EDUCATION, TRAINING AND DEVELOPMENT WITH THE SOLE … · 3. Expanded access, improved quality and increased diversity of provision; 4. Stronger and more cooperative relationship between

WHEN THE SUN RISES

WE WORK HARD TO DELIVER

EDUCATION, TRAINING AND DEVELOPMENT WITH THE SOLE OUTCOME OF EMPLOYMENT AND INCREASED EMPLOYABILITY OF OUR YOUTH

EMPOWERMENT THROUGH TRAINING 2

MPUMALANGA REGIONAL TRAINING TRUST

GLOBALLY

As currently the World tries to recover from an economic downturn, 1. An extra one billion people in the world will become of working

age within the next decade, and 2. Conservatively, 89 million more secondary training places are

needed by 2015.

INTRODUCTION



LOCALLY

The White Paper for Post-school Education and Training-Building an Expanded, Effective and Integrated Post-school System, published in 2013 by the Department of Higher Education and Training, sets out strategies to improve the capacity of the post-school education and training system to meet South Africa’s needs.

Its main policy objectives are:

1. A post-school system that can assist in building a fair, equitable, non-racial, non-sexist and democratic South Africa;

2. A single, coordinated post-school education and training system;

3. Expanded access, improved quality and increased diversity of provision;

4. Stronger and more cooperative relationship between education and training institutions and the workplace;

5. A post-school education and training system that is responsive to the needs of individual citizens, employers in both public and private sectors, as well as broader societal and developmental objectives.

INTRODUCTION



LOCALLY

National Assembly, 12 August 2015, Deputy President Cyril Ramaphosa , elaborated on measures in place to ensure stronger relationships between TVET, training colleges and industry, to improve the quality training, ensure faster absorption of graduates in the job market and assist in determining the skills demands in the labour market.

MAIN POINTS: 1. Improving performance management and professional development of TVET

lecturers 2. Recruitment campaigns to encourage increased labour uptake of graduates 3. Closer alignment between industry needs and TVET training through adoption-

programmes of a TVET; -e.g. encouraging companies and industries to adopt TVETS to assist through the improving of training programmes, management, administration, governance and infrastructure.

4. Increased internships through Work Integrated Learning, which is done in collaboration with a number of SETAs

5. Emphasizing that TVETS are critical to the growth of businesses and the further development of key sectors of the economy.

INTRODUCTION



The mission of the Mpumalanga Regional Training Trust (MRTT) is to provide quality customised training interventions, and practical workplace training, placement and aftercare according to the demands of the market that they serve for job creation and poverty alleviation. The Entity's strategic goals are to develop skills in hospitality, tourism, technical, and other demand-driven areas in accordance with national and provincial mandates; establish working relations; and provide workplace training, coaching and mentoring through development and management of production units in accordance with sound business principles.

STRATEGIC FUNCTION



The Mpumalanga Regional Training Trust is a unique initiative undertaken by the Mpumalanga Government in order to address the highlighted critical focal points of government policy within the framework of addressing the scarce and critical skills needs areas in the province. MRTT has CRDP projects, Technical – and Hospitality training courses which have not ONLY focussed on learner access, through registrations (SUPPLY). MRTT has also actively worked closely with industry in the province, addressing skills-specific needs. (DEMAND)

UNIQUE MODEL



“ A country or regional contextualized and customized approach to TVET is best as it permits one to validate skill sets and adjust the approach of learning as it best fits the

country or region.”

WHITE PAPER “Principles and Strategies of a Successful TVET Program”

Quote:

White Paper Principles and strategies of a successful TVET program, MacDonald, Stephen; Nink, Carl; Duggan, Stephen; October 2010

http://hdl.voced.edu.au/10707/331196.

http://hdl.voced.edu.au/10707/331196



White Paper, “Principles and Strategies of a Successful TVET Program”

Top six (6) principles inherent in a successful TVET system as follows: 1. Relevance to the labour market 2. Access for trainees 3. Quality of delivery 4. Standardization 5. Inclusion of soft skills, and 6. Funding for the system is secure and uninterrupted

(www.mtctrains.com/institute; Published by MTC Institute, October 2010)

http://www.mtctrains.com/institute



Current TVET’s are using three “models”;

1. Chasing numbers on how many youth has been trained with minimal results to justify survival through government funding.

