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Proposed new seta landscape and the national skills development strategy beyond 2018

Every citizen has the right to choose their trade, occupation or profession freely.” Constitution of the Republic of South Africa, 1996, Section 22. Sector Education and Training Authorities operate on a five year license circle as by the Minister of Department of Higher Education & Training (DHET) Dr Blade Nzimande, with the current license period coming to an end on 31 March 2016. The minister extended all SETA licenses to 31 March 2018 pending the approval and implementation of the new SETA landscape
Significant shifts are anticipated and the entire SETA landscape may change. The Minister of Higher Education and Training Dr Blade Nzimande gazetted the new NSDS and SETA landscape paper for public comments. Stakeholders are invited to participate in this process. Submissions and inputs should be submitted by 29 February 2016 to the Department of Higher Education & Training. To ensure an easy integration of SETAs to the post-school education and training system, it is proposed that they be located as specialized service delivery units within the Department of Higher Education and Training, and renamed Sector Education and Training Advisory Boards (SETABs). To improve their stability and ensure a long-term perspective, SETABs will no longer be semi-autonomous entities, they will be delivery units of the broader DHET Post School Education & Training system and also permanent structures of DHET. However, in terms of the scope it is proposed that SETABs scope reflect that of the current SETAs and that twenty one SETAs remain, although special circumstances may require individual mergers.

Funding & composition of SETABs:

In order to ensure better national coordination of the skills fund to support the trajectory of the National Development Plan, it is proposed that 80% of the current SETA Discretionary Grant be located in the National Skills Fund. SETABs will automatically receive funding for their administrative costs. The composition of SETAB boards will be largely unchanged although the role of government departments will be strengthened to enhance the integration of sectoral strategies into sector plans, so that governments can prepare training plans in line with the methodologies and templates determined centrally. While the National Skills Authority (NSA) perform both an evaluation and monitoring role over SETAs .

National Skills Development Strategy:

The changes on the landscape will see the NSDS shift in terms of the targets, focusing on different major occupational bands of the organizing framework for occupations (OFO); providing detailed occupational priorities under each major category as derived from sectoral plans and research; taking measures that the education and training institutions need to undertake to deliver the needs as required; and elaborating these for each priority occupation, derived from Occupational Team reports. However, it will still be reviewed every five years. The basic role of SETABs in the NSDS IV will be to determine the skills needs of employers by occupation using the OFO for the sector; to secure workplace-based learning opportunities for learners; to support institutional and work-place based learning of the current workforce; to support education and training institutions to meet skills needs; and to perform system support functions and manage the budget linked to their mandate.
This is a major shift for the skills development fraternity and all stakeholders are invited to take part in this process by submitting their inputs.

Sector skills plan has a new structure for 2016/2017

Skills development in isolation will not yield a more capable state, skills development must be integrated with wider organisational development initiatives if it is to be effective” (DPSA, 2013b).

Section 10 (a) & (b) of SDA mandates SETAs to develop the Sector Skills Plan (SSP) as well as ensuring that it is updated thereof. The annual SSP update is stakeholder-led, research and evidence-based. The 2016/2017 financial year the SSP has been updated in line with the new SSP Framework and Guidelines by the Department of Higher Education and Training (DHET). The framework call for a new structure of the SSP which entail six chapters, with the following focus; i) Chapter One: outline PSETA’s scope of coverage, a description of key role players as well as an overview of the public service labour market profile. ii) Chapter Two: explored the major ‘change drivers’ impacting on skills demand and supply in the public service sector and detailed the national strategies with relevance for skills planning in the public service. iii) Chapter Three: provided a detailed analysis of skills demand and supply. iv) Chapter Four: outlined PSETA’s partnerships in support of skills development. v) Chapter Five: summarises the findings from the previous chapters, outlined PSETA’s priority skills and the plans for supporting the priority skills.

PSETA Priorities in the SSP

Although interventions to support any of the priorities identified in the NDP will also be considered, PSETA will prioritise development of the following state capabilities:

  • Professional and technical competencies, through a focus on support for the Strategic Infrastructure Projects;
  • Development of more operationally inclined and skilled management;
  • Improve technical competencies in Supply Chain Management (SCM), including contract management;
  • Improve competencies in Human Resource Development (HRD) and Management (HRM). With regards to HRD in particular, this will include a focus on improving departments’ competencies to provide training through e-learning and improving their competencies to support work integrated learning and bridging into work.

Mechanisms to support priorities

  • Work with relevant central government ‘champions’ of the competencies (the Chief Procurement Officer in the case of procurement, the Department of Public Service and Administration in the case of HRD etc.) to ensure alignment of training across the public service and to more precisely identify the mechanisms through which improved competencies can best be supported;
  • Support training providers (especially public providers) to develop more relevant and improved quality curriculum to address ‘demand-supply’ mismatches;
  • Use the discretionary grants as a mechanism to encourage departments to pool resources, align their training approaches and support the development of the priority skills outlined above;
  • Facilitate knowledge sharing between departments, state academies and other stakeholders;
  • Market the public service as a career of choice to support the recruitment of top graduates and artisans into the public service (Source PSETA SSP 2016/17.)

Stakeholders are invited to partner with PSETA in implementing the identified priorities.

Recognition of prior learning advisor learning programme

Recognition of Prior Learning (RPL) is a process through which formal, non-formal and informal learning are measured, mediated for recognition across different contexts and certified against the requirements for credit, access, inclusion or advancement in the formal education and training system or workplace. The aim is to make it possible to obtain formal recognition for knowledge gained throughout life, such as in workplaces and own reading or experiences.  The RPL process also entails providing support to a candidate to ensure that knowledge is discovered and displayed in terms of a relevant qualification registered on the National Qualifications Framework (NQF). Strides have been made to ensure implementation of RPL in the public service sector through the roll-out of the RPL Advisor learning programme. To date three hundred and fifteen public service sector employees were trained on this programme. This training will also be rolled out targeting the TVET colleges and other institutions of higher learning nationally. This project is aimed at building capacity on the supply side to enable institutions to implement RPL practices.

 

Call for Public Comments: New NSDS and SETA Landscape

The Minister of Higher Education and Training Dr Blade Nzimande gazetted the new NSDS and SETA landscape paper for public comments. Stakeholders are invited to participate in this process. Submissions and inputs should be submitted by 29 February 2016 to the Department of Higher Education & Training. Click on the link below to access the gazette.

PSETA Sector Skills Plan 2015 to 2016 Update

Levy contribution to the PSETA F/Y 2014/2015 In terms of the DPSA Directive, a contribution of 30% of the 1% of total department’s annual personnel budget for training and development of its personnel and potential employees is to be paid over to the line function SETA and to PSETA. The contribution of the 30% portion shall be payable to the SETA quarterly and no later than the last day of the first month of each quarter. It is the responsibility of your department to submit a written request to the relevant Treasury seeking and motivating for the creation of transfers to the PSETA in line with Treasury Regulation 6.3.1(a) and (b).  The account details to which transfers may be made is  as follows:  The Public Service  Sector Education & Training Authority; ABSA Bank; Account Number: 40-5196-0384; Current Account; Branch Name: RBB Commercial Northern Region; Branch Code: 632005. Gratitude to all the Departments who have started making the transfers to PSETA.

 

 

To Report suspected acts of corruption in the Public Service,

                                                                                                                                               call the toll free hotline at   0800 701 701

Email: reportfraud@pseta.org.za

Call 17737 for the Presidential Hotline

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