National ArtisanDevelopment ConferenceState – Employer – Labour FET College-SETA Partnership

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INTERIM REPORT ONLY: FINAL APPROVED REPORT TO FOLLOW

Programme Overview• Setting the Scene: Minister Nzimande• Discussion of each of 7 Steps• Way Forward: Doc Prinsloo from NAMB & ATD-TTT

• Key Conference Documents– October 2011 Skills Conference Report– Introduction to NAMB– 7 Steps to becoming a Qualified Artisan– Trade Testing Regulations for Public Comment– Learning Programme Regulations for Public Comment

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Appreciation for Sponsors

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Cooperation = Success

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Thank You SEIFSA

Keynote AddressMinister of Higher

Education and TrainingDr Blade Nzimande MP

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Refer to speech on Web Site

NAD ConferenceSTEP 1:

Career GuidanceManagement

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Panel members

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Name Constituency

Janet Lopes Organised Business

Freddie Orsmond Organised Labour

Pat Bulling Government +SOC

Facilitator: Edcent Williams

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Main areas of concern fromLast year’s skills Conference

• No National Artisan Development Career Guidance System

• No Detailed Technical Booklets for Artisan Trade

• No Coordinated National Artisan Development Advocacy Programme

Background

National Career Advice Services –A flagship project of the Ministry of Higher Education and Training

Print Media

Walk-in CentresTelephone

Helpline

Knowledge Base

Case Database

Website Mobisite

Learning Pathways

Telephone and office technology

IT Systems

Research projects to align services Radio

Campaign

Learning Directory

Social networking

Career advice framework

Advise on legislation

Policy Source and develop intermediaries

ePortfolios

Festivals and Exhibitions

Career Advice Services: components

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The development and implementation of A standardised framework for cooperation on the provision of career guidance and information services in the country is currently underway.

Background

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• National Career Advice Portal (NCAP) under development – will come online in March 2013.

Background

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Key Issues for Discussion• Development of a comprehensive accurate up-to-

date information system for Artisan Careers and integrating it with the NCAP

• Development of Career Guidance Practitioners with specialised knowledge of Artisan Programmes

• Structured programme of Career Advice at schools – delivered by specialist Career Practitioners

• Design and implementation of advocacy and communication strategies to recruit youth into artisan development programmes

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Step 1 – Way Forward• Rally young people at younger age to select artisan development • Support qualified artisans to grow their career• Support artisans aides to become qualified artisans• Learn from SADC countries to develop artisans• Rebranding of artisan development as a viable option for a modern career• Ensure that young people get the feel of how to be technical workers• Consider mind maps for career advice for both parents and their children• Market roles models and use actual experience• Support for career advise practitioners for artisan development• Link to marketing and contact centres in public FET Colleges• Market FET Colleges and change name to Vocational Colleges • Norms and Standards will be set for practitioners • Big need for extra advice to persons out of school

• KEY: Issues Advocacy, Dual System Pilot, Rebranding, Expose learners to actual workplace before making a choice

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NAD ConferenceSTEP 2:

FundamentalTheory

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Panel members

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Name Constituency

Bertie van Baalen Organised Business

Elias Khubeka Organised Labour

Steve Mommen Government +SOC

Facilitator: Aruna Singh

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Main areas of concern from last year’s skills conference

• No clear minimum educational entry requirements for artisan learners (MTA/ Section 26(d) SDA))

• Confusion between N Courses and NCV Programmes

• Lack of capacity in FET Colleges to deliver quality learners

Background

Some curriculum considerations

Maths vs Maths Literacy? Science – Engineering Science, Physical Science or other Language vs Communication

Purpose of the qualification → Scope and depth required → certification arrangements

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Qualifications for artisan development

• What qualification type and structure is most desirable?– Complete qualification consisting of elements (theory, practical,

WBE/WIL)– Part qualifications which in combination give a whole qualification– Recognised learning programmes that become requisites/pre-

requisites for the artisan qualification

• Who develops – whole and/or components?

• How can articulation and progression be addressed ?

