Reflections on the Human Capital Development Strategy (HCDS): the second series of conceptual papers supporting the implementation of the HCDS

Transcription

1 Reflections on the Human Capital Development Strategy (HCDS): the second series of conceptual papers supporting the implementation of the HCDS February 2008 Authored by: Fiona M Lewis Vumile H Nyalashe Zaahida Hartley Sigamoney M Naicker

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3 Foreword As part of the Human Capital Development Strategy, this series of papers aims to produce knowledge about the lead strategy of the provincial education department. Knowledge production is critical to finding solutions to the challenges we face. Traditional bureaucracies operated within a framework of a narrow technicist approach to educational matters that was largely influenced by fundamental pedagogics. This removed from the equation sociological factors that impact on teaching and learning in a substantial manner. The Human Capital Strategy seeks to change the education landscape, which is dynamic and constantly changing as it influences and is influenced by a plethora of diverse factors. Globalisation teaches us that we must understand, as a developing nation, the specificities of our context, so we can attempt to address our shortcomings. These series of papers, for example, the one associated with the learning organisation, requires of us to understand our context and address the challenges. As an education department, we understand that the implementation of policy is often a trade-off. Some sectors benefit more than others, but our intention is to provide a quality general education and training for all our learners. Therefore, our focus is to ensure that every child is literate and numerate so as to equip them to reach their full learning potential. Another key challenge that faces us relates to skills development. Here, the FET College sector is positioned to make advancements and has the full support from both national and provincial departments. We encourage our educators, NGOs and other important stakeholders in education to engage with this set of papers so that we can encourage debate and allow discussion and dialogue to flourish as we grapple with serious challenges in education. RB SWARTZ HEAD: EDUCATION i

4 Acronyms ABET...Adult Basic Education and Training ACESS...Alliance for Children s Entitlement to Social Security (an NGO) AET...Adult Education and Training AFET...Adult Further Education and Training AIDS...Acquired Immune Deficiency Syndrome ANC...African National Congress ARK Absolute Return to Kids (an NGO) ASGISA...Accelerated and Shared Growth Initiative for South Africa AVT...Audiovisual technologies CEO...Chief Executive Officer CHE...Council on Higher Education CHEC...Cape Higher Education Consortium CLC...Community Learning Centre CPUT...Cape Peninsula University of Technology DEDT...Department of Economic Development and Tourism DET...Department of Education and Training DoE...Department of Education (National) DoL...Department of Labour ECD...Early Childhood Development EDULIS...Education Library and Information Service EMDC...Educational Management Development Centre EMEP...Extra-Mural Education Project EPWP...Expanded Public Works Programme ESF Employment Strategy Framework ESS...Employment Services System ETDP...Education Training and Development Programme FAS...Foetal Alcohol Syndrome FBO...Faith-based Organisations FET Further Education and Training FETC...Further Education and Training Certificate GDP...Graduate Development Programme GEAR...Growth Employment and Redistribution GET...General Education and Training GETC...General Education and Training Certificate GNU...Government of National Unity HCDS...Human Capital Development Strategy HEIs...Higher Education Institutions HESA...Higher Education South Africa HIV...Human Immune Virus HO...Head Office HOR...House of Representatives HSRC...Human Sciences Research Council HSS...Human and Social Sciences ICT...Information and Communication Technology IE...Ikapa Elihlumayo IIEP...International Institute for Educational Planning IQMS...Integrated Quality Management Systems JIPSA...Joint Initiative for Priority Skills Acquisition KM...Knowledge Management LO...Learning Organisation LoLT...Language of Learning and Teaching LSM...Learning Support Material LSO...Learner Safety Officers MEC...Member of the Executive Council MEDS Micro-Economic Development Strategy NASGB...National Association of School Governing Bodies NC...Northern Cape NCS...National Curriculum Statement NdoE...National Department of Education NEPAD...New Partnership for Africa s Development NGO...Non-governmental organisation NLA...National Literacy Agency NMMU...Nelson Mandela Metropolitan University ii

