ETDP SETA Five Year Sector Strategy. Annual Business Plan

Transcription

1 ETDP SETA Five Year Sector Strategy for the period 2011/ /16 and Annual Business Plan for the period 2011/2012

2 Table of Contents CHAIRPERSON S FOREWORD 2 CHIEF EXECUTIVE OFFICER S OVERVIEW 4 1. INTRODUCTION 6 2. VISION, MISSION AND VALUES 7 3. THE RELATIONSHIP BETWEEN THE ETDP SETA S FIVE YEAR SECTOR SKILLS PLAN (SSP) AND THE STRATEGY 8 4. THE ETDP SETA STRATEGIC PILLARS 8 5. THE ETDP SETA STRATEGIC PLAN 9 6. IMPLEMENTATION PLAN THE ETDP SETA / DHET SERVICE LEVEL AGREEMENT FOR 2011/

3 CHAIRPERSON S FOREWORD The re-establishment of the ETDP SETA and the pronouncement of the National Skills Development Strategy III ( ) in November 2010 and in January 2011 respectively by the Minister of Higher Education and Training signalled the need for business re-engineering in order to respond appropriately to skills supply and demand issues to ensure a greater impact on skills development beneficiaries. The Accounting Authority took decisive and bold actions on organisational re-engineering to support the NSDS implementation in general and the ETDP SETA Five Year Strategic Plan in particular. These actions included the following: (i) The establishment of five Chambers, namely: Higher Education and Research; Further Education and Training (FET) and Technical Vocational Education and Training (TVET); Schooling; Early Childhood Development (ECD) and Adult Basic Education and Training (ABET) and Adult Education and Training; and Quality Education Provisioning. The above chambers will not necessarily work in isolation of each other. A chamber transversal management committee (Mancom) has been established to ensure synergy, where appropriate, among the activities of the various chambers. The chambers serve as a platform that brings together different expertise in various subsectors and promotes the engagement in debates and discussions in order to formulate well researched and on the ground information and insights to enhance skills development in the sector in a manner that re-enforces government efforts of developing a capable and skilled workforce for inclusive growth. (ii) Opening offices in all provinces The ETDP SETA will soon open five provincial offices in the Western Cape, Northern Cape, North West, Mpumalanga, and Free State. These offices are in addition to the existing offices in Limpopo (Polokwane), KwaZulu-Natal (Durban) and Eastern Cape (East London). The Gauteng Office is in the same building the Head Office in Auckland Park, Johannesburg. (iii) Board Committees with clear terms of reference and deliverables The Board is supported by the Audit Committee comprised of a majority of independent experts which oversees the internal audit function, the Finance Committee, the Human Resource Committee, the Remuneration Committee and the Education, Training and Development Quality Assurance Permanent Committee which is responsible for ensuring accreditation of quality programmes submitted by various service providers. These committees report to the Board via the Executive Committee on a regular basis. (iv) Reduced Board size The Board meeting held in August 2009 took a decision to agree to a reduction of its size as per the guidelines provided for in the Model Constitution of the Department of Labour (at the time SETAs were governed and managed by DoL). The board size was reduced from forty two (42) to twenty (20) members. The large Board was as a result of the inclusive participation of all Departments of Education (National and Provincial) who make a significant financial contribution of 10% of the salary bill of each department towards the ETDP SETA administration support. The 10 2

4 representatives of the Education departments had to be balanced by another 10 representatives of various Levy paying constituencies. This meant that the employer component was made up of 20 representatives which meant that the Board had to be balanced by the same number of organised labour representatives. Representatives from two professional bodies, the South African Council for Educators (SACE) and the South African Board of Personnel Practices (SABPP) made up the balance of the forty two member Board. The reduction in the size of the Board necessitated a large reduction in the number of representatives from the provincial education departments from ten to three. The three representatives were nominated by the Heads of Department Committee (HEDCOM). Whilst there was a loss of human capital, there was a significant reduction in the administration and expenditure with regard to the Board activities. SETAs are expected to develop and implement a new Constitution with effect from April 2011 to March This will bring about more changes, including a further reduction in the size of the ETDP SETA Board. These changes are aimed at ensuring more efficiency and effectiveness in the governance and management of the SETAs. (v) Aligning the Organisational Structure with the Strategy The organisational structure has been reviewed by the Board in order to align it with the strategy resource requirements and the provincialisation strategy to bring services closer to people. (vi) Effective policies, processes and procedures In recent years, the ETDP SETA has developed and constantly reviewed and re-evaluated its policies and procedures in order to ensure that there is a direct link between organisational vision and the day to day operational activities. Policies provide a framework that clearly and unequivocally define what, why and how matters must be dealt with as well as the consequences of non-compliance. They set the direction and tone of organisation for performance and accountability. The investment in policy development and implementation has created a conducive environment for improved performance of the organisation. (vii) Regular Performance Monitoring and Evaluation The ETDP SETA Board takes its oversight role seriously by ensuring that there are appropriate skills planning and implementation frameworks, as well as monitoring, evaluation and reporting frameworks. All the above actions and efforts have culminated in the resounding performance success of the ETDP SETA, smooth organisational operations, empowered employees, committed constituencies and last but not least, unqualified financial reports by the Auditor-General since the inception of the ETDP SETA. The ETDP SETA is extremely proud of these achievements. The processes embarked on and changes effected are part of our continuous quality improvement drive. We have no doubt in our minds that the strategy we have put in place will assist the ETDP SETA in the development of a capable and skilled workforce as well as developing entrepreneurs who will not only become self employed but create employment for others. Working together we can do more and make South Africa a better country especially for the many unskilled and unemployed people. We will welcome your inputs and comments on this strategy for further refinement. Yours in Education and Skills Simone Geyer ETDP SETA Board Chairperson (October 2010 March 2011) 3