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Capacity building in FET Colleges

• FET Colleges expansion (physical capacity) – additional campuses especially in remote and currently unserviced constituencies

• Lecturer professionalisation and continous development (knowledge, practical, workplace experience and integrated teaching and assessment)

• Broadening of college offerings to include Learnerships, AET programmes, higher certificates – particularly to meet the aspirations of NEETS within a differentiated system

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Key issues for discussion

• Review of the NC(V) qualifications and its implications• Review of the NATED programmes and its implications

– Subjects and the location of foundational learning and trade theory

– Quality assurance implications – what should reside whereas well as QA capacity considerations

– Current arrangements – Umalusi (NC(V) and select N1-N3 subjects; and QCTO – remaining N1-N3 and all N4-N6

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Step 2 – Way Forward• Turn public FET Colleges around to improve theory• Lecturers must be exposed to current technology• Communities must get closer to FET Colleges, especially Employer Representatives• Consider one text book for all subjects for the trade for all three years• Increase maths and science learners through outreach programmes to schools• Need bridging and readiness courses for a year before entering Ns, NCVs• Re-create full time artisan career colleges like Vaal, East Rand• Key issue to development of artisans is to have real life artisan experiences• Blockages are limiting N learners, low throughput rate, please involve industry• EEC Kwa Thema data centre for matching supply and demand• Lack of location of well equipped FET Colleges in townships is a real problem• Concern over disaggregation of N1 – N6 across different council qualities• Mathematics are absolutely CRITICAL for all Trades !• Need engineers to come back to Colleges, current lecturers lack experience• NCV more practical time followed by 1 year in workplace followed by trade test• Mandate for FET Colleges too wide; need more focus in context of post school system• Public FET Colleges can also use SSPs from SETAs to start planning for needs in their areas• KEY Issues: Bridging, Lecturer Developments, Identify correct learners for artisan

development, need to stop the recycling of learners through different programmes.

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NAD ConferenceSTEP 3:

Learner ProgrammeRegistration and

Grant FundingArtisan Development 2222

Panel members

Name Constituency

Terrence Harrison Organised Business

Maano Letimile Organised Labour

Melissa Erra Government + SOC

Artisan Development 2323

Facilitator: Raymond Patel

Main areas of concern fromLast year’s skills conference• Multi sector/SETA based contracting

arrangements • Out of date learnership regulations• Lack of monitoring of compliance to

agreements by role players• No option of single learning component

agreement with learners

Background

Artisan Development 2424

Key Issues for Discussion• Phasing in of Learning Programme Regulations

– Registering learning programme agreements;

– Altering terms of learning programme agreements;

– Substituting parties to learning programme agreements;

– Suspending learning programme agreements;

– Terminating learning programme agreements;

– Certification of learner achievements; and

– Lapsing of learning programme agreements.

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Relevant Artisan Training

Artisan Development

Quality Artisanal Learning

Learning Access &

Participation

Single Database

Single Funding &

Admin Model across SETAs

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Key Issues for Discussion

• STANDARDISED FUNDING MODEL

– Funding will be the same for all SETAs, and must be ring-fenced for

the full apprenticeship period of three years at

R41,200/year/apprentice = R123, 600 fixed;

– NSF funding will be fixed on R5, 250 /year /apprentice for all

registered; funded or not funded by SETAs. No more 50/50 funding;

– Funding is increased, NSF funding decreased, but targets are still

fixed by National Skills Accord.

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Key Issues for Discussion

• STANDARDISED DISBURSEMENT MODEL

– Must standardised disbursement be based on time or on

performance?

– Against set deliverables?

– Should allocation of grants for disbursement be left to the

discretion of SETA, or should there be a national call for

applications, coordinated by NAMB?

– Should RPL form part of the funding and therefore disbursement?

