e-skilling south africa for equitable prosperity and global competitiveness
e-Skilling South Africa
Preparing for Impact
For: Presentation to the Portfolio Committee on Basic Education
20 August 2013
1
strategic objective-
ICT as a strategic
social and economic enabler for a knowledge
economy: (1) Policy (2) Broadband (3) Broadcasting
Digital Migration (4) Postbank (5) e-Skills
the mandate - build a better life for all through
an enabling and sustainable world class information
and communications technologies environment.
IMPACT (OUTCOMES) AGAINST NATIONAL
STRATEGIC PRIORITIES
INFORMATION SOCIETY AND KNOWLEDGE ECONOMY DRIVERS
ENABLING ENVIRONMENT
Economy
IS/KE
Technologie
s Access
Individuals,
Civil Society
USAG
E
innovation
Affordability
e-Skills
e-READINESS
Business
(incl ICT
Sector)
Government
USAGE
Society
 quality of education
 healthy life for all
 safe environment
 decent employment
 a skilled and capable
workforce
 an efficient, economic
infrastructure network
 rural development
 improved quality of household
life
 effective local government
system
 environmental assets and
natural resources
 a better Africa and a better
world
 an efficient and developmentoriented public service and an
empowered, fair and inclusive
citizenship.
an integrated approach: departmental
an all-inclusive approach for national impact
ICT Policy
SENTECH
USAASA
IS/KE
Technologies
Access
Content
SABC
.zadna
Post Office
e-skills
Affordability
E-SKILLS INSTITUTE
ICASA
ISSA
SENTECH
NEMISA
ICT Policy
ICT Policy
SENTECH
USAASA
IS/KE
Technologies
Access
the mandate - build a better life for all through
Content
an enabling and sustainable world class information
and communications technologies environment.
SABC
.zadna
Post Office
e-skills
Affordability
strategic objective-
ICT as a
strategic social and economic enabler
for a knowledge economy: (1) Policy
(2) Broadband (3) Broadcasting Digital
Migration (4) Postbank (5) e-Skills
E-SKILLS INSTITUTE
ICASA
ISSA
SENTECH
NEMISA
ICT Policy
human capacity development or e-skills
The Institute:
A national catalytic collaborator, facilitator and change
agent for developing e-skills capacity in the country.
Considering:
 Mangaung resolutions: e-skills Fund for FET colleges and rural
universities; media and ICT studies in all provinces; e-Skills development
plan by 2014; computer/e-literacy in all schools – software dev.,
programming, end-user computing
 NDP: SA an e-literate society by 2030
 Draft MTSF (2014-2018): e-literacy a DoC responsibility
Strategic Plan (2013 – 2018) & Annual Performance Plan 2013/14 - approved by the Portfolio
Committee on Communications
The Institute:
A national catalytic
collaborator, facilitator and change agent for
developing e-skills capacity in the country.
the institute
Guided by and in addition to the
NDP and draft MTSF 2014 2018:
a decentralised model
 First and Second National e-Skills Plan of
Action 2010 and 2013
 Findings of the Provincial e-skills environmental
scans initiated by the Department through the eSI
 Lessons learn’t from countries such as USA,
Mexico, Australia, New Zealand, Ireland, UK,
South Korea, Cuba, Kenya, Rwanda and the
EU in building their information society or
knowledge economy; and
 DST Ministerial Review on the STI Landscape
in SA;
 Human Development Strategy of SA; and
 Policy Framework for the Provision of Distance
Education in SA
building an inclusive information
society and knowledge economy
“Upgrading the overall
skills at all layers of
society and increasing
efforts to build affordable
infrastructure for all
allows the country to
increase its ICT readiness
and uptake and in turn
spread its impacts across
society” [WEF, 2012]
National Development Plan 2012
[new job opportunities; knowledge workers; capable state]
ICT for Rural
Development
[aggregate supply E-inclusion and
and value to
Social
improve local
Innovation
profitability,
[ICT sector, mobile
[access, social
effectiveness,
apps development,
appropriation
of
efficiency and
broadcasting
ICT, platform for
transparency of
including
social innovation,
service delivery
community radio]
active participation]
within a rural
development
paradigm]
Creative New
Media Industries
Knowledgebased society
and e-social
astuteness
[e-literacy]
E-enablement
of effective
service delivery
[efficient and
effective service
delivery, eparticipation, edemocracy]
Connected
Health
Youth eLeadership
Advocacy and
Awareness
THE INSTITUTE FOR E-SKILLS:
multi-stakeholder collaboration, service delivery, praxis, teaching and learning, research and innovation, aggregation, community based leadership,
monitoring and evaluation
DOC - STATE OWNED COMPANIES
USAASA, SENTECH, ICAASA, SABC, ZAdna, Post Office
e-skilling south africa for equitable prosperity and
global competitiveness
capitalising existing asset base
an all-inclusive approach for national impact
USAASA, TELKOM, DHET, DBE, DRDLA
-
163 centres across the country
Dinaledi Schools
Community Learning Centres
Community Centres…and so on
Incubation Connection
with
and
consulting microcredits
Connection
Basic
Entrepreneurship with marketing
training
Program
networks
Formal
Education
Smart
Knowledg
e
Communit
y Centres Applied
Education
Informal
Education
-
multi-stakeholder network (government, business, education and
civil society)
-
6 provincial e-skills CoLabs (aim is one per province)
-
28 FET Colleges (in collaboration with DHET)
-
Basket of e-skills service offerings aligned to the NDP i.e.