5 CHIEF EXECUTIVE OFFICER S OVERVIEW Our country is, among other challenges, faced with escalating rates of unemployment especially among the youth. This Strategic Plan therefore aims at ensuring that we mobilise all our resources, effort and time, to the best of our abilities, towards the realisation of the National Skills Development Strategy 111 of a skilled and capable workforce that shares in, and contributes to, the benefits and opportunities of economic expansion and an inclusive growth path. Education and Skills are the most critical ingredients in the making of such a calibre workforce. The biggest challenge that confronts our democratic society is a mismatch between the supply of and the demand for skills in the labour market. This mismatch is, in addition to other factors, one of the major contributing factors to the escalating rates of unemployment. This especially affects our youth, some of whom remain unemployed, despite having acquired further and higher levels of education. Advanced technology, complexity and the demands of current workplaces contribute to this escalation. In addition to the education level requirements, employers need employability skills like communication, computer literacy and business skills in addition to the job specific skills. These requirements are in most cases coupled with a requirement for relevant work experience. Against this backdrop, the ETDP SETA continues to improve the quality of its skills development programmes and these include: learnerships, artisan development programmes, internships, experiential learning / in-service training and skills programmes. We have selectively crafted our strategic pillars in a way that will create value to all our beneficiaries. These include: - Investing in high quality labour market research to inform skills planning, development and implementation in the ETD Sector; - Collaboration with the Further, Education and Training (FET) and Higher Education Institutions (HEI) as key strategic partners in the delivery of the ETDP SETA skills development initiatives; - Implementation of quality Skills Development Programmes in the Education, Training and Development Sector that address Access, Success, and Progression; - Strengthening the quality assurance functions delegated to the ETDP SETA and implementing the transition to QCTO functions; and - Improved organisational performance through effective, efficient and economic organisational development practices. We believe that once operationalised, these broad pillars will go a long way towards addressing the challenges encountered in the areas of relevant skilling, quality assurance, work place learning, and collaboration among various players in training provision and will bring an end to training for the sake of training. All our programmes and efforts will be measured against various levels which contribute towards access, success and progression in learning and development among our beneficiaries. Our partnerships with various institutions and industries will encourage a close collaboration that will result in work integrated learning. 4

6 Critical to the skills revolution is the manner in which we address our agenda for social transformation in our country. We have taken it upon ourselves to adopt the minimum equity targets. For all our projects we will ensure that our recruitment strategy is able to achieve the following six key developmental and transformation imperatives, namely: - Race and Class (85% Black); - Gender (60% Women); - Geography (60% Rural); - Age (60% Youth); - Disability (5%); and - HIV / AIDS awareness in all ETD workplaces. The ETDP SETA views the next five years as an opportunity to make an impact in the ETD sector and on the lives of the people that we serve. Our strategy and plans will be under constant review and evaluation to assess their impact. Given our diverse sector in terms of expertise, resources, and the commitment of constituencies and employees, I have no doubt that we will continue to excel. Your inputs and comments will always be appreciated. Nombulelo Sesi Nxesi CEO ETDP SETA 5

7 1. INTRODUCTION The ETDP SETA s five year strategy ( ) 1 is a product that culminated from consultation with constituencies and stakeholders 1 in the ETD sector. It spells out key pillars of focus relating to the delivery of skills development over the next five years of implementing the NSDS III in terms of what is to be delivered, how it will be done, who will do it and by when. The focal point for the ETDP SETA in the next five years is to implement skills development programmes which bring all key national social and economic strategies and policy framework across all spheres of government together in a synergised, coherent and coordinated manner within the ETD sector. Central to the development of the ETDP SETA s five year strategy are: - The Government s Medium Term Strategic Framework ( ); - The Human Resource Strategy of South Africa ( ); - The new growth path framework, the National Industrial Policy Framework (2014); - The Industrial Policy Action Plan 2010/ /13); - The National Treasury s Framework for Strategic Plans and Annual Performance Plans (as published in August 2010); and - The National Treasury s Framework for Managing Programme Performance Information (as published in May 2007). Collectively, these documents directed and shaped the formulation of the National Skills Development Strategy III (2011/ /16) and the ETDP SETA strategy 2. Two major differences are notable in the formulation of this strategy and the previous two strategies. Firstly, this strategy places emphasis on integration, cooperation and partnerships. Secondly, it been developed in such a way that the implementation of relevant skills development initiatives are responsive to the sector skills needs and are geared towards measurable impact. The ETDP SETA is confident that its 11 year existence and experience in skills development, together with the NSDS III s shift from a one-size-fits-all approach, will enable the organisation to have a much needed influence and change in organisations in terms of work productivity and people s lives. 1 Consultation with constituencies and stakeholders will continue to inform subsequent annual updates of both the Five Year Strategy and Sector Skills Plan. 2 The ETDP SETA strategy was also informed by the performance agreements entered between the President and Ministers of Higher Education & Training and Basic Education. 6

