Department of Higher Education and Training National Skills - - PowerPoint PPT Presentation

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

3

• White Paper for

Post-School Education and Training

• Ministerial Task

Team Report on SETA Performance

• Human Resource

Development Council Report on the Skills System Review

• Number of other

reviews and reports considered National Skills Development Strategy and SETA Landscape Proposal (NSLP 2015) – 29 February 2016

• SETA Landscape

due to lapse 31 March 2016

• NSDS III due to

lapse 31 March 2016 Government Gazette issued to extend NSDS III and Re- establish SETAs until 31 March 2020

• Cabinet
• Public
• Task Teams

(WP/MTT)

• NEDLAC
• National Skills

Authority (NSA)

• SETAs
• QCs
• Inter- governmental

engagements

Consultation/Engagement

ROAD AHEAD

4

Public Comments as well as ongoing engagements with National Skills Authority (NSA) Ministerial Approval

• f the NSDP – 31

March 2018

Gazetting of the NSDP and commence with development of phased-in implementation plan/s – including legislative reviews, business case etc – 1 April 2018.

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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”.

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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:

• Workplace difficulties for graduates
• Limited practical workplace experience

❖ To provide a plan for the DHET to:

• Ensure that levy-paying institutions contribute to the vision of WPPSET
• Indicate the roles of the DHET and key institutions in implementing the NSDP
• Guide the disbursement of the levy grant money
• Indicate how the DHET will work with social partners in realizing the intentions
• f the NSPD

,

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Part 2: Overarching Principles

Principle 1:Moving towards an integrated post-school system

• Focus
• n

greater levels

• f

integration and coordination of the planning, funding, monitoring and evaluation of the system.

• This

is intended to encourage stakeholders to actively participate and articulate their concerns and

• bjectives

as DHET will take responsibility for driving this system by working closely with key social partners.

• These changes are intended to

improve the quality, quantity and relevance of post-school education and training in South Africa.

Principle 2: Contributing to wider National Objectives

• The White Paper sets out a

vision of a transformed post- school education and training system, which is expanded, equitable, diverse and integral to government’s policies and contribute to the development

• f

the economic, social and cultural life of our country.

• This speaks directly to the

Vision 2030 and the youth focus

• f

the National Development Plan.

Principles and Goals of the NSDP

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• Transformational

Imperatives – NSDS

• NSDP must ensure that the

previously disadvantaged groups, youth and those in rural areas benefit from the levy system.

Principle 1: Advancing an equitable and integrated system

• Partnership and

collaboration

• Public Sector and Private

Sector.

• A focus on workplace based

learning

• Effective stakeholder

engagement

Principle 2: Greater Inclusivity and Collaborations across the system

• Access and

standardisation of processes

• Simplified application

processes

• Improved efficiency and

effectiveness

Principle 3: Focusing

• n support systems

for learners/stakeholders

• Improving Accountability

Framework through improved Monitoring and Evaluation

• Highlights the need for

Monitoring and evaluation of the system.

• The DHET will work with the

NSA to ensure efficiency and effectiveness of the system

Principle 4: Strong Emphasis on Accountability

• Ensure greater

coherence of system while also rationalising and streamlining institutional and functional overlaps.

• Enable efficient use of scarce

resources

Principle 5: Rationalising and Streamlining the skills Landscape

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Objectives – Building on NSDS III

• Framework for collaboration

with Educational institutions to consider how best SETAs can fund institutions to increase enrolment; design and implement WPBL Incentives etc…

• Funds will be drawn from Fiscus

and Levy to support

• ccupational priorities
• DHET

will be responsible for provision and SETAs will coordinate efforts to meet supply needs

• DHET

will ensure material development for programmes

• DHET will engage with Quality Councils to

ensure qualifications and curricula in place;

• Demand Analysis to inform enrolment

Planning;

• Enhancing articulation - Partnerships with

TVET/CETC/HEI

• DHET will support and guide

SETAs in determining Occupational Demand based on workplace demand and Government Priorities through research and analysis

Understanding Demand Steering Supply – Qualification and Provision Steering Supply – Funding mechanisms Growing Supply

Part 3 : Institutional Arrangements

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• SETAs with unlimited lifespan but

mechanism to address non performance would be put in place;

• SETAs demarcation based on

industrial classification SIC Codes, value-chain and financial viability;

• Establishment of Shared Services

(administrative functions and IT)

• Standardised systems for

applications (All types of applicants)

Establishment

• f SETAs
• Stakeholder Driven Boards;
• Limitation to Board Size determined

by DHET based on sector;

• Board focus on Strategic issues (not
• perational) and DHET determine

remuneration;

• Administrator appointed based on

review report by an Assessor appointed by the department

Accounting Authorities

• Tighten focus of the SETAs in line

with the objectives set in the WPPSET;

• Quality Assurance functions to be

effectively integrated into the QCTO

• Providers will only be required to

engage with one Quality Council to reduce complexities.

Scope of SETAs/QCTO

• Longer term planning aligned to

MTSF and fiscal allocation to educational institutional planning;

• SETAs will Account on non-

performance.

• The DHET to come up with

mechanisms to deal with Non- performance

Planning, Reporting and Accountability

• An increased efficiency and

effectiveness of the use of the levy to address occupational demands of the economy

• NSF – National Priorities. Continue

to fund the poor and marginalised.

• Savings from shared services could

be used to fund the QCTO functions

Funding

• Strengthen the role of NSA for

monitoring and evaluation as well as policy development and advisory role

• Strengthened, Restructured and

Refocused NSA in order to carry out the M&E function for the system.

Strengthened NSA

Thank You

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