Connected health, E-inclusion and social innovation, ICT for rural
development, E-enablement of effective service delivery and
Knowledge-based society and e-social astuteness (e-literacy)
-
A tested prototype for a virtual knowledge production platform
-
In the pipeline: broadband, digital migration, community development
workers (CDWs)
Legal
advice
Knowledge Health
and Nutrition
Natural
Resources
Self use and
construction
management
e-skilling south africa for equitable prosperity and
global competitiveness
multi-stakeholder collaboration
an all-inclusive approach for national impact
1. According to its mandate, by its very nature, the e-SI has to
deal with all dimensions of e-skills – “e-skilling the nation”
Implementation Collaborators:
•Department of Communications (DTT,
Strategic Collaborators:
•International Telecommunications Union
(ITU)
•European Union: EU/RSA Dialogue
•CISCO
•ECDL/ICDL
•WSIS Youth Awards
•RIM/BlackBerry Scholarships
•The Informing Sciences Institute
•Queensland University of Technology
(AAF)
•South African Qualifications Authority
(SAQA)
•Universal Services Access Agency of
South Africa (USAASA)
Broadcasting, SMME Development)
•Universal Services Access Agency of South
Africa (USAASA)
•Department of Public Service Administration
(CDWs)
•Department of Rural Development and
Land Affairs
Other:
•Gauteng Economic Development
Ministry/Ekurhuleni: Job Summit
•Study Tour: Zambian delegation
•DoC Imbizos’: Limpopo and KZN
•In the pipeline: Mozambique, Kenya
Value Proposition
Strategic Outcome Oriented Goal 1:
Formalised multi-stakeholder collaborative networks for e-skills delivery
Goal Statement
Build a network of partnerships to stretch and combine resources to
accomplish projects and objectives of mutual interest and benefit
e-skilling south africa for equitable prosperity and
global competitiveness
multi-stakeholder collaboration
an all-inclusive approach for national impact
1. According to its mandate, by its very nature, the e-SI has to
deal with all dimensions of e-skills – “e-skilling the nation”
Limpopo: The Connected Health CoLab
is working with the Ministry of Health
and the Department of Health in the
province to address the e-skills gaps at a
community and professional level
Northern Cape: building e-astuteness
(e-literacy) model was
developed in
collaboration with local
authorities, schools,
FET colleges and
community members
and is being tested for
national scalability.
Incubation Connection
with
and
consulting microcredits
Connection
Basic
Entrepreneurship with marketing
training
Program
networks
Formal
Education
Smart
Knowledg
e
Communit
y Centres Applied
Education
Informal
Education
Western Cape: The e-Inclusion and
Social Innovation CoLab is a member of
the CHEC initiative and a member of the
Human Resource Development Task
Team.
Gauteng: The Creative New Media
Industries CoLab is working on piloting
the DTT training in Mpumlanga in
collaboration with the Siyabuswa
community
Legal
advice
Knowledge Health
and Nutrition
Natural
Resources
Self use and
construction
management
KwaZulu Natal: The e-enablement of
government service delivery CoLab is
working with DPSA and the Provincial
Government to pilot the CDW capacity
development training.