8 2. VISION, MISSION AND VALUES Vision: The vision of the ETDP SETA is to promote and facilitate the development and improvement of the skills profile of the sector s workforce in order to benefit employers, workers and employees in the sector. Mission To support its vision, the ETDP SETA holds as its mission the promotion, facilitation and development of an education, training and development in which: - the skills levels of employees and workers are raised; - there is a healthy balance between supply and demand in the labour market; - there are diverse, flexible routes for initial and in-service education and training; - a variety of career paths are available; - the quality of education and training provided is improved; - the levy grant scheme is efficiently administered; - there is regular liaison with providers, other SETAs, the Department, the NSA and SAQA and its structures; - internal and external communication is effective in order to advance national human resource and skills development; - dialogue and interaction between public and private entities in the sector with regard to skills transfer and training; - delivery is encouraged; and - employers, workers and employees in the sector benefit from quality training, higher productivity and harmonious mutual dependencies. Core values: - transparency; - fairness; - courteous and caring; - honouring deadlines; - promotion of quality among all stakeholders; - cooperative governance; - approaching work in a developmental manner; - continuous improvement. Service delivery credo: To be at the cutting edge of Skills Development within the ETD sector, contributing to the social and economic development of the people of South Africa. 7

9 3. THE RELATIONSHIP BETWEEN THE ETDP SETA S FIVE YEAR SECTOR SKILLS PLAN (SSP) AND THE STRATEGY The ETDP SETA Sector Skills Plan for 2011/ /16 is a product that resulted in, amongst others, the following being achieved: - Developing an SSP through consultation with constituencies and stakeholders to determine sector skills development priorities based on an analysis of the skills demand and supply trends and skills needs within the sub-sectors; - Identification of sector specific objectives and goals that will meet sector needs and economic or industrial sector growth strategies to address scarce and critical skills in the sector; - The findings of the SSP informed the five strategic pillars, strategic objectives, outputs, outcomes and impact analysis related to the NSDS III. 4. THE ETDP SETA STRATEGIC PILLARS STRATEGIC PILLAR 1: STRATEGIC PILLAR 2: STRATEGIC PILLAR 3: STRATEGIC PILLAR 4: STRATEGIC PILLAR 5: Investing in high quality labour market research which will inform skills planning, development and implementation in the ETD sector. Collaboration with the Further Education and Training (FET) and Higher Education (HE) Institutions as key strategic partners in the delivery of the ETDP SETA skills development initiatives. Implementation of quality Skills Development Programmes in the Education, Training and Development Sector that addresses Access, Success, and Progression. Strengthen the quality assurance functions delegated to the ETDP SETA and implementation of the transition to QCTO functions. Improved organisational performance through effective, efficient and economic organisational development practices. 8

10 5. THE ETDP SETA STRATEGIC PLAN STRATEGIC PILLAR 1: Investing in high quality labour market research which will inform skills planning, development and implementation in the ETD sector. The ETDP SETA aspires to be a leading authority in research in the ETD sector in order to inform skills development and contribute to the growing knowledge economy. In order to achieve this, the ETDP SETA needs to have research capacity and resources. This will enable continuous and consistent collaboration with constituencies which will provide the ETDP SETA with a comprehensive understanding of the needs of the ETD sector to ensure occupational programmes are relevant and more responsive, thus ensuring a greater impact on the lives of individuals, communities and workplaces. Research will play an important role in terms of the generation of information and knowledge creation within the ETD sector. Thus, gathering of relevant data and analysis of the labour market information and trends will constitute an important function of research within the SETA. All the SETA skills development programmes will be based on credible research data and findings this will ensure that research becomes the hub of both planning and implementation of the skills development programmes. The research scope of the ETDP SETA will respond to the ETD sector s internal and external environments by incorporating diverse programmes such as early childhood development, schooling, higher education and training, library services, non-governmental organisations, trade unions and political parties into its research agenda. It will be of crucial importance for the research approach to acknowledge the uniqueness of the sub-sectors in terms of sectoral priorities, labour market profiles, skills intensities, target markets, products and services, wage structures, economic composition, industrial relations regimes, etc. Furthermore, the research approach will recognise the fact that there is little commonality and linkage within sub-sectors given their different mandates and modus operandi. The research agenda will enable the SETA to respond effectively to sector skills development needs. This will require the allocation of adequate resources to tackle fast emerging issues or developments but also future challenges. Resources in the form of personnel, funding and capacity are critical to ensuring quality is delivered, maintained and monitored within the Research Unit. As part of the strategy, it will require the SETA to be at the forefront in the synthesis, integration and communication of research findings. This approach will assist internal programmes, constituencies and key stakeholders, including policy makers, to make the best decisions based on the best evidence. Whilst the research will largely be based on the needs of constituencies, a more pro-active approach will also be promoted to ensure that the SETA research is at the cutting edge. Research relating to constituencies will be either conducted internally or commissioned by the SETA within the approved allocated budget. In the main, the priority research agenda will be aimed at a number of key objectives. Repositioning the ETDP SETA is paramount to ensuring that its functions and operations are more responsive and in line with the mandate of the National Skills Development Strategy III. This will mean that the skills development and training initiatives of the SETA are evidence-based and responsive to the needs of constituencies and key stakeholders on an ongoing basis. With the implementation of the key objectives outlined above, the research agenda of the SETA will seek to achieve a balance between compliance-oriented and strategy-driven approaches. More specifically, the research agenda will ensure the following key outcomes: ensure that research outputs are processed, packaged, utilised and disseminated to relevant constituencies and key stakeholders in the ETD sector including SETA staff and external partners; 9