5 NP...National Party NQF...National Qualifications Framework NSA...National Skills Authority NSDS...National Skills Development Strategy NSF...National Skills Fund NYDPF...National Youth Development Policy Framework OBE...Outcomes Based Education OECD...Organisation for Economic Co-operation and Development PERO...Provincial Economic Review and Outlook PGDS...Provincial Growth and Development Strategy PGWC...Provincial Government of the Western Cape R&D...Research and Development SA...South Africa SANLI...South African National Literacy Initiative SAQA...South African Qualifications Authority SARS...South African Revenue Service SASA...South African Schools Act SASSA...South African Social Security Agency SDA...Skills Development Act SETAs...Sector Education and Training Authorities SGB...School Governing Bodies SLES...Specialised Learner and Educator Support SMME...Small Micro and Medium Enterprise SNOC...Schools as Nodes or Hubs of Care and Support SOPA...State of the Province Address (Premier Ebrahim Rasool) UCT...University of Cape Town UIF...Unemployment Insurance Fund UNESCO...United Nations Education, Scientific and Cultural Organisation US...University of Stellenbosch UWC...University of Western Cape UYF...Umsobomvu Youth Fund WC...Western Cape WCED...Western Cape Education Department WSE...Whole School Evaluation iii

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7 Contents Foreword...i Acronyms... ii Positioning the Western Cape Education Department as a learning organisation towards developing a knowledge management strategy...1 Executive Summary Introduction The essentials of a Learning Organisation and Knowledge Management What is a learning organisation? Why must we manage knowledge? WCED as a learning organisation Challenges facing WCED as a Learning Organisation How has the WCED responded?... 5 The Human Capital Development Strategy... 5 Knowledge management within the WCED... 5 The WCED as a Learning Organisation Recommendations Going the extra mile Promote sharing of ideas and knowledge Conclusion... 8 References... 9 A focus on the youth: a comprehensive youth development strategy for the Western Cape Education Department Executive summary Introduction How do we define youth? What are some of the issues that affect youth in the province? The role of the state in alleviating the burdens of the unemployed National and provincial policy initiatives Accelerated Shared Growth Initiative of South Africa The National Youth Development Policy Framework (NYDPF) ( ) The Umsobomvu Youth Fund (UYF) The Human Capital Development Strategy (HCDS) (2006) The Social Capital Formation Strategy Recommendations Conclusion...20 References...20 Are we addressing the skills challenge? Considerations for the skills/ qualifications debate: A Western Cape perspective Executive Summary Introduction Defining skills...25 v

8 2.1 Where do qualifications fit in then? Relating skills, qualification and competence in a learning environment Arguing the case for qualifications, skills and competence from the perspective of the employers The national and provincial context Skills development and the link to the national curriculum The true nature of the skills challenge in the province Positioning the WCED to take action Skills development within GET Skills development within the FET band Skills development within HEIs Skills development at ABET and AFET level Recommendations Conclusion...35 References...36 Annexure A...38 Skills, Knowledge, Attitudes and Values: A Development Strategy for the Western Cape Education Department Executive Summary Introduction Background: reviewing progress in education SKAV: definitions and education programmes...53 Skills...53 Knowledge...53 Values...53 Attitudes SKAV: International descriptions SKAV development challenges for WCED...56 Challenges facing learners...56 Interventions needed WCED response to SKAV development challenges Conclusion...57 References...58 Appendix A: Critical outcomes...59 The future for adult basic education and training making sense of the options Executive Summary Introduction Background of South African education How ABET is positioned nationally What are the initiatives? HCDS and ABET transformation in the Western Cape province WCED efforts to transform ABET Feasibility study Collaboration between ABET and FET colleges Collaboration between ABET and SETAs ABET and other government departments Recommendations...70