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Step 3 – Way Forward• All learners entering FET Colleges must have an agreement with employers before

starting at FET College, although this will take time to achieve• Single funding and administration model guaranteed, including RPL learners• To produce more artisans, employers need guaranteed funding from grants• Single funding model also requires NSFG to alter mechanisms for disbursement• Funding and admin model must be performance based and monitored• Length of artisan programme is average three years depending on trade• Regulated learners should only be on temporary contracts not permanent• Agreements should not be signed with learners unless clear learning ability, aptitude and

medical requirements are met• All artisan learner databases should be linked to SAQA NLRD as apex database• Learning programme regulations need to address learner registrations before the learner

starts to learn• Research is critical to quantify demand, especially for medium to long term planning• Consider guaranteed funding model for bridging programmes leading to trade

programmes• Consider funding models for infrastructure as well as learner grants, possibly separate• KEY Issues: Guaranteed funding & incentives; target setting must be based on WSP/ATR

and SSPs plus additional research;

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NAD ConferenceSTEP 4:

Occupational Knowledge and Practical Training

including RPL

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Panel members

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Name Constituency

Stella Carthy Organised Business

Eddie de Klerk Organised Labour

Ravi Moodley Government + SOC

Facilitator: Malebo Mogopodi

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Main areas of concern fromLast year’s skills conference• Lack of qualified component trainers,

assessors and moderators• Many training centres closed or moth balled• Training providers have limited support

systems• Limited and varying learning material available

• Background

Key Issues for Discussion• How do we remove the blockages identified above?• Lecturer / Trainer development?• RPL pilot and Roll Out? • Would it not assist us to audit the skills we have as a country, the employed and

the unemployed/ retrenched from the industry? • How do we use State Owned Enterprises and private companies with capacity

to train beyond equilibrium.• Why do we have trained Artisans but not placed? • Learner : Trainer ratio, what is ideal? • Do we need more centres?• Upgrade existing capacity?• What support systems are needed?• How do we get the public FET Colleges to lead?• Will the dual system of Germany, Switzerland work with our public FET

Colleges?

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Step 4 – Way Forward• Need employers to support this step to ensure alignment to industry• FET College lecturers require teaching qualification to be promoted• FET Colleges need to have qualified lecturers to maintain quality • Need to help workers in maritime industry and others to gain RPL• RPL Pilot in process being led by INDLELA and we need RPL learners for database• Older workers in areas like water & sanitation need RPL but private providers have areas

expertise and not FET Colleges• FET Colleges have structural limitations that reduce flexible delivery with SETA

programmes, especially lack of linkages with employers• National qualified artisan and artisan learner skills needs analysis required• Business committed to supporting curriculum development if the are involved• Qualified artisan can be encouraged to put back into own industry• A professional body for artisan ETD Practitioners is critical• Use of case studies for successful RPL implementation• Structural inflexibility in FET Colleges & we need to understand FET Colleges• Employers to consider developing more artisan aides through RPL • FET Colleges to be more involved in the development of Trade Occupations• KEY Issues: Industry – FET Colleges – DHET ; RPL capacity in FET Colleges; Need REAL

Understanding of FET Colleges services and capacity

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NAD ConferenceSTEP 5:

Workplace Learning

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Panel members

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Name Constituency

Ken Duncan Organised Business

Richmond Shumpa Organised Labour

Dumisani Kala Government + SOC

Facilitator: Brian Angus

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Main areas of concern fromLast year’s skills conference

• Resistance by employers to open up workplaces for learners

• Proper mentoring• Common standards for workplace approval

Background

Key Issues for Discussion

• Are employers really resistant and what is secret to opening up workplaces?

• How do we grow mentoring capacity?• Linking Employers with FET Colleges?• Can we use retired employees and how?• How can we use logbooks better?• How do we get employers to contract learners before Step

2 – i.e. So when a learner goes to an FET College he already has a workplace?

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Step 5 – Way Forward• Need to change COIDA to make it easier for employers to take learners• Possibly amend BBEEE scorecard to further increase incentives for learners in workplaces• How do we manage the possible replacement of existing full time staff with learners in some

sectors• Employers not resistant to opening up workplaces, but lack of funding remains a challenge• Need to train and/or RPL more employed workers not to be appointed but to be ready for

vacancies when they occur• Partnerships needed across employers to ensure that full scope of trade is covered such as

example of SANDF and private sector companies as well as Transnet project with DBE• Mentoring in small companies is a challenge due to costs and lack of grants• Small business need additional capacity to support apprentices, such as learner administration

and management• No plan exists at present to increase mentors in the workplace, should include lecturers from

FET Colleges as well where possible• Do we need mentors or coaches?... Possibly agree on a definition first.• Employers have mentors without qualifications with production as first priority then training.

Consider splitting production workers and learners so that objectives can be achieved.• QCTO & NAMB to coordinate a single tool for all workplace approval and logbooks in utilising

technical expertise from SETAs and Sectors. (consider copyright issues)• Outsourcing of work could be In-sourced by developing more qualified artisans in the company• KEY Issues: Increased Government interventions & policies to improve conditions: funding

and partnerships to be improved; logbooks are critical but with on site monitoring; small companies to be given extra support. 39

NAD ConferenceSTEP 6:

Trade Testing

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Panel members

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Name Constituency

Willy Matthiae Organised Business

Eddie de Klerk Organised Labour

David Mabusela Government + SOC

Facilitator: Nic Louw

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Main areas of concern fromLast year’s skills conference

• N2 or equivalent required for access to trade tests

• Old MTA Conditions of Apprenticeship prescribe Trade Test Requirements

• Trade Test Tasks out of date

• Background

Prevailing Conditions• Some training provision is focussed on the trade test

tasks and not scope of the trade• Predictability of questions during trade test• Trade test officer registrations not required• Different accreditation requirements for trade test

centres• No single monitoring and moderation system• Lack of security of the manual system and documents• Variable and unclear access to trade test requirements• Outdated trade tests not aligned to workplace practices.

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New Legislative Mandates• Section 26G of SDA - Quality Assurance Centralised to the

QCTO established in April 2010 that will result in National Accreditation, Moderation and Certification

• Section 26A of SDA - Centralised coordination of national artisan development through the launching of the NAMB on November 2010.

• Section 26B of SDA – Single national list of artisan trades for all SETAs and Sectors – Launched at Conference

• Section 26D of SDA – National non SETA single certificate for each trade of national list soon to be issued irrespective of learning route (Traditional Red Seal)

• Section 26D of SDA – National, single Trade Testing for all SETAs and Sectors – draft regulations for public comment

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Planned Trade Test System

• Web-based system with access control and print security.• System verification capability with relevant databases• Random generation of trade test combinations per trade

per module.• Electronically applied and assessed theoretical questions.• Trade test administration – scheduling, reporting and

certification• Trade and trade test related information.• Qualification verification

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Key Issues for Discussion

• Single testing centre with multiple trade testing sites (Campuses.)

• Centralised trade testing versus decentralised and accessible trade testing (multiple providers.)

• Trade testing done by only Government institutions and not private sector, private sector provides training

• Credit accumulation and number of attempts• Provision of training and trade testing.• How do we remove fraud and corruption from trade

testing?

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Step 6 – Way Forward• Centralised “INDLELA” with “ INDLELAs” in provinces, long term but as soon as possible• Centralised control with multiple centres in provinces progressively to include all

economic sectors but based on detailed plan (2013?)• Current centres to be properly accredited with relevant resources• Important to research & test processes before implementation, including best practises• Do not close centres that have already been invested in• Public sector testing is preferred as it is more cost effective, not viable for private sector• Present situation is a situation of maintenance of current system until new systems

become operational• Resourcing of national INDLELAs is huge and public – private processes must be

considered wherever possible. Use all resources !• Government must do testing, but complexity and capacity of testing must be considered,

especially the quality of assessors might be a concern in the short term• Government, especially FET Colleges must also train to increase numbers• More important than the actual delivery site is the central standardised control of testing

across all centres• Standardised moderation across all sectors and trade testing will also be key to quality• Very difficult to assess total trade including knowledge component.• KEY Issues: Unanimous support for centralised process with decentralised delivery but

carefully planned over time; same standard across all sectors supported by INDLELA; all encompassing model should be considered to optimise resource usage 47