11 conduct research that responds to the needs and priorities of constituencies in the ETD sector and supports research that informs the sector as a whole; serve as a conduit to ensure information is used to conceptualise and inform strategy that supports constituencies, ETDP SETA programmes and business operations (e.g. concept documents, models of good practice, impact studies). STRATEGIC OBJECTIVE: To establish a credible ETD sectoral mechanism for skills planning, to build career and vocational guidance. Output: - Enhance research within the ETD sector through strategic partnerships to produce a credible Sector Skills Plan. Outcome: - A sector informed scarce and critical skills guide is developed and communicated to the ETD sector to lead the promotion of comprehensive career development and productivity development; - Career guide is developed and widely communicated to promote, inform and recruit prospective entrants into the ETD sector. Impact: - At societal level, through targeted skills development interventions, the ETDP SETA aims to reduce unemployment in the sector while sustaining labour supply in the sector. - For the employed, by increasing the level of skills and enhancing productivity within the sector. STRATEGIC PILLAR 2: Collaboration with the Further, Education and Training (FET) and Higher Education (HE) Institutions as key strategic partners in the delivery of the ETDP SETA skills development initiatives. The Further Education and Training (FET) and Higher Education (HE) constituencies play a critical role in delivering skills development initiatives, across varied contexts, in line with the third National Skills Development Strategy (NSDS III). The ETDP SETA has prioritised the FET and HET subsectors, which also form part of the 12 constituencies under the auspices of the SETA, as a key pillar to ensure they reach their potential in delivering critical and scarce training deliverables. In order to achieve this, the SETA has identified three areas in its approach with the FET and HET constituencies. The SETA commits itself to: Playing a leading role as a key SETA in coordinating HET and FET training activities in the provisioning of skills development initiatives; Supporting both the FET and HET constituencies through key partnerships in developing employees and structures through lecturing, management and administrative programmes; Ensuring a coordinated strategy to strengthen and develop HE and FET Institutions to deliver key ETDP SETA learning programmes including skills programmes and learnerships. The ETDP SETA will play a leading role as a catalyst in facilitating and promoting greater collaboration and strategic partnerships with and between FET and HE Institutions and other key stakeholders including other SETAs. The nature of these partnerships will be focused and the SETA will be guided by the HE and FET chambers, as mechanisms, to ensure critical areas are dealt 10

12 with effectively and efficiently. In order to address training needs at different levels of FET and HE Institutions, key areas for development will relate to coordination to ensure articulation with and between differing learning pathways as well as creating better access, mobility and progression of FET learners to HE Institutions (Universities). In addition, the SETA will ensure, through constituency interaction and collaboration, that information is collated and updated to assist with identifying, monitoring and evaluating data to assist with conceptualising and implementing constituency relevant programmes appropriately packaged and monitored to meet workplace and employer needs. STRATEGIC OBJECTIVE: To promote the growth of FET and HEI systems responsive to sector, local, regional and national skills needs and priorities to improve teaching and learning. Output: - Improved capacity and service delivery within FET and HE institutions through organisational and staff development; - Improved quality provisioning and uptake of learning programmes (professional placements, work-integrated learning, apprenticeships, learnerships, internships, skills programmes, and work experience placements) across all sectors through SETA collaboration, with an emphasis on industry partnership to facilitate workplace experience and placement and implementation of PIVOTAL grants; and - Increased collaboration and partnerships between FETs and HEIs to articulate intermediate and high level learning programmes. Outcome: - Improved capacity of individual lecturers skills, attitudes, values and knowledge; - Improved service delivery in FET and HE institutions; and - Improvement of quality provisioning of programmes for the country s education and training system. Impact: - To provide access, success and progression to FET and HE lecturers; - To improve the general perception of FET colleges as institutions of choice; and - Improvement and sustaining of quality provisioning of ETD programmes within FET and HE institutions. STRATEGIC PILLAR 3: Implementation of quality Skills Development Programmes in the Education, Training and Development Sector that address Access, Success, and Progression. A coordinated and integrated ETD provisioning strategy involving the different Units of the ETDP SETA including Research, Constituency Support, Provincial Teams, Quality Assurance and Marketing and Communication is needed to address the diverse occupational training needs across the different contexts of the Education, Training and Development (ETD) sector. This strategy will be informed and aligned to the objectives of the ETDP SETA s Organisational Development strategy. The ETD Provisioning Strategy is informed by the Sector Skills Plan (SSP) which profiles the 12 constituencies and outlines the supply and demand of skills across each. It is important to understand the needs of each constituency and this will require a systematic and consistent 11

13 approach to ensuring constituencies are better serviced to meet their training needs through quality teaching and learning in all skills development programmes. The ETDP SETA has identified the following key occupational programmes on which to focus, to contribute to NSDS III objectives and other key legislation namely: early childhood development (ECD); teacher development; research; youth development; environmental education linked to the green economy initiatives; training of adult educators (Adult Education/ABET, ECD and Environmental); and occupational trainers. The above occupational programmes will address the knowledge, skills and workplace learning and experience required to meet industry, employer and organisational needs so that learners are better prepared to enter and upgrade their skills in the workplace. Critical to any quality skills development programme is monitoring and evaluation and this will be conducted throughout the duration of the programme to ensure quality teaching and learning is achieved. The information gathered through various processes will also assist with data collection to produce authentic and relevant information for reports in order to feed into research. To assist this process, the MIS system needs to be revamped to ensure integration of information relevant for different units. All these programmes will be monitored and evaluated on a consistent basis to determine areas of strength and weakness and recommendations will help to improve areas relating to quality, policy, procedure and process. For each constituency to be better serviced, it will require a strategy for each which means resources will need to be invested in order to prioritise critical areas. Strategic partnerships are vital to ensure that programme delivery enhances access, success and progression with particular reference to the workplace learning component. Through these partnerships, the piloting of best practice models relating to workplace learning and feedback will assist with continuous improvement processes. These models will also inform the accessing of grants for PIVOTAL programmes through identified partners. STRATEGIC OBJECTIVE: To increase access to foundational, intermediate and high level occupationally directed programmes. Output: - Adequate supply of qualified practitioners / professionals (unemployed) in the scarce skills areas in the following fields: Teacher Education, Research, Youth Development, Environmental Education, Adult Education, Early Childhood Practitioners and Occupational Trainers; - To implement identified learning programmes for the employed in scarce and critical skills areas as identified in the SSP. Outcome: Improving the quality of service delivery in all skills development interventions to meet the supply of the ETD sector. Impact: Qualified employees in the ETD sector to improve service delivery. 12

14 STRATEGIC PILLAR 4: Strengthen the quality assurance functions delegated to the ETDP SETA and to implement the transitional functions as delegated by the QCTO. Quality assurance is an integral part of a coordinated and integrated ETD provisioning strategy, which is envisaged within the ETDP SETA. The Quality Assurance Unit will ensure that there are credible mechanisms in place for standards setting and quality assurance functions to be performed optimally as delegated by the QCTO and in line with their mandate, requirements and legislation. In addition, the Quality Assurance Unit will also be responsible for the registration of learnerships and workplaces. The work of the Quality Assurance Unit will be three-fold, taking into consideration current and future roles and responsibilities. The work of the Quality Assurance Unit will: - Ensure stability within the ETD sector through current quality assurance practices and prepare training providers for the transition leading into the new QCTO training landscape; - Be informed by the Service Level Agreement with the QCTO in order to perform the functions of a Development Quality Partner; and - Be informed by the Service Level Agreement with the QCTO to perform the functions of a Assessment Quality Partner through partnerships. The functions of a Development Quality Partner and an Assessment Quality Partner will be determined by identified and relevant occupational pilot projects to meet industry needs as well as being informed by research through the Sector Skills Plan and consultation processes with respective constituencies and experts. The occupational pilot projects will also contribute to the provisioning of key programmes against NSDS III objectives and other key legislative mandates as well as ensure access, progression and articulation of occupational qualifications into and across the Quality Councils. The development of occupational curriculum, assessment specifications and qualifications are critical to ensuring that relevant knowledge, skills and workplace learning components meet industry, employer and organisational needs, thus ensuring that learners are better equipped with the necessary knowledge and skills to respond to the needs and challenges of the workplace. The model of the Quality Assessment Partner will be informed through partnerships to ensure the development, management and monitoring of external assessment against each occupational qualification. This will also require that adequate resources are provisioned including expertise in the areas of assessment, recognition of prior learning, and monitoring and evaluation. The relationship between standards setting and quality assurance are linked and integrated and therefore each is dependent on the other to ensure that the functions are carried out optimally for quality and credibility in the process and products. STRATEGIC OBJECTIVE: To ensure availability, relevance and quality of occupational qualifications and assessment to meet labour market needs in the ETD sector. Output: - Improved quality assurance services that are compliant with legislation; - Registered occupationally directed curriculum, assessment specifications and qualifications relevant to the ETD sector; and - Credible assessment instruments linked to curriculum and qualifications. 13