9 7. Conclusion...71 References...72 Appendix A: ABET success stories Milnerton Literacy Centre An adult literacy success story at Table View Library Sijonga Phambili Community Learning Centre Adult Award Ceremony...73 Supporting teachers some ideas towards a teacher support strategy Executive Summary Introduction Where are educators at and how are they doing? Educational changes in the Western Cape post Objectives of the WCED Achieving the objectives: Some of the challenges ahead The role of the WCED in ensuring that goals are achieved Recommendations Conclusion...83 References...84 Social capital in education: framing an education response Executive Summary Introduction: Seeing with new eyes Social capital theory Background: The development of a social capital discourse Defining social capital Defining community in education terms Linking human and social capital through communities of practice...91 An argument for linking schools to communities...91 Case example: the Lentegeur Education Foundation Social capital and government Implications of the model for service delivery agents The service platform for social capital formation within the PGWC...93 Case example: The social transformation programme as a foundation for building social capital within provincial government The role of schools in building social capital to develop human capital...94 Extra-curricula activities...95 Adult learning, ECD and volunteerisim A reality check some of the challenges at school level Building social capital within the Western Cape Building the case for developing social capital in education programmes in the Western Cape A situational analysis...97 Child poverty...97 Youth unemployment...98 Crime, gangsterism and drugs...98 HIV/AIDS and TB...98 Learner drop-out and repetition rate...98 Matric pass and endorsement rates...99

10 4.2 Current case examples within the province...99 Social transformation programme...99 Beyond the school wall Developing extra-mural opportunities Schools as Nodes of Care The role of partners in Education (NGOs, CBOs) in education and community development Recommendations Towards a strategic framework for social capital in education Conclusion References Additional Reading Annexure A Annexure B A fresh look at the role of higher education in the Human Capital Development Strategy Executive Summary Introduction The institutional landscape in the Western Cape Higher education and development Partnering for growth and development: HEIs and the WCED The overarching challenges Aligning higher education and the goals of the HCDS Improving the quality of education Building/extending the skills and qualifications base Building human capital within the region Recommendations for structured dialogue Conclusion Reference list Further reading The role of industry and SETAs in promoting human capital development in the Western Cape Executive summary Introduction The role of the state in developing human capital Active labour market policies after Programmes and legislation emanating from the SDA Financing of SETAs Umsobomvu Youth Fund The Human Capital Development Strategy (HCDS) The role of industry in promoting human capital Recommendations Conclusion References...135

11 Positioning the Western Cape Education Department as a learning organisation towards developing a knowledge management strategy Vumile Nyalashe Western Cape Education Department Acknowledgements Mr Vumile Nyalashe authored this paper, in consultation and discussion with Dr Sigamoney Naicker. Dr Adele Gordon provided editorial support. Positioning the WCED as a learning organisation towards a knowledge management strategy 1

12 Executive Summary As a developmental department the Western Cape Education Department (WCED) must have the mechanisms to learn from its own experiences by monitoring and assessing its policies and programmes using its knowledge management systems and communicating this information to officials and educators. These processes are an integral part of the WCED s overarching programme, the Human Capital Development Strategy (HCDS), which commits the WCED to enhance the skills and qualifications of learners by assuring the growth and development of the internal knowledge and future capacity of the [WCED] WCED (2006:26). Officials are charged with the task of supporting the HCDS through their own projects and programmes. This paper examines how the WCED is establishing itself as a Learning Organisation (LO) through examining its procedures of Knowledge Management (KM) in the province. The paper begins by defining what is meant by a Learning Organisation and Knowledge Management before outlining applied strategies and those already underway. For the WCED to be identified as a learning organisation it is noted that it must be able to construct new knowledge and develop mechanisms to allow it to reflect on past experiences and make decisions based on those experiences. The WCED Redesign Project aims to ensure that the WCED has the capacity to address the issue of transformation within the WCED. Knowledge management in the WCED is achieved through various means including the WCED Online web site designed for learners, parents, educators, administrators, friends and partners in education, and the general public, The Khanya Technology in Education project which aims at introducing ICT at all schools in the WCED, and EDULIS: (Education Library and Information Service) which gives educators access to management, research and curriculum-related material. The WCED is striving to be a Learning Organisation through the work of various departments, including: The Directorate: Education Research, responsible for identifying, conducting, co-ordinating, facilitating and recommending research in a professional, systematic and objective manner; its Service delivery charter, which commits it to improve service delivery and ensure quality education; the Directorate: Quality Assurance which issues a biannual report that assesses progress on selected key HCDS projects. The paper is concluded with recommended actions to ensure it will continue to fulfill its goal of being a learning organisation. 2 Positioning the WCED as a learning organisation towards a knowledge management strategy

