Understanding
NSDS 3
Daryl McLean
2IO LION STREET
PARKVIEW
JOHANNESBURG
Outline of Presentation
• A summary critique of NSDS1 and NSDS2
• Key aspects of the thinking behind NSDS3
– The legal goals for skills development
– A shift from top-down to “interactive” skills planning
– A new “performance” orientation across the state
– Other themes
• The Core Content of NSDS 3
– Goals and success indicators
– INSETA strategic programs to achieve these
– Funding levers
• The Implications of NSDS 3 for insurance sector companies
– Core processes (skills planning, delivery and quality assurance)
– PIVOTAL grants
Summary Critique of NSDS1 and 2
What do YOU think were the main
achievements and problems
with NSDS1 and 2?
Under NSDS1 and NSDS2…
•National program categories and targets were set in the
NSDS
•The targets were “cascaded” down to 22 SETA SLAs
•Each SETA roughly divided the money available by the
targets as their plan
NSDS3’s “Interactive” Approach
•A draft framework for NSDS was published
•SETAs developed and submitted their needs and
strategies within this framework
•The framework was revised
•Then the SSPs were revised
•SETAs propose their own targets within the broad
framework
The “Value Chain” of Skills Development
Identifying
the
Skills
Required
Delivering
the
Training
Quality
Assuring
The Legal Framework – SDA
GOALS OF THE SKILLS DEVELOPMENT ACT
• to develop the skills of the South African workforce –
– to improve the quality of life of workers, their prospects of work and labour mobility;
– to improve productivity in the workplace and the competitiveness of employers;
– to promote self-employment; and
– to improve the delivery of social services;
• to increase the levels of investment in education and training in the
labour market and to improve the return on that investment;
• to encourage employers –
– to use the workplace as an active learning environment;
– to provide employees with the opportunities to acquire new skills;
– to provide opportunities for new entrants to the labour market to gain work
experience; and
– to employ persons who find it difficult to be employed…”
Any person applying this Act must interpret its
provisions to give effect to its purposes.
EXAMPLES OF SKILLS PLANNING
APDP
• Goal to increase production from 535 000 new vehicles per annum to 1.2m
by 2020
• 70% local content, hence growth in “upstream” industries (automotive
component manufacturing, metals, plastics, new tyres…
• NAACAM estimates at least 50-60% growth in employment
• Projected 160 000 new jobs in auto, 140 000 new jobs in metals
• Add to this 150 000 existing employees who will need to be replaced due to
retirement
• Questions about how to fund this and how to build the supply-side capacity
FILM
• Aim to build post-production capacity in film
• Also to build “low-tech” film production along lines of Nollywood
• “upstream” growth in performing arts
The Legal Mandate (2)
“A SETA must, in accordance with any requirements that may be
prescribed:
a. develop a sector skills plan within the framework of the national skills
development strategy;
b. implement its sector skills plan by-
i. establishing learnerships;
ii. approving workplace skills plans;
iii. allocating grants in the prescribed manner and in accordance with any
prescribed standards and criteria to employers, education and training
providers and workers; and
iv. monitoring education and training in the sector;
v. promote learnerships by –
1.
2.
3.
4.
identifying workplaces for practical work experience;
supporting the development of learning materials;
improving the facilitation of learning; and
assisting in the conclusion of learnership agreements”
The Government Wide Framework for
Monitoring and Evaluation
Categories of Performance Information
NSDS3 Equity Indicators
–Race
–Gender
–Geography
–Disability
–Age
–HIV/AIDS
–Class
Effectiveness Measures – NQF and NSDS
Quality Assurance
(NQF)
Skills Development
(NSDS)
Outputs
X accredited providers
Y registered assessors
Z qualifications/learnerships
A sites visits / moderations
B certificated learners
10 000 learners trained
Outcomes
 Improved
quality of provision

 Improved
assessments
rising entry, completion and
placement rates

improved productivity

increased equity in labour
market and economy

sustainable new ventures
 Improved
acceptance of
qualifications/learnerships,
etc.
Objective
s
Improved human, social and
economic performance of the
sector
Improved human, social and
economic performance of the
sector
eQS Illustrative Framework of Indicators
Education and
training
outcomes
% correlation of enrolment figures against scarce and critical
needs of sector
% rise in achievement rates, measured by the number of learners
passing divided by those who enrolled
% rise in retention rates, measured by the number of learners
completing divided by those who enrolled
Stakeholder
Satisfaction
Outcomes
Employment
Outcomes
Social Outcomes
% learner satisfaction, measured against standardized course
evaluation ratings
% employer satisfaction, measured against standardized employer
feedback ratings
% of unemployed learners in jobs 6 months after training
% transfer of learning to the workplace, measured against
standardized transfer of learning ratings
% contribution to sector employment equity objectives
(applicable to all providers for reporting, but only to SETA-funded
provision as measurement)
Sample
Monitoring and Evaluation System
•Agree framework of impact indicators
•Build sector buy-in
•Develop tools
•Pilot system
•Employers and providers report results
•Line functions analyse results
•Monitoring and Evaluation Unit reports organisational
results
•New targets and plans are established
Other NSDS3 Themes
•Tripartism and state leadership
•Cross-sectoral
•Partnerships
•Both demand- and supply-side focus (public sector
provision esp.)
•Possible regional focus (under SADC)?
NSDS3 Goals
1Establishing a credible institutional mechanism for skills planning
2Increasing access to occupationally-directed programmes
3Promoting the growth of a public FET college system that is responsive to
sector, local, regional and national skills needs and priorities
4Addressing the low level of youth and adult language and numeracy skills to
enable additional training
5Encouraging better use of workplace-based skills development
6Encouraging and supporting cooperatives, small enterprises, workerinitiated, NGO and community training initiatives
7Increasing public sector capacity for improved service delivery and
supporting the building of a developmental state
8Building career and vocational guidance
INSETA Strategic Programs
INSETA Strategic Programme 1: Tumi Peele
• Youth Education and Development
INSETA Strategic Programme 2: Glen Edwards
• Address the need for Scarce and Critical Skills
INSETA Strategic Programme 3: Adeline Singh
• SME Development
INSETA Strategic Programme 4: Sandra Dunn and Project Office
• Social Development
INSETA Strategic Programme 5: Christine Fritz (Project Office), Neesha
Naidoo (ETQA), Adeline Singh ( Skills Division )
• Research and Benchmarking
Funding Levers
1% SKILLS LEVY
20% NSF
10% PG
80% SETA
40% MG
20% DG
10% ADMIN
Implications for INSETA
Companies
• Skills planning, implementation and monitoring/reporting will need
become more “performance”based
• Stronger alignment required between sector needs and WSPs
• PIVOTAL program funding criteria and application processes to take
place only later this year
Questions and Discussion
THANK YOU
Queries to be sent to INSETA Skills Division
at
callcentre@inseta.org.za on 086 113 0013
or
Itumelengm@inseta.org.za
adelines@inseta.org.za
(011) 544 2000