The Role of the SDF and New Developments in Skills Development 2011

Transcription

1 Fasset Skills Development Facilitator Workshop May 2011 The Role of the SDF and New Developments in Skills Development Agenda Time 08h00 08h30 10h10 10h30 12h00 12h45 13h55 14h05 15h00 Content Registration and Tea Fasset speaker Tea break Fasset speaker continued Lunch Fasset speaker continued Comfort break Fasset speaker continued Closure 2 1

2 Overview Introducing the context Section 1: Developing the strategic role of the SDF Section 2: Structures, relationships and skills development legislation Section 3: Section 4: Section 5: Section 6: Assessment and the NQF Understanding learning programmes Developing and implementing a WSP Levies, grants and Fasset-funded Interventions 3 Introduction Introducing and contextualising skills development 4 2

3 Tertiary education Source: United Nations 5 Why Skills Development? 105 million tertiary education students worldwide (2002) Highest percentage student population in Finland. 3.6 times the world average Finnish students 40 times more likely to receive tertiary education than a student in Mozambique Areas with such low numbers students in tertiary education are hardly distinguishable (Central Africa) 6 3

4 Economic requirements High levels of unemployment Not enough decent jobs Skills shortage Educational mismatch Black Matric pass rate (maths, science, accounting) Poverty Income inequality Black economic transformation 7 What are Setas? Interact with demand and supply side Formal qualifications Workplace qualifications Quality assurance Skills shortages Human development agencies Who will interact with Setas on behalf of business? 8 4

5 Section 1 Developing the strategic role of the SDF 9 Role of the SDF Advocate for education, training, skills development Your role is to open minds... Promote a learning culture in organisations Co-ordinate planned education, training and development in an organisation Advise on alignment of skills development objectives and practices with strategic objectives in organisation 10 5

6 Role of the SDF continued Advise on establishment and implementation of a quality management system for skills development practices in organisations Assist the employer and employees to develop a WSP which complies with requirements of Seta Serve as a resource, expert, communicator in all aspects of skills development and Seta initiatives Align employer skills development strategy with Seta strategy to allow maximum benefit 11 SDF knowledge, skills, attributes Knowledge Legislation (skills, education, B-BBEE) Business strategy (vision, mission, operational issues) Skills Planning, organising, coordinating, communicating, facilitating, listening and questioning, researching and evaluating Attributes Relationship-building, objectivity, integrity, conflict resolution, motivating, winning hearts and minds 12 6

7 Training committee Monitoring Budget (cost centers, people, comply to plan) WSP/ EE plan Other Qualification development involvement Implementation strategy Support EE plan Assessment system Assessors Recognition of Prior Learning Quality assurance systems Learnerships Head office policies and procedures Communication Road shows/ newsletters Obtain buy-in and commitment Promote concept Liaise with others Training Committee Compliance with legislation SDF WSP Implementation Timeframes Reporting International Other Skills Audit and Development Plans Job profiles SWOT skills analysis People assessment/career pathways Evaluation Training committee mandate Establish milestones Capacity building Vision, mission, scope Job profiles for committee (role of individual vs. role of group) and responsibilities Time to invest 13 B-BBEE Example of BEE point calculation Management 15 Employment Equity 30 Skills Development 20 Enterprise development 10 Socio-economic development 10 Preferential procurement 15 Total

8 SDF as a professional SDF unit standards but no formal qualification The Association of Skills Development Facilitators of South Africa (ASDFSA) South African Board of Personnel Practitioners (SABPP) American Society for Training and Development (ASTD) Community, social and political associations 15 Summary Role to promote, coordinate, advise Knowledge, skills and attributes Training committee Professional associations 16 8

9 Section 2 Structures, relationships and skills development legislation 17 Legislative overview Legislation: South African Qualifications Authority Act 1995 Skills Development Act 1998 Skills Development Act (Amended) 2010 Skills Development Levies Act 1999 Skills Development Levies Act (Amended) 2010 National Qualifications Framework Act (2008) Quality Council for Trades & Occupations (2010) Revised Acts: Higher Education Act General and Further Education & Training Act 18 9

10 Skills Development Act Skills Development Act (SDA) promulgated in 1998 to: Develop skills of South African workforce Increase investment in education and training in labour market Improve the return on investment of training Encourage employers to use the workplace as an active learning environment Provide employees with opportunities to acquire new skills Amendments to the Act in 2008 and 2010 Ministry changed from DoL to DHET in Nov SDA continued Established an institutional and financial framework National Skills Authority (NSA) National Skills Fund (NSF) Levy-grant scheme Sector Education and Training Authorities (Setas) Quality Council for Trades and Occupations (QCTO) Skills Development Amendment Bill released in April