13 1 Introduction As a developmental department the Western Cape Education Department (WCED) must have the mechanisms to learn from its own experiences by monitoring and assessing its policies and programmes using its knowledge management systems and communicating this information to officials and educators. These processes are an integral part of the WCED s overarching programme, the Human Capital Development Strategy (HCDS), which commits the WCED to enhance the skills and qualifications of learners by assuring the growth and development of the internal knowledge and future capacity of the [WCED] WCED (2006:26). Officials are charged with the task of supporting the HCDS through their own projects and programmes. The question that one may ask is, are WCED officials and educators ready for this challenge? Three related issues are: (WCEC: 2006:27): the in-service development of educators is critical if we are to respond to new and rapid developments in education, knowledge management and methodology; current policy processes must be coordinated with service delivery, particularly at the level of EMDCs; and most importantly, as a learning organisation, WCED must undergo a constant process of self critique and renewal through focusing on organisational efficiency, strengthening and focusing district capacity, reinforcing school effectiveness and driving support strategies to address various aspects of quality education in schools. The WCED has taken note of this challenge as articulated in HCDS documents (WCED: 2006:39): it is essential that the WCED initiate the process to sharpen up its communication strategies, both within and among offices, and between offices and schools and the broader education community. This paper examines how the WCED is establishing itself as a Learning Organisation (LO) through examining its procedures of Knowledge Management (KM) in the province. The paper begins by defining what is meant by a Learning Organisation and Knowledge Management before outlining applied strategies and those already underway. Recommendations are followed by a conclusion. 2 The essentials of a Learning Organisation and Knowledge Management 2.1 What is a learning organisation? A Learning Organisation is one that encourages learning among its people by promoting an exchange of information between employees, hence creating a more knowledgeable workforce. As a result organisations are more flexible as an enhanced knowledge base enables the workforce to improve their practices through adapting to new ideas ( Taylor, 1998:1) The concepts of LO and KM are clearly interrelated and both are critical for organisational success and long-term viability (Loermans 2002:289) 1. Encouraging learning amongst its people by promoting the exchange of information Learning at an organisational level can only be understood if we first understand how an individual constructs knowledge. Our starting point in this paper is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions 2. For the 1 Loerman Jozef (2002) Synergizing the learning organisation and knowledge management: Journal of Knowledge Management. Volume 6 Number pp Copyright MCB University Press ISSN : Some literature on the LO (e.g. Senge, 1990; Malhotra, 1996; Santosus, 1996) does not mention knowledge at all and some only briefly mentions knowledge in passing but does not expand on the relationship (e.g. Addleson, 1999; Schein, 1997). Conversely, some literature on KM does not mention learning (e.g. Davenport and Prusak, 1998; Sveiby, 1997) whilst some sees close relationships between the theories and practice of knowledge generation and learning (Allee, 1997; Nonaka and Takeuchi, 1995; Leonard, 1998; Sierhuis and Clancey, 1997). 2 J Bruner. Available at Positioning the WCED as a learning organisation towards a knowledge management strategy 3