2. Training with the purpose to obtain a qualification but with minimal employment.

3. Training and development with the purpose to be employable.

The question we need to answer is how many programmes are developed around model three and the six principles

inherent to successful TVET system

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SYSTEMS APPROACH

LEARNERS EMPLOYMENT

FORMAL AND

INFORMAL TVET’S

INPUTS OUTPUTS

LEGISLATION & POLICY

LABOUR MARKET GOVERNMENT

•Market Place Involvement •Economic Pressures •Global Competition •irrelevance of TVETS education •Not fully participative in Inputs or in Outputs •“Involvement” driven through skills legislation

•Bureaucratic •Inflexible and slow •Fragmented NQF •Structure of Qualifications •SETA’s Performances •Customs vs global norms

•Outdated infrastructure & Resources •Poor Administration •Quality of Teaching Personnel •Quality Delivery •Drop-out ratios

•Irresponsive • Target - Driven •Bureaucratic •Inadequate Funding •Ministerial silo’s of policies and plans

•Deficient Integration between Basic, Technical and Vocational Education •Literacy and Numeracy •Inaffordability and access •Socio–economic and welfare factors •Career Counselling inadequate

•Unemployment of trained learners • Non participative workplaces •Skills not relevant •Lack of new market growth •Over-subscription of certain qualifications whilst under-subscription in others leads to import of foreign skills

EMPOWERMENT THROUGH TRAINING

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SYSTEMS APPROACH - CHALLENGES

• Currently SA TVETs models supports a supply driven approach. It is insufficiently flexible to address demands from industry and labour market (reactive).

• SA TVETs are constrained from flexibility and market responsiveness through too many regulatory outcomes.

• Countries cited in studies concur that for TVET models to be considered successful, one of the main variables are sufficient governmental framework and policies, driving TVET Strategy, but emphasize the role of market-place and industry involvement as critical.

• A supply driven approach leads to the over-supply of learners in various trades which results in a wastage of resources and contributes to growing unemployment (more TVET’s).



“An effective Technical and Vocational Education and Training system within a

country is a critical pillar of any successful economy. It can serve as the impetus to boost the value of the nation and it’s GDP in the

global marketplace. Effective TVET also recognizes that education and training in any country needs to be based on reliable labour market information and demand and employer

needs, particularly in priority trades and occupations”

Success Principle 1. Relevance to the labour market

PROBLEMS EXPERIENCED •Unemployment of trained learners • Non participative workplaces •Skills not relevant to market needs •Lack of new market growth •Over-subscription of certain qualifications whilst under-subscription in others leads to import of foreign skills



Success Principle 1. Relevance to the labour market...continued

RECOMMENDATIONS • Closer alignment of TVETs curricula and courses of study to the

industrialisation development trajectory of the country e.g LED programmes, ICC

• Direct involvement from labour market and professional business bodies required on ongoing basis with curricula and course material development, review and trends analysis (difference between TVET’s)

• This can be realised by aligning the spatial location of the TVETs with the economic repository of the country and the courses of study at those locations ought to be formulated accordingly (migration).

• This arrangement shall reduce if not eradicate skills and economic mis-alignment

• More Short Course offerings that are relevant and responsive to labour market needs

• Expansion and integration of articulation options



Success Principle 1. Relevance to the labour market...continued

CASE IN REFERENCE Korea’s Samsung Corporation and the Korea University of Technology (KUT) established a KUT-Samsung Electronics High-technology Education Centre (KSHEC) for the purpose of human resource development and human talent management through high-technology education. A key task of KSHEC is to develop and launch programs for job skills training including high-technology education. KUT provides buildings, facilities, and faculties, and in general a physical and institutional TVET infrastructure for training and education. Samsung funds the purchasing of essential equipment, instructional technology and learning materials. KUT and Samsung jointly drafted curricula and courses of study, which are designed to meet the demand of clients. This partnership has been developed to lessen the mismatches between the outcomes of the technical education system and the demands of the labour market.



Success Principle 2. Access for trainees

“It is important for trainees to be able to enrol easily in training and have adequate transportation to or accommodation at TVET’s

. Access, affordability, and proximity are important considerations for

TVET expansion activity.

It is also necessary for the training facilities to be near employers. Staff from key industries need to be able to regularly visit the

schools/colleges to ensure that training and equipment is up-to-date and relevant, thereby addressing employer needs.

These attributes underpin graduate pathways to relevant and quality employment opportunities. “

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Success Principle 2. Access for trainees

RECOMMENDATIONS • SA TVET to follow closer alignment to European and Asian

models, which offer Technical and Vocational streams at secondary levels

• Promoting TVET at the secondary level and especially in rural areas which are relevant to community needs

• Foundational Literacy remains a problem and if not addressed creates further learning challenges for learners. Offer literacy and numeracy bridging certificates

• Socio-Economic and Welfare factors routed in poverty, child-headed homes, teenage pregnancies, HIV, crime, basic transport, etc. hamper efficient accessibility for learners. TVET’s could benefit from more mobile projects (CRDP)

• Remove “stigma” from TVETs as “last option” qualifications through advertising, community interaction and parental involvement

• Career counselling and information centres located at main TVET centres

• Professional business bodies and organisations involved with Centres of Excellence

PROBLEMS EXPERIENCED •Deficient Integration between Basic, Technical and Vocational Education •Literacy and Numeracy •Inaffordability and access •Socio–economic and welfare factors •Career Counselling inadequate



Success Principle 3. Quality of delivery

“The quality of a TVET system is largely determined by the industry partners; they are the key drivers of the system who work in collaboration with the operators of the country’s TVET system.” It is recognized throughout the international TVET community that some of the best examples of TVET systems are found in Australia, Canada, Germany, and the United States. Each system has stood the test of time and over the years, often through robust industry engagement, has developed highly responsive TVET systems that have the potential to modernize according to training and technological developments throughout industry. However, the complexities of these countries’ TVET systems limit what can be adopted by a developing nation”

PROBLEMS EXPERIENCED Outdated infrastructure & Resources •Poor Administration •Quality of Teaching Personnel •Quality Delivery •Drop-out ratios; Placement



Success Principle 3. Quality of delivery continues

RECOMMENDATIONS • The TVET’S need to up the game of training in order to address the long negative

stigma atouched to the management of these colleges, which portray this sector as a second best unto universities other than equals or better.

• Currently in South Africa TVET’S don’t assume equal status with universities, this can be extracted from the government funding models and infrastructural capacity against universities. There is also less partnership arrangement which can harvest placement opportunities for learners. Professionalization needs to be assumed in the TVET’S in order to address the image crises which impacts negatively in this sector of training.

• A constant relationship between industry, SETA’s and TVET’s are a necessary structure which needs to be organized in order to address the linkages of the stakeholders from curricula formulation to training and WIL absorption.


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“Uniform standards also help countries adapt their systems to match global standards more closely, making the country and its workforce

more globally competitive. India is a good example of standardization. While the country

is proliferated by many private run TVET institutions, the public TVET systems have

adopted international standards and curricula to ensure quality and uniformity.”

Success Principle 4. Standardization

PROBLEMS EXPERIENCED SA TVET’s have •Outdated infrastructure •Poor Administration • Poor Quality of Teaching Personnel •Poor Quality Service Delivery •High Drop-out Ratios


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Success Principle 4. Standardization....cont

RECOMMENDATIONS •International, local and regional benchmarking exercises improving global alignment to success principles and improved competitiveness (UNESCO) •Performance managed systems focussed on qualitative and quantitative standards •Continuous flexible curriculum review, development and enrichment; •Flexible delivery and articulation pathways which remain responsive to industry needs •Career development advisory and support services on campus; •Holistic programme planning and management; industry networking and centres of excellence •Continuous provision of market-related relevant training to personnel, fostering the concept of “life long learning”


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Success Principle 4. Standardization....cont

CASE IN REFERENCE In China, teachers in TVET institutions are required to spend one month in industry each year, or two months every two years. Many schools employ part-time teachers who are working in the industry at the same time


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Success Principle 5. Inclusion of soft skills...cont

PROBLEMS EXPERIENCED: •Relevance of qualifications and skills to labour market presents a growing gap • industry growth outpaces antiquated methods of learning applied in TVETS •TVETS are inflexible and irresponsive to labour market demands •Learning styles at TVETS clash with modern customs and beliefs •Not aligned to global norms •NQF still provides challenges in lengthy administrative implementation and methodology to training providers and TVETS •Insufficient “Just-In-Time” short skills courses and training methodology

“Competition is no longer just local, and this drives up the demands on employees, focusing employers on developing employees that are more engaged in work, that local customs or norms might have hindered in the past”


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Success Principle 5. Inclusion of soft skills ...cont

•RECOMMENDATIONS •“Instead of trying to eliminate these customs TVET students need to be trained in the demands that their industry may require. This will help both industry and employers to adapt their customs and beliefs to what might be a new way of doing business. In many cases this type of training is categorized as soft skills. ...(i.e. timeliness, productivity, teamwork, etc.). In many countries, some soft skills will take time to be inculcated due to customs or other regional issues and a movement towards global norms.” •Partner with labour organisations and training providers who provide cutting edge, relevant and focussed training. •Validate Soft skills training •Increase relevant short skills courses (part qualification) addressing labour needs (see slide picture below)

http://www.theguardian.com/global-development-professionals-network/2014/jan/15/youth-unemployment-vocational-training-finland


Short Course Skills vs Unemployment?



Success Principle 6. Funding for the system is secure and uninterrupted

“For TVET systems to become a success, it needs to have government support in the way of a continual funding stream.”

SOURCES OF FUNDING •Student Fees •Government Funding through levies and subsidies or projects •Funding through labour market e.g. Employer funding •NPO/NGO grants and donations •Self generation of revenue



RECOMMENDATIONS • Guarantees of uninterrupted government subsidies over 5 year strategies • Greater uniformity and alignment to International success factors in

funding models • Entrepreneurial programs where students produce a product and learn

how to market and sell the product, thus providing another funding source • Review of National Skills Levies and Fund distributions and allocations • TVETS must actively partner with labour market businesses and

organisations for additional funding for strategic periods • Measure ROI through SLA’s with labour markets

Success Principle 6. Funding for the system is secure and uninterrupted



TVET STRATEGY COMPARISON: FINLAND TVET Funding Model

STATUTORY GOVERNMENT TRANSFERS

PERFORMANCE BASED FUNDING BASED ON OPERATIONAL OUTCOMES

PERFORMANCE BASED FUNDING BASED ON QUALITY OF ASSESSMENT

VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING

UNIT PRICE STUDENT/ YEAR

* EFFECTIVENESS * FORMAL TEACHING QUALIFICATIONS *STAFF DEVELOPMENT

* EFQM EXCELLENCE MODEL * SPECIAL THEMES

VOCATIONAL FURTHER EDUCATION AND TRAINING

UNIT PRICE STUDENT/YEAR

QUALIFICATIONS COMPLETED

APPRENTICESHIP TRAINING

UNIT PRICE /STUDENT = CONFIRMED APPRENTICESHIP AGREEMENT

* EFQM EXCELLENCE MODEL * SPECIAL THEMES WHEN NECESSARY

THANK YOU!!!!

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Documents

EDUCATION, TRAINING AND DEVELOPMENT WITH THE SOLE … · 3. Expanded access, improved quality and increased diversity of provision; 4. Stronger and more cooperative relationship between