11 Skills Development Levies Act (SDLA) SDLA promulgated in 1999 and amended in 2010 Intention of creating the rules around SDL collection Collected by SARS To finance skills development programmes International benchmark is that 5% or more is spent on training 1% of R500,000 total payroll per annum A European company is 6-8% A USA company is 5% In 2000 in SA, spend was 1.3% of payroll 2002/2003 = 2.1% (all) whereas large companies spent 2.8% 21 Setas 21 different Setas per economic sector Changes to Seta landscape Main function: To identify and address skills needs in their sector Compile and implement Sector Skills Plan SDL grant claim process (Mandatory Grant) Establish and promote learning programmes Facilitate discretionary grants and Seta programmes Quality assure education and training in their sector Accredit training providers (quality checks, monitoring and moderations) ETQA 22 11

12 Constitution Amendment Minister introduced measures to improve governance: Independent Chairpersons Limiting Board meetings Reducing the size of Boards Ministerial appointment to the SETA Boards Standard remuneration rate for Boards and committees Holding accountable Board members 23 Constitution Amendment continued Minister and Cabinet s participation CEOs appointment Board and Seta management not involved in tender processes where they may have an interest Standard constitution 24 12

13 NSDS III Released in January 2011, effective April key development transformation imperatives: Race black people in general and Africans in particular Class this still needs definition Gender women, especially African women Geography training rural people for rural development Age under 35 Disability to increase participation HIV and AIDS how should this be measured? 25 Goals of NSDS III Institutional mechanism for skills planning Access to occupationally-directed programmes Promoting the growth of a public FET college system Low level of youth and adult illiteracy Better use of workplace-based skills development Supporting SMMEs, worker-initiated, NGO and community training initiatives Public sector capacity for improved service delivery and supporting the developmental state Building career and vocational guidance 26 13

14 Funding of Setas Skills Development Levy (SDL) Paid to SARS 20% 100% 80% 1% of Payroll Allocated to relevant Seta National Skills Fund Department of Higher Education and Training 10% Available for Grants 70% Seta Admin Unclaimed SDL goes into discretionary projects decided by the Management Board Mandatory Grant 30 June 40% Strategic Cash Grant 1 March 10% 20% Pivotal Grant 1 March Structured learning programme 27 Quality Assurance Legislation Setas acted as ETQAs ETQA function conferred in terms of SAQA Act 1995 SAQA Act repealed NQF Act (2008) NQF Act created 3 Quality Councils (QCs) 28 14

15 Quality Councils 3 quality councils established via the NQF Act with 3 corresponding frameworks Name of Quality Council Council on Higher Education (CHE) with its Higher Education Quality Committee (HEQC) Umalusi Quality Council for Trades and Occupations (QCTO) Name of Framework Higher Education Qualifications Framework (HEQF) General and Further Education and Training Qualifications Framework (GFETQF) Occupational Qualifications Framework (OQF) 29 Functions of the QCTO Design occupational standards and qualifications and submit them to SAQA for registration on the NQF Quality assurance, delivery, assessment and certification processes for the workplace Liaise with SAQA, Quality Councils (QC) and Professional Bodies (PB) 30 15

16 Principles of NQF Create integrated national framework for learning achievements Facilitate access to, and mobility and progression within education, training and career paths Enhance the quality of education and training Accelerate the redress of past unfair discrimination in education, training and employment opportunities Contribute to the full personal development of each learner, and the social and economic development of the nation at large 31 Quality Assurance Setas were accredited by SAQA to be ETQAs: Check the status of workplace providers, training centres and education and training institutions Accredit workplace providers so training could happen on the job Evaluate and moderate assessment Assist with the evaluation of learning programmes Facilitate the training of workplace assessors Register assessors and moderators 32 16

17 Quality Assurance Partners Expertise in QA is traditionally located in PB s in sector Fasset has a decentralised model around QA, where expertise exists in PB s Quality Assurance Partner (QAP) model PB s accredit qualifications and training providers that fall within their scope For Fasset as a QAP In their traditional PB function 33 Summary Legislation Skills Development Act Skills Development Levies Act Quality Assurance Policy National Qualifications Framework Act Main functions of Seta s Grant disbursement Address skills needs Quality assurance Funding of Seta s NSDS III 34 17

18 Section 3 Assessment and the NQF 35 Definition of assessment A structured process for gathering evidence and making a judgment about an individual s performance in relation to registered national standard(s) By completing an assessment learners are declared competent and awarded a unit standard(s) or qualifications (credits) on the NQF 36 18