15 Outcome: - Improved quality assessment practice aligned to the QCTO policy. Impact: - Improved teaching, learning and assessment responding to the labour market needs; and - Recognition and articulation of ETD occupationally directed qualifications across Quality Councils. STRATEGIC PILLAR 5: Improved organisational performance through effective, efficient and economic organisational development practices. Central to the successful execution of the ETDP SETA s five year strategy is the acknowledgement of the need to have an integrated organisational development strategy. This strategy will be used primarily as the SETA s performance management system that will enable the organisation to translate its vision and strategy into implementation. It will seek to direct and streamline the ETDP SETA s operations with a view to achieving key organisational performance measurement areas, namely: financial, client service, internal business processes and organisational learning and growth. The availability of policies including Human Resource Management and Operational specific policies and procedures within the SETA is indicative of our aspiration to becoming a people oriented organisation. However, it is imperative that these policies and procedures are coordinated in a coherent and integrated strategy, incorporating marketing and communication functions, and this approach must be communicated to all staff to ensure collective buy-in and ownership. It is important that internal staff have the required knowledge, skills and competencies as well as the appropriate educational qualifications to fulfil their job function towards realising the broader organisational strategy. The ETDP SETA regards itself as a Learning Organisation and will continue to support individual staff efforts towards the attainment of qualifications through the internal bursary programme and short skills programmes, identified through the Performance Management and Development System (PMDS). The conceptualisation of succession planning at relevant levels needs to be built into the PMDS model in order to support internal growth and development of staff. The ETDP SETA supports an organisational culture that is performance driven to achieve excellence. The context of a rapid changing external environment demands that a workplace learning environment is cultivated and embraced by both management and staff. A learning organisation places a strong emphasis on the human resource aspects of the organisation. The ETDP SETA management will promote an enabling environment for employees to be appropriately skilled to respond and adapt to the changing external environment in line with the objectives of the NSDS III. Communication is a critical aspect of a learning organisational culture. Therefore, all employees need to be aware of and understand the imperative of the organisation s strategic goals and objectives in order to ensure buy-in and support. A shared organisational vision requires a strong emphasis on functional internal communication processes and collaboration and coordination between the different business units. This requires frequent and focused meetings across business units. This organisational development strategy seeks to ensure that all employees subscribe and buy-in to achieving an organisation that is upheld by its beliefs, attitudes, culture and values to ensure success, recognition and influence in the ETD sector. 14

16 STRATEGIC OBJECTIVE: To increase capacity for improved service delivery. Output: Formulation and implementation of an integrated organisational development and performance strategy. Outcome: - An efficient, effective and accountable organisation that delivers on the national mandate. Impact: - Highly capable and motivated workforce for improved service delivery. 15

17 6. IMPLEMENTATION PLAN Note: In all cases, programme costs are based on the current ETDP SETA funding model. STRATEGIC PILLAR 1: Investing in high quality labour market research which will inform skills planning, development and implementation in the ETD sector. STRATEGIC OBJECTIVE: To establish a credible ETD sectoral mechanism for skills planning, to build career and vocational guidance. Output Five-year Target 2011/12 Target 2012/13 Target 2013/14 Target 2014/15 Target 2015/16 Target A credible Sector Skills Plan informed by the skills needs of the sector in order to reduce the gap between supply of and demand for skills All 12 ETDP SETA constituencies participate in the development of the Sector Skills Plan 12 sub-sector/ constituency specific skills plans are in place, which will culminate into a Sector Skills Plan Updated sector profile in place 12 sub-sector/ constituency specific skills plans are in place, which will culminate into a Sector Skills Plan Updated sector profile in place 12 sub-sector/ constituency specific skills plans are in place, which will culminate into a Sector Skills Plan Updated sector profile in place 12 sub-sector/ constituency specific skills plans are in place, which will culminate into a Sector Skills Plan Updated sector profile in place 12 sub-sector/ constituency specific skills plans are in place, which will culminate into a Sector Skills Plan Updated sector profile in place Labour market research/analysis conducted on supply of and demand for skills in the sector Labour market research/analysis conducted on supply of and demand for skills in the sector Labour market research/analysis conducted on supply of and demand for skills in the sector Labour market research/analysis conducted on supply of and demand for skills in the sector Labour market research/analysis conducted on supply of and demand for skills in the sector DHET approved annual updated Sector Skills Plan DHET approved annual updated Sector Skills Plan DHET approved annual updated Sector Skills Plan DHET approved annual updated Sector Skills Plan DHET approved Five Year ETDP SETA Sector Skills Plan (2016 / /22) 5000 SDFs / Sector Skills Specialists receive training in the use of the Scarce and Critical Guide Budget 700 SDFs / Sector Skills Specialists receive training in the use of the scarce and critical skills guide R SDFs / Sector Skills Specialists receive training in the use of the scarce and critical skills guide R SDFs / Sector Skills Specialists receive training in the use of the scarce and critical skills guide R SDFs / Sector Skills Specialists receive training in the use of the scarce and critical skills guide R SDFs / Sector Skills Specialists receive training in the use of the scarce and critical skills guide R R R R R