14 WCED to be identified as a learning organisation 3 it must be able to construct new knowledge and develop mechanisms to allow it to reflect on past experiences and make decisions based on those experiences. This can only be done if the people in the organisation consider that the information presented is relevant to the issues being debated. A large multi-level organisation such as the WCED has particular challenges to face if it is to encourage collaboration between all its employees. In fact we need to consider how interaction is to take place between Head Office, the Education Management District Centres (EMDCs) and the schools. Communication strategies must allow all interested parties to keep abreast of developments taking place within the WCED and the province at large. Through ensuring that the atmosphere is always conducive for learning to take place, employees of the WCED should engage in dialogues and conversations so as to understand each other and learn as a team. Even though it is not always possible to openly state one s point of view it is essential that organisations should create opportunities for dialogue. To quote Gadamer: It is a characteristic of every true conversation that each opens himself to the other person, truly accepts his point of view as worthy of consideration and gets inside the other to such an extent that he understands not a particular individual, but what he says However, it is important to note that the concept of learning organisation has been seen to have some shortcomings. Kuchinke quoted in Kerka 5 argues that the concept is being oversold as a near-universal remedy for a wide variety of organisational problems. 2.2 Why must we manage knowledge? Any organisation must gather, organise and communicate knowledge at all times but it is particularly important when new policies and strategies are launched as these can lead to tensions and even conflict. Malhotra as quoted by Louw (1998) argues that knowledge management caters to the critical issues of organisational adaptation, survival and competence in the face of increasingly change. All must be made aware of new developments and be given opportunities to give input in an open and transparent atmosphere so that no one is threatened by the changes. When knowledge is efficiently managed within a learning organisation all involved understand its status, how systems within it are controlled and what is required for individuals to develop. If conducted successfully, one can expect that organisational effectiveness will improve. The restructuring of the WCED, an instance of changing structures to improve knowledge management systems, is aimed at enhancing service delivery and increasing efficiency through improving service delivery. This will only succeed if communication is transparent and reaches all personnel as this will reduce uncertainty and fear and allow new structures and approaches to be implemented. For the WCED, knowledge management entails considering how challenges can be overcome by gathering information on the issues raising problems, how these problems arose and what implications these have for future developments. 3 WCED as a learning organisation Effective and quality teaching and learning, a key priority of the WCED, can be realised when policies created both nationally and provincially provide clear guidelines are supported by all the stakeholders and that they are based on the realities being faced by teachers and learners. In this section of the paper we examine whether the policies and programmes of the WCED indicate that it is a learning organisation, capable of producing and managing knowledge effectively, responding to change and handling complex issues and uncertainty. Besides detailing the programmes and policies it considers the ways in which employees are trained and whether or not they are motivated to take up new challenges presented to them by new strategies such as the HCDS. 3 Monyemangene (2006) 4 Gadamer (1979: 347), Horizons of understanding. Also available at 5 Kerka S (1995:2) The Learning Organisation: myths and realities. Available at 4 Positioning the WCED as a learning organisation towards a knowledge management strategy