19 Some important terms Education institution means an education institution that is established, declared or registered by law Learning means the acquisition of knowledge, understanding, values, skill, competence or experience Part-qualification means an assessed unit of learning that is registered as part of a qualification Professional body means any body of expert practitioners in an occupational field, and includes an occupational body 37 Some important terms continued Professional designation means a title or status conferred by a professional body in recognition of a person s expertise and right to practice in an occupational field Unit standards are defined as registered statements of desired education and training outcomes, and associated assessment criteria Credit means 1 credit = 10 notional hours of learning Notional means average time for a learner 38 19

20 Some important terms continued Qualification means a registered national qualification with SAQA 120 credits certificate 240 credits diploma 360 credits degree Registered means registered on the NQF by SAQA 39 Importance of assessment Why is assessment important? Why do employers not often follow up with assessing their learners? 40 20

21 Types of assessment 2 types of assessment exist: Formative assessment: This takes place during the process of learning and teaching Summative assessment: This is carried out against the outcome of a learning programme and usually takes place at the end Some methods: Observation Demonstrating and questioning Exams and tests Written or oral tests Projects and assignments Role-play simulations 41 Recognition of Prior Learning (RPL) A process whereby people are given formal recognition for the skills and knowledge they already have, regardless of where the learning took place They will complete an assessment, similar to what is described above and in return can be certificated in accordance with their competence In Fasset s sector, RPL is conducted by Professional Bodies who can be contacted directly for an indication of the RPL process to follow. No national RPL Policy 42 21

22 Summary Assessment Definition structured process Learning programmes Importance Types formative and summative Recognition of Prior Learning 43 Section 4 Understanding learning programmes 44 22

23 What is a learning programme? Setas must establish learning programmes in terms of the SDA amended Previous focus of SDA 1998 was learnerships More flexible approach to range of learning programmes Learning programmes matrix (LPM) provide this range NSDS III Pivotal Program 45 Learning Programmes Matrix (LPM) Provides a framework/classification scheme of different learning programme types Used for Seta reporting to the DHET and BEE scorecard 7 elements of Learning Programmes Matrix (LPM) 46 23

24 LPM continued 7 types of programmes: 1. Institution-based theoretical instruction alone formally assessed through the institution e.g. degree, certificate, diploma 2. Institution-based theoretical instruction and some practical learning with an employer or in a work simulated environment formally assessed through the institution e.g. technical degree, technical certificate, professional degree 3. Recognised or registered workplace structured experiential learning formally assessed by a statutory occupational or professional body e.g. articles leading to registration 47 LPM continued 4. Occupationally-directed instructional and work-based learning programme that requires a formal contract formally assessed by an accredited body e.g. learnership 5. Occupationally-directed instructional and work-based learning programme that does not require a formal contract formally assessed by an accredited body e.g. skills programmes credits against registered unit standards 6. Occupationally-directed instructional programmes not usually formally assessed e.g. seminars, CPD 7. Work-based only not usually formally trained or assessed e.g. Informal training on-the-job, life experience 48 24

25 Qualifications LPM 1 and 2 Qualifications may consist of a number of unit standards equaling a minimum of 120 credits According to the NQF Act qualification means a registered national qualification Each qualification will specify the credits required 49 Occupational qualifications Institution-based theoretical instruction and some practical learning with an employer or in a work simulated environment formally assessed through the institution e.g. professional degree Must be quality-assured by relevant QC Professional bodies and industry associations may: Work with one or more QCs depending on the purpose, scope and design of the qualification in question Seek registration with SAQA to register professional designations Professionals register qualifications on the QCTO via the NQF 50 25

26 Scope of occupational qualifications General knowledge and theory General practical skills Specialised practical skills Specialised knowledge and theory Work experience Integrated summative assessment of occupational competence General qualifications Occupational qualifications 'Stage 2' qualifications National Occupational award Vocational and occupational directed qualifications Work experience qualifications Other QCs QCTO and professional bodies 51 NQF Level levels of the NQF Band Types of Qualifications and Certificates Doctorates 9 Masters Degrees 8 Postgraduate Diplomas and Professional Qualifications 7 Higher Education and Training Bachelors Degrees and Advanced Certificates 6 Diplomas and Advanced Certificates 5 Higher Certificates and Advanced National (Vocational) Certificates 4 School/College/Trade Certificates e.g. Matric or N4 3 Further Education and Training School/College/Trade Certificates e.g. Grade 11 or N3 2 School/College/Trade Certificates e.g. Grade 10 or N2 1 General Education and Training Grade 9 / ABET level 4 (10 years of education) Grade 7 ABET level 3 (8 years of education) Grade 5 ABET level 2 (6 years of education) Grade 3 ABET level 1 (4 years of education) Proposed descriptors, SAQA to advise final 52 26