18 Output Five-year Target 2011/12 Target 2012/13 Target 2013/14 Target 2014/15 Target 2015/16 Target ETDP SETA levy paying organisations submit their WSPs / ATRs online ETDP SETA levy paying organisations across all categories submit fully completed and accurate WSPs / ATRs by 30 June ETDP SETA levy paying organisations across all categories submit fully completed and accurate WSPs / ATRs by 30 June ETDP SETA levy paying organisations across all categories submit fully completed and accurate WSPs / ATRs by 30 June ETDP SETA levy paying organisations across all categories submit fully completed and accurate WSPs / ATRs by 30 June ETDP SETA levy paying organisations across all categories submit fully completed and accurate WSPs / ATRs by 30 June 2015 Vocational & career Information is communicated to prospective new labour entrants prospective new labour entrants receive Vocational & Career Information booklets prospective new labour entrants receive Vocational & Career Information booklets prospective new labour entrants receive Vocational & Career Information booklets prospective new labour entrants receive Vocational & Career Information booklets prospective new labour entrants receive Vocational & Career Information booklets An annual impact study on the effectiveness of the SETA programmes is conducted and findings communicated to stakeholders and constituencies Each beneficiary of all SETA programmes to receive HIV / AIDS brochures R A report on the impact of ETDP SETA programmes is made available to constituencies R HIV / AIDS Brochures are distributed to all learners and a register will be kept R A report on the impact of ETDP SETA programmes is made available to constituencies R HIV / AIDS Brochures are distributed to all learners and a register will be kept R A report on the impact of ETDP SETA programmes is made available to constituencies R HIV / AIDS Brochures are distributed to all learners and a register will be kept R A report on the impact of ETDP SETA programmes is made available to constituencies R HIV / AIDS Brochures are distributed to all learners and a register will be kept R A report on the impact of ETDP SETA programmes is made available to constituencies R HIV / AIDS Brochures are distributed to all learners and a register will be kept R R R R R

19 STRATEGIC PILLAR 2: Collaboration with the Further, Education and Training (FET) and Higher Education (HE) Institutions as key strategic partners in the delivery of the ETDP SETA skills development initiatives. STRATEGIC OBJECTIVE: Promoting the growth of FET and HEI systems responsive to sector, local, regional and national skills needs and priorities to improve teaching and learning. Output Five-year Target 2011/12 Target 2012/13 Target 2013/14 Target 2014/15 Target 2015/16 Target Increase the graduate output for FET lecturer development Improved capacity and service delivery within FET and HE institutions through organisational and staff development To train 120 FET lecturers in 2011/12 with at least 80% success rate to be reported at the end of 2012/13 To train 120 FET lecturers in 2011/12 with at least 80% success rate to be reported at the end of 2013/14 To train 120 FET lecturers in 2011/12 with at least 80% success rate to be reported at the end of 2014/15 To train 120 FET lecturers in 2011/12 with at least 80% success rate to be reported at the end of 2015/16 To train 120 FET Lecturers in 2011/12 with at least 80% success rate to be reported at the end of 2016/17 Increase the post graduate output for HEI lecturer development R To train 60 HEI lecturers with at least 80% success rate to be reported at the end of 2012/13 R To train 60 HEI lecturers with at least 80% success rate to be reported at the end of 2013/14 R To train 60 HEI lecturers with at least 80% success rate to be reported at the end of 2014/15 R To train 60 HEI lecturers with at least 80% success rate to be reported at the end of 2015/16 R To train 60 HEI lecturers with at least 80% success rate to be reported at the end of 2016/17 Increased collaboration and partnerships between the SETA and FETs and HEIs to articulate intermediate and high level learning programmes Increased capacity of HEIs to deliver on partnership programmed with the ETDP SETA R At least 20 FETs are accredited to deliver ETDP SETA programmes At least 9 partnership agreements are signed by the ETDP SETA and FETs, HEIs and relevant industries for work integrated learning and other programmes which leads to articulation between FETs and HEIs and/or employment R At least 30 FETs are accredited to deliver ETDP SETA programmes Continuous support of the partnership agreements are signed by the ETDP SETA and FETs, HEIs and relevant industries for work integrated learning and other programmes which leads to articulation between FETs and HEIs and/or employment R At least 9 partnership agreements are signed by the ETDP SETA and FETs Continuous support of the partnership agreements are signed by the ETDP SETA and FETs and HEIs and relevant industries for work integrated learning and other programmes which leads to articulation between FETs and HEIs and/or employment R Continuous support of the partnership agreements are signed by the ETDP SETA and FETs, HEIs and relevant industries for work integrated learning and other programmes which leads to articulation between FETs and HEIs and/or employment R Continuous support of the partnership agreements are signed by the ETDP SETA and FETs, HEIs and relevant industries for work integrated learning and other programmes which leads to articulation between FETs and HEIs and/or employment 18