Eastern Cape: Institute represented by its ICT
for Rural Development CoLab is a member of the
provincial task team responsible for the roll-out of
SIP 15: Expanding access to communication
technology. The provincial task team is led by
ECSECC and includes Mr Ayanda Madyibi, the
Provincial CIO and Chairperson of the PGITO
Council in the Office of the Premier. The role of
the Institute/CoLab is to assist with the the
identification and development / provision of
skills, etc. necessary to support the various
components of the project.
teaching and learning
e-skilling south africa for equitable prosperity and
global competitiveness
an all-inclusive approach for national impact
National e-Skills Curriculum and Competency Framework
• instructional design capacity
needed
• peer-to-peer learning
• online tutoring
• foresight: education and
Developed an Instructional
Designer Guideline and Template:
•courses aligned to NDP
•shift towards 100% online offerings
(informal/community and formal)
•peer-to-peer learning
•pre-registration
•pre & post online assessments
NCCF
Gearing for
Impact
Strategic Outcome Oriented Goal 2:
Goal Statement
technology trends
• development of a preregistration application
• pre and post online assessment
process and application
Create a strong human capital base for life opportunities in a knowledge
driven-economy
Leveraging existing ICT education and training expertise, infrastructure and
courses to deliver the requisite e-skills that the society and economy need
e-skilling south africa for equitable prosperity and
global competitiveness
architecture for knowledge creation
virtual network
Stakeholder
community
Business
Education
Government
Global Development
Partners
Civil Society incl.
Organised Labour
Provincial e-Skills Knowledge Production
CoLabs
Provincial Level
ICT for Rural
Development
Knowledge Creation
e-Entrepreneurship
& Creative Industries
e-Skills
e-Inclusion
& Innovation
Free and Open
Source
Government e-enablement
e-Health
Social
Incubators
Community
Learning
Centres/ eCentres
Smart Community Knowledge Centres
Platform for: Technology
Literacy
Gearing for
Impact
PoC
Social
Incubators
Community
Learning
Centres/ eCentres
Smart Community Knowledge Centres
Knowledge Deepening
Knowledge Creation
Strategic Outcome Oriented Goal 2:
Goal Statement
Social
Incubators
Community
Learning
Centres /
e-Centres
Community Level
(community
centre, school,
FET college)
Smart Community Knowledge Centres
e-Leadership
e-Astuteness
Create a strong human capital base for life opportunities in a knowledge
driven-economy
Leveraging existing ICT education and training expertise, infrastructure and
courses to deliver the requisite e-skills that the society and economy need
e-skilling south africa for equitable prosperity and
global competitiveness
architecture for knowledge creation
collaboration, teaching and learning, research and innovation and aggregation
Instructional
Design
NCCF
delivery model supported by ICT
supports informal and formal learning across the country
e-Skills
within a developmental
context
e-skilling south africa for equitable prosperity and
global competitiveness
research and innovation
an all-inclusive approach for national impact
1. Not everything can be done by the Institute, but the
Institute must have an all-inclusive view and vision, based
upon which
a) the mutual dynamics can be determined
b) choices for action can be made
c) responsibilities of role-players can be established
d) priorities can be set
e) learning pathways can be determined
f) roles (for action) can be allocated, etc.
1. For that, we need a structured taxonomy and framework for
e-skills
ResNeS
Framework and
Plan
Strategic Outcome Oriented Goal 3:
Goal Statement
Create a critical mass of students and researchers that will propel eskills development for a Knowledge Economy
Provide a focus for continuous research and innovation in a trans-disciplinary
manner to concentrate on new ways to embed ICT into peoples lives for socioeconomic benefit
Towards an e-skills framework (all-inclusive)
•
a.o.
IT // ICT
ICT
IT
Practitioner
Practitioner
skills
skills
Sector
Sector user
user
e-skills
e-skills
in
Organisations
(bus., gov., etc.)
Sectors
(health, educ, etc)
Societal
interventions
15
30
Towards an e-skills framework (all-inclusive)
•
a.o.
Sector
user
Sector
user
Sector
e-skills
e-skills
user eskills
eLeadership
skills
in
ICT
practitioner
skills
e-Literacy
16
32
e-skilling south africa for equitable prosperity and
global competitiveness
e-skills framework
taxonomy
e-Literacy:
The ability of individuals to use digital tools
and facilities to perform tasks, to solve
problems, to communicate, to manage
information, to collaborate, to create and
share content and to build knowledge, in all
areas of everyday life and for work.
e-skilling south africa for equitable prosperity and
global competitiveness
e-skills framework
taxonomy
Sector user e-skills:
•The e-skills for work in a specific sector or
type of organisation.