27 Work-based learning LPM 4 Occupationally-directed instructional and work-based learning programme that requires a formal contract formally assessed by an accredited body e.g. learnership A learnership is a structured learning programme that leads to a qualification and includes both structured work experience (practical) and structured institutional learning (theory). 53 Learnerships Registered with DHET 3-way contract: employer, learner and training provider Employment contract terminates at the end of the learnership Learnerships are relevant to Setas 54 27

28 Costs of learnerships Cost of training provision Equipment and technology Assessment Training and capacity building Professional registration Travel Accommodation (if required) Allowances 55 Summary What is a learning programme? 7 types of programmes on LPM Occupational programmes are relevant to nation Types of occupational programmes Learnerships linked to many benefits 56 28

29 Section 5 Developing and implementing a WSP and ATR 57 Importance of the WSP/ATR Why is planning your organisation s training and development important? Buy-in and co-operation Certainty resource allocation Assists with change and transformation issues Implementation and measurement Reflects business strategy 58 29

30 Issues to consider when preparing the WSP/ATR Understanding all the influences or 'inputs' into your training plan. These could include: National issues legislation, industry expectations, macro economic issues, market changes etc. Company issues Vision and mission, business strategy and objectives, transformation (EE and BEE), productivity, succession and career planning, health and safety, budget, skills gaps etc. Individual issues individual requests and ambitions, employee performance/competency issues, personal development plans, soft skills and ABET etc. 59 Conducting skills audits An organisational skills audit will entail: Understanding vision, mission, strategy and objectives of the business Determining what the skills are required if the organisation is to achieve goals Assessing current skills Identifying the gap and facilitating the bridging of that gap 60 30

31 Scarce Skills The DHET has mandated the Seta s in recent years to gather data on Scarce and Critical Skills. Scarce skills: people to fill job vacancies are scarce Critical skills: specific skill that is 'critical' to the full functioning of a person within their job These skills are linked to a coding system to enable cross sector and national research i.e. the OFO Use the OFO to classify occupations in your organisation. The framework provides definitions of occupations and competency requirements. 61 Summary Importance of the WSP Issues to consider when preparing the WSP Conducting skills audits Scarce skills Organising Framework for Occupations 62 31

32 Section 6 Levies, grants and Fassetfunded Interventions 63 Where your money goes... Your Company Receive up to 70% back from successful claims During the year you can claim for: Mandatory Grant: Workplace Skills Plan (WSP) and Annual Training Report (ATR) Discretionary Grants: Pays Skills Development Levy to SARS (1% of your company s total remuneration) Submit ATR and WSP to SETA Receive 40% back of levy paid Submit grant claim Can receive up to 20% back SETA retains 10% levy for admin purposes 20% of levy goes to the National Skills Fund SARS Allocates the levy to Fasset Fasset 64 32

33 Grants 2011/ Mandatory Grant (40%) Pivotal Grant (10%) Pivotal programmes Learnership Cash Grant (Entry and Exit grant) Employment under 150 SDL Payers and NLPs SMME Grant Employment under 50 Strategic Cash Grant (20%) Mainly pivotal programmes Assessor and Moderator Grant Mandatory Grant 2011/2012 SDL payers All size firms (small, medium, large) Two grant application formats: < 50, 50 + All population groups may be planned and reported Training completed for 1 April 2010 to 31 March 2011 Training planned for 1 April 2011 to 31 March 2012 Any type of training, qualifications and short courses No proof of competence or expenditure required Grant limited to 40% of SDL Grant due on 30 June

34 Pivotal Grant 2011/ SDL payers All size firms (small, medium, large) Grant regulations out for public comment Grant form removed from www until regs finalised All population groups may be planned and reported Pivotal qualifications (professional, vocational, academic and learnership) Training planned and implemented for 2011 year Tariff scheme to be applied Grant limited to 10% of SDL Grant due on 1 March 2012 NSDS III definition Pivotal Programme Professional, vocational, technical and academic Provide a full occupationally directed qualification. Courses may begin in a college or university and includes supervised practical learning in a workplace Could also start in workplace and move to college or university. Culminate in an occupational qualification. Involves SETA, educational body, employer, learner 68 34