20 STRATEGIC PILLAR 3: Implementation of quality Skills Development Programmes in the Education, Training and Development Sector that address Access, Success and Progression. STRATEGIC OBJECTIVE: Increasing access to intermediate and high level occupationally directed programmes. Output Five-year Target 2011/12 Target 2012/13 Target 2013/14 Target 2014/15 Target 2015/16 Target Adequate supply of qualified practitioners / professionals (UNEMPLOYED) in the scarce skills areas in the following fields: Teacher Education, Research, Youth Development, Environmental Education, Adult Education, Early Childhood Practitioners and Occupational Trainers 500 youth and adult learners enter ABET level 4 / NQF level young learners will be supported in second chance bridging programme 100 youth and adult learners enter programmes in 2011/12 with at least 80% success rate to be reported at the end of 2012/ young learners supported to attain NQF level 4 qualification in 2011/12 with at least 80% success rate to be reported at the end of 2012/ youth and adult learners enter programmes in 2012/13 with at least 80% success rate to be reported at the end of 2013/ young learners supported to attain NQF level 4 qualification in 2012/13 with at least 80% success rate to be reported at the end of 2013/ youth and adult learners enter programmes in 2013/14 with at least 80% success rate to be reported at the end of 2014/ young learners supported to attain NQF level 4 qualification in 2013/14 with at least 80% success rate to be reported at the end of 2014/ youth and adult learners enter programmes in 2014/15 with at least 80% success rate to be reported at the end of 2015/ young learners supported to attain NQF level 4 qualification in 2014/15 with at least 80% success rate to be reported at the end of 2015/ youth and adult learners enter programmes in 2015/16 with at least 80% success rate to be reported at the end of 2016/ young learners supported to attain NQF level 4 qualification in 2015/16 with at least 80% success rate to be reported at the end of 2016/17 A total of 6000 learning programmes to be implemented (i.e learnerships and 1000 skills programmes) R learners enter learnerships in 2011/12 with at least 80% success rate to be reported at the end of 2012/13 R learners enter learnerships in 2012/13 with at least 80% success rate to be reported at the end of 2013/14 R learners enter learnerships in 2013/14 with at least 80% success rate to be reported at the end of 2014/15 R learners enter learnerships in 2014/15 with at least 80% success rate to be reported at the end of 2015/16 R learners enter learnerships in 2015/16 with at least 80% success rate to be reported at the end of 2016/17 R R R R R workplaces supported to host learners 1000 Employer workplaces supported R Employer workplaces supported R Employer workplaces supported R Employer workplaces supported R Employer workplaces supported R

21 Output Five-year Target 2011/12 Target 2012/13 Target 2013/14 Target 2014/15 Target 2015/16 Target 200 learners enter skills programmes in 2011/12 with at least 80% success rate to be reported at the at the of 2012/ learners enter skills programmes in 2012/13 with at least 80% success rate to be reported at the of 2013/ learners enter skills programmes in 2013/14 with at least 80% success rate to be reported at the of 2014/ learners enter skills programmes in 2014/15 with at least 80% success rate to be reported at the of 2015/ learners enter skills programmes in 2015/16 with at least 80% success rate to be reported at the of 2016/ interns in critical and scarce skills areas to be supported through workplace placement 600 learners enter internships with at least 80% complete the duration of the internships or placed into employment prior to completion 600 learners enter internships with at least 80% complete the duration of the internships or placed into employment prior to completion R learners enter internships with at least 80% complete the duration of the internships or placed into employment prior to completion R learners enter internships with at least 80% complete the duration of the internships or placed into employment prior to completion R learners enter internships with at least 80% complete the duration of the internships or placed into employment prior to completion interns supported with relevant skills programmes R learners enter skills programmes and 80% complete and reported against in 2012/13 R learners enter skills programmes and 80% complete and reported against in 2013/14 R learners enter skills programmes and 80% complete and reported against in 2014/15 R learners enter skills programmes and 80% complete and reported against in 2015/16 R learners enter skills programmes and 80% complete and reported against in 2016/ learners gain Workplace Experience in National Certificate Vocational (NCV) programme (Including Artisans) B. Ed and PGCE students receive workplace experience 60 learners supported in NCV workplace experience R Enrolled in workplace experience and 80% are placed in schools at the end of the programme 60 learners supported in NCV workplace experience R Enrolled in workplace experience and 80% are placed in schools at the end of the programme R learners supported in NCV workplace experience R Enrolled in workplace experience and 80% are placed in schools at the end of the programme R learners supported in NCV workplace experience R Enrolled in workplace experience and 80% are placed in schools at the end of the programme R learners supported in NCV workplace experience R Enrolled in workplace experience and 80% are placed in schools at the end of the programme Increase the graduate output by in teacher education R learners are awarded teacher bursaries and 80% complete at the end of 2014/15 financial year R learners are awarded teacher bursaries and 80% complete at the end of 2015/16 financial year R learners are awarded teacher bursaries and 80% complete at the end of 2016/17 financial year R learners are awarded teacher bursaries and 80% complete at the end of 2017/18 financial year R learners are awarded teacher bursaries and 80% complete at the end of 2018/19 financial year R R R R R