•These skills can be
•of a general nature (e.g. a general e-skills
set for business), or
•a specific skills set applicable to that sector
(e.g. the graphics industry, or health), or
•a combination of both.
1.The skills sets must be worked out for
each sector.
e-skilling south africa for equitable prosperity and
global competitiveness
e-skills framework
taxonomy
ICT practitioner skills:
The skills/capabilities required for
•researching, developing and designing,
managing, the producing, consulting,
marketing and selling, the integrating,
installing and administrating, the
maintaining, supporting and service of ICT
systems.
e-skills framework
e-skilling south africa for equitable prosperity and
global competitiveness
taxonomy
e-Leadership skills:
A portfolio of skills, representing expertise
in both using ICT systems and leading
organizations (or divisions/functions in an
organisation), as appropriate to the specific
context.
These skills are often referred to as a Tshaped portfolio of skills.
e-Leadership is defined as “the
accomplishment of a goal that relies on
ICT through the direction of human
resources and uses of ICT” (N. Fonstad,
INSEAD).
Conceptual Clarity
• Computer skills: ...software and hardware
• Computer literacy: ...knowledge and ability to use programmes and
applications
• Information literacy: ...knowledge of sources, search strategies,
appraisal
• e-Literacy: ...build networks, use and create information and knowledge
• e-Skills: ...IS technologies + work context
+ strategy + behavioural
12
competencies
Aggregation
Framework
22
WEF Global IT Report
ICT Policy
SENTECH
USAASA
IS/KE
Technolo
gies
Access
e-readiness rankings
Content
Overall & Subindex / Pillars
Rank 2013
Rank 2012
SABC
.zadna
Post Office
e-skills
Affordabil
ity
E-SKILLS
INSTITUTE
ISSA
NEMISA
ICASA
SENTECH
ICT Policy
Overall
70
72
A. Environment subindex
33
34
1. Political & regulatory environment
21
23
2. Business & innovation environment
55
50
95
94
3. Infastructure & digital content
59
82
4. Affordability
104
94
5. Skills
102
101
72
76
6. Individual usage
81
96
7. Business usage
33
34
8. Government usage
102
89
92
81
51
59
112
98
B. Readiness subindex
C. Usage subindex
Strategic
Outcome
Oriented
Goal 4:
Goal
Statement
Ensure that the e-skills, expertise, knowledge and
resources impact the developmental strategies of
Government
Implement a monitoring and evaluation framework to
aggregate the uptake of ICT within society and address
the opportunities highlighted between supply and demand
of e-skills
D. Impact subindex
9. Economic impacts
10. Social impacts
envisaged impact
e-skilling south africa for equitable prosperity and
global competitiveness
e-skiling 1 000 x 10 000
• the desired results for this intervention will be seen in:
-
-
-
its direct impact against the NDP 2012;
the increase in the country’s e-readiness rankings;
the increase of life chances through the effective social appropriation of ICT;
better application of ICTs across the society, organisations and service
delivery structures;
the increase in and integration of knowledge workers in all sectors;
establish a peer driven youth leadership movement that can:
- Grow enrollments in ICT focused education
- Grow enrollments in the social appropriation of ICT for local benefit
- Develop e-astuteness across the full socio-economic spectrum of youth
better analysis of mega data that influences policies around employment,
innovation, productivity, inequity and skills development for an inclusive
knowledge economy and capable state;
the increase of research capacity aligned to incubation, job opportunities and
that of a developmental state; and
access to technology = LEADERSHIP, INCLUSIVE GROWTH AND EQUITY
Value
Proposition
ResNeS
Framework and
Plan
NCCF
Instructional
Design
Gearing for Impact
PoC
Aggregation
Framework
e-skilling south africa for equitable prosperity and
global competitiveness
Proposed Recommendations
- Greater coordinator and alignment to support the strategic goals as
articulated in the “Towards the Realisation of Schooling 2025.
- Teaching and Learning: Professional Development for Teachers on
the use of ICT for teaching and learning (incl. instructional design
capacity)
- Build leadership capacity around the investment of ICT
(management of schools and district offices)
- Promote e-literacy/e-astuteness to leverage new job opportunities
presented by the Information Society and Knowledge Economy
(e.g. Broadcasting Digital Migration – 23 new channels) as part of
articulation (communities, schools, FET colleges and universities)
- Explore ways as to capture the e-skills capacity development
programmes of Basic Education as part of a national aggregation
framework for e-skills
Establish a Joint Task Team including that of DHET to
formalise the opportunities as outlined above.