15 3.1 Challenges facing WCED as a Learning Organisation The WCED is faced with challenges that require commitment and accountability from all stakeholders. These challenges cannot be overcome unless the WCED as a learning organisation capacitates its workforce with relevant knowledge and skills. Listed below are some challenges that the WCED has committed it to achieve by 2014 as highlighted in the HCDS document 6 : service delivery improvement plans informed by development plans for each school are entrenched as standard requirements; every school offers a safe and secure environment for learners and educators; the backlog in the provision of classrooms decreased by 60%; every educator and learner has access to ICT training and infrastructure to support the learning and teaching process. We need to ask whether the employees of the WCED have been able to gather, organise, share and analyze relevant knowledge, whether there had been sufficient resources to do these tasks, and whether they have the required skills to succeed? 3.2 How has the WCED responded? The Human Capital Development Strategy The HCDS of WCED focuses on the management of the existing human capital within an organisational context, and looks at introducing processes and systems, as well as training programmes for staff that are intended to increase the productivity and effectiveness of such staff (WCED:2006; i). Strategic responses to the challenges outlined above include a wide range of policies and programmes. The initial phase of HCDS is the WCED Redesign Project. This aims to ensure that the WCED has the capacity to address the issue of transformation 7. Macro redesign (restructuring Senior Management Staff) has been completed and the cabinet has approved the Micro design (posts that support SMS). This will ensure that the organisation is able to perform maximally. Two of the strategies that are aligned with the HCDS are the Literacy and Numeracy Strategy (LitNum) of and the recapitalisation of Further Education and Training colleges. The LitNum strategy aims to deal with challenges of low level of literacy and numeracy of our learners which contributes to the high levels of attrition and failure rates. Communicating these programmes to the broader public has been through road shows, Internet and documents. Knowledge management within the WCED a) WCED Online web site WCED Online is an official web site designed for learners, parents, educators, administrators, friends and partners in education, and the general public. This web site aims to further quality education in all public schools in the province. This initiative ensures that there is a connection between the WCED and the other stakeholders. The WCED is trying to ensure that information is easily accessible and simplified for the learners, parents and other role players. This web site can be seen to support officials in their attempts to anticipate, react and respond to change, complexity and uncertainty (Malhotra (1996:[51] p.2) (b) The Khanya Technology in Education project Through introducing ICT at all schools in the WCED, the department is meeting its goals of ensuring it becomes a learning organisation through introducing the technology to manage knowledge production in schools effectively. The Khanya Technology in Education Project of the Western Cape Education Department Narrowing the (WCED), in collaboration with other ICT initiatives in the WCED and Provincial Administration, digital divide is investigating innovative ways of using information, communication and audiovisual technologies to improve curriculum delivery in all schools of the Western Cape. The Khanya project specifically intends narrowing the 6 Human Capital Development Strategy for the Western Cape document (2006:38) and some of these have been highlighted on page 5. 7 WCED (2006:1). WCED Redesign Bulletin No 1, April Positioning the WCED as a learning organisation towards a knowledge management strategy 5

16 digital divide by placing information and communication technologies (ICT) and audiovisual technologies (AVT) in disadvantaged schools. The educational impact of the Khanya project will be measured by its affect on academic results and particularly maths. However, it is intended that by 2012, all educators and learners will have access to computers and addresses. Already, learners in more than a third of WCED schools have access to computer networks connected to the Internet through the fundraising efforts of their own schools and Khanya. Specifically, the WCED is using the ICT in schools to deliver and support curriculum help in raising the levels of teaching and learning in disadvantaged schools educate and support educators eliminate the digital divide empower learners to join the global knowledge community encourage learners to prepare themselves for careers in the sciences, engineering and ICT collect and distribute administrative information ensure that all schools in the province, rural as well as urban, have immediate access to curriculum and administrative information (c) Information and Communication Technologies (ICT) in WCED schools The administration systems in WCED schools are all being connected to head office and the EMDCs so that information can flow speedily and efficiently. EDULIS: (Education Library and Information Service) EDULIS ensures that WCED educators have access to management, research and curriculum-related material by providing: a free library and information service, the evaluation of learning support material, support for school library organisation and guidance in Information Literacy Skills. EDULIS ensures that in order to ensure quality teaching and learning. EDULIS plays a significant role in EDUPALS Making use of ICT will allow the WCED to manage knowledge effectively thus encouraging learning in all spheres. EDUPALS is the library administration software used to facilitate on-line access to the EDULIS Library stock. PALS is a multi-institution system, i.e. it can house separate libraries as separate institutions with their own catalogues and loan policies. EDUPALS currently consists of the EDULIS Library and the libraries of Somerset College and of the Graduate School of Business at UCT. An EDUPALS pilot school library project is currently in the implementation phase. The education library services of the education departments of a number of the other provinces have also indicated that they are interested in joining EDUPALS. In future EDUPALS could, therefore, become a tool to standardise the library administration software for education library services, and also for. This will ensure that knowledge in the WCED is not only available for WCED employees but for other stