and coordination of the vision of a transformed post- planning, funding, monitoring and school education and evaluation of the system. training system, which is • This is intended to encourage expanded, equitable, diverse stakeholders to actively participate and integral to government’s and articulate their concerns and policies and contribute to the objectives as DHET will take responsibility for driving this development of the system by working closely with key economic, social and cultural social partners. life of our country. • These changes are intended to • This speaks directly to the improve the quality, quantity and Vision 2030 and the youth relevance of post-school education and training in South Africa. focus of the National Development Plan. 7
Principles and Goals of the NSDP • Transformational • Partnership and • Access and Imperatives – NSDS collaboration standardisation of • NSDP must ensure that the • Public Sector and Private processes previously disadvantaged Sector. groups, youth and those in • Simplified application • A focus on workplace based rural areas benefit from the processes learning levy system. • Improved efficiency and • Effective stakeholder effectiveness engagement Principle 3: Focusing Principle 1: Principle 2: Greater on support systems Advancing an Inclusivity and for equitable and Collaborations across learners/stakeholders integrated system the system • Improving Accountability • Ensure greater Framework through coherence of system while also rationalising improved Monitoring and Evaluation and streamlining institutional and • Highlights the need for Monitoring and evaluation of the functional overlaps. system. • Enable efficient use of scarce • The DHET will work with the resources NSA to ensure efficiency and effectiveness of the system Principle 5: Rationalising and Principle 4: Strong Streamlining the skills Emphasis on Landscape Accountability 8
Objectives – Building on NSDS III • DHET will engage with Quality Councils to • DHET will support and guide ensure qualifications and curricula in SETAs in determining place; Occupational Demand based on • Demand Analysis to inform enrolment workplace demand and Planning; Government Priorities through • Enhancing articulation - Partnerships with research and analysis TVET/CETC/HEI Steering Supply – Understanding Demand Qualification and Provision Steering Supply – Growing Supply Funding - Framework for collaboration • mechanisms with Educational institutions to • Funds will be drawn from Fiscus consider how best SETAs can fund and Levy to support institutions to increase enrolment; occupational priorities • DHET design and implement WPBL will be responsible for Incentives etc… provision and SETAs will coordinate efforts to meet supply needs • DHET will ensure material development for programmes 9
Part 3 : Institutional Arrangements • SETAs with unlimited lifespan but • Stakeholder Driven Boards; • Tighten focus of the SETAs in line mechanism to address non • Limitation to Board Size determined with the objectives set in the performance would be put in place; WPPSET; by DHET based on sector; • SETAs demarcation based on • Quality Assurance functions to be • Board focus on Strategic issues (not industrial classification SIC Codes , effectively integrated into the QCTO operational) and DHET determine value-chain and financial viability; • Providers will only be required to remuneration; • Establishment of Shared Services • Administrator appointed based on engage with one Quality Council to (administrative functions and IT) reduce complexities. review report by an Assessor • Standardised systems for appointed by the department applications (All types of applicants) Accounting Scope of Establishment Authorities SETAs/QCTO of SETAs • Longer term planning aligned to • An increased efficiency and • Strengthen the role of NSA for MTSF and fiscal allocation to effectiveness of the use of the levy monitoring and evaluation as well as educational institutional planning; to address occupational demands of policy development and advisory • SETAs will Account on non- the economy role • NSF – National Priorities. Continue • Strengthened, Restructured and performance. • The DHET to come up with to fund the poor and marginalised. Refocused NSA in order to carry out • Savings from shared services could the M&E function for the system. mechanisms to deal with Non- performance be used to fund the QCTO functions Planning, Strengthened Reporting and Funding NSA Accountability 10
Thank You 11
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