NAD ConferenceSTEP 7:

Quality Assuranceand

Certification

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Panel members

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Name Constituency

Marwaan Davids Organised Business

Joe Ndzipo Organised Labour

Lindiwe Gwebu Government + SOC

Facilitator: Joyce Mashabela

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Main areas of concern fromLast year’s skills conference

• Multi sector / SETA based confusing accreditation processes

• Lack of monitoring and reporting on qualitative issues

• Lack of centrally controlled learner management system

Background

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Addressing two of last year’s issues• Multi sector / SETA based confusing

accreditation processesSETA/Professional Body Forum agreement reached on

standardizing processes

• Lack of monitoring and reporting on qualitative issues

As from 1 October 2012 thorough monitoring & evaluation of all SETAs

QCTO Focus

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• Transitioning from the old to the new• Establishment itself• Funding for the QCTO

Results in the need to work with or rely on partners without RELINQUISHING QCTO AUTHORITY

QCTO Challenges

Key Issues for Discussion

• National Accreditation?• Delegation Policies & Approach ?• Trade Qualification Development (DQPs)?• Certification Delegation & policy?• Funding for QCTO Processes?

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Step 7 – Way Forward

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• Professional Body ECSA concerns with registration of engineers does not directly impact on artisan development but have similar concerns over need for standardise approach

• Need exists for interaction between QCTO & relevant professional bodies (ECSA) to allow for growth and portability of artisans.

• Currently SETAs can guide on standards for training within their sector• Need for quality artisan trades through QCTO processes to improve customer service• Fraud within quality assurance and on certification needs to be considered• National accreditation is required within Legislation but does QCTO / NAMB have capacity• Certification is still under practises of Manpower Training Act but delegation process to

move towards Skills Development Act to have a national certificate approved by QCTO• The current backlog on current certification is being handled through a secondment of

staff from DHET to solve problems and remove blockages to certification.• Need to develop capacity within qualifications development process to not rely on

consultants only and ensure full stakeholder participation through early notifications• Need to work out processes that will allow for persons Certificated under Section 13 and

Section 28 of Manpower to have parity with new Skills Development Certificates.• Check and comment on transitional arrangements • KEY Issues: Develop capacity to implement legislation; all processes will be transitional

at all times; certification backlog removal crucial in tandem with development of new certificate system.

General Way Forward• Outcomes of Conference – Have we met them? Yes !• Every word spoken here will be converted into a formal

report that will be quality assured by the ATD-TTT andreleased by the Minister at end of September 2012 that willform the basis of provincial discussions from October 2012onwards

• Public FET Colleges partnership with National ArtisanModeration Body to be implemented.

• Annual Provincial Conferences held at and coordinated bypublic FET Colleges in each Province to consult with broadstakeholders to implement the seven steps within alleconomic sectors in provinces.

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General Way Forward• Annual National Conference based on inputs from

Provinces as a report back to the Minister and the nation.• National Association of Artisan Development moving

towards Professional Body (Section 26C of SDA)• National Artisan Skills Competition developed based on

CHIETA process as a pilot that will be grown into a nationalprocess

• Communication– www.dhet.gov.za (Interim Presentation Report)– prinsloo.f@dhet.gov.za and louw.n@dhet.gov.za– In the near future NAMB Web Site including a public

BLOG

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Vote of Thanks• Minister, Deputy Minister and Director General of DHET• The Sponsoring SETAs that oiled the wheels very well and their

partners like Pic n Pay (wine), PIFSA (menus), SEIFSA, (logo ).• The members of the Conference Planning and Coordination

Committee from the ATD-TTT and other forums, SETAs and NAMB• The conference administration and registration crew• The facilitators and panel members that gave us of their knowledge• ESKOM Academy of Learning Colleagues• Lastly but never the least, you the conference delegates and

participants that made this a memorable and very consultative andinsightful conference.

• If we missed anybody it is not by intention !

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TRAVEL SAFELY UNTIL WE MEET AGAINAT THE FET COLLEGES IN THE PROVINCES

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