35 Pivotal Grant 2011/ Fasset (calendar approach vs financial year) Separate application form DHET draft regulations Part of Mandatory Grant Due on 1 March 2012 Due on 30 June 2011 Employed and unemployed Unemployed only, despite NSDS focus Applicable to 2011 calendar year Planned training for 2011/2012 Implemented training for 2010/2011 Calculate total spend using tariffs Commencement of learnerships, internships but not qualifications acceptable for claim Completion of learnerships, internships and qualifications acceptable for claim Total Rand spend Planned pivotal programmes Implemented pivotal programmes Strategic Cash Grant 2011/ SDL payers All size firms (small, medium, large) Qualifications, learnerships, internships (pivotal programmes) and workplace experience Black, disabled, women on senior NQF courses Grant may be capped depending on available funds Training completed in 2011 calendar year Evidence required for four criteria areas Tariff scheme to be applied Grant limited to 20% of SDL or the lesser Grant due on 1 March

36 Learnership Cash Grant 2011/ SDL and NLP payers Small and medium employers Black and people with disabilities Commenced and completed in 2011 calendar year Fasset and other select learnerships No evidence required, Fasset will confirm on system 10 learners per employer Grant depends on length of programme, tariff scheme to be applied Entry and Exit grant Grant due on 1 March 2012 SMME Grant 2011/2012 SDL and NLP payers Small firms Black people (African, Indian, Coloured), people with disabilities and white women on senior NQF course Training completed in 2011 calendar year Completed qualifications only Evidence of completed qualification required Grant depends on size of employer Tariff scheme to be applied Grant due on 1 March

37 Assessor and Moderator Grant 2011/ SDL, NLP and non-fasset members All size firms (small, medium, large) All population groups Training completed in 2011 calendar year Assessor and moderator unit standards Proof of competence required Proof of payment required Grant to be claimed within 2 months of assessor registering with QA body Grant limited to R7000 or the lesser Grant due on 1 March 2012 Summary criteria by population group Black and disabled only Black, disabled and women in senior NQF All population groups Non-South Africans MG PG SCG LCG SMME AMG 74 37

38 Summary by criteria MG PG SCG LCG SMME AMG Qualifications Learnerships Short courses Internships Work experience Unemployed Employed? 75 Summary by size and SDL paying status MG PG SCG LCG SMME AMG SDL 0 49 SDL SDL 149+ NLP 0 49 NLP NLP

39 Other incentives 77 Lifelong learning Wide range of topics Development project beneficiaries Unemployed Grade 12 level Unemployed degree/diploma level Accounting and non-accounting Research Sector Skills Plan Annual Grant Analysis Learnership tax deductions Learnerships Tax and Financial Markets Tariffs Shift from expectation of reimbursement Seta cannot afford to pay all costs Grants are incentive, employer to bear some costs Identified in NSDS III Aligned to tax deduction concept Standard cost per learner assists in reporting and target-setting Variability of costs is not most cost-effective for Seta Swings and roundabouts Increased tariff for people with disabilities i.e. 175% 78 39

40 Learnership tax allowance section 12 H Allowance Allowance (With Disability) Months Commence Completion Commence Completion 12 (1yr) R 30,000 R 30,000 R 50,000 R 50, (2yr) R 30,000 R 30,000 R 50,000 R 50, (3yr) R 30,000 R 30,000 R 50,000 R 50,000 R 90,000 R 90,000 R 150,000 R 150,000 R 180,000 R 300,000 Annual completion allowance claimed when learner completes training Currently under review 79 Estimation of Benefits Example Fasset Initiative Estimate Value Mandatory Grant (40%) R 4,000 Pivotal Grant (10%) R 1,000 Strategic Cash Grant (20%) R 2,000 LCG Exit 3 trainees R 60,000 Lifelong Learning 12 events R 24,000 Total R 91,

41 Summary 81 Grants 2011/2012 Mandatory Grant Pivotal Grant LCG SMME SCG AMG Other incentives Lifelong learning Development projects Research Learnership tax deductions Tariffs Estimation of benefits Tools Fasset website: On the website you can access the following: Download all the application forms you are required to complete for the grants Latest Fasset information List of all the relevant Fasset contacts List of Fasset learnerships Apply for Mandatory Grant online 82 41

42 Tools Continued LL certificates of attendance Past LL delegate handbooks Register for free events Tracking your levy and grant payments Call centre information MS Excel version of forms News updates 83 Way forward Human Resource Development Strategy (HRDS) DHET strategy Status of Seta Management Boards Funding regulations Skills Development Bill NQF and QCTO regulations and guidelines Occupational programmes Youth grant, tax deductions Employer involvement and advocacy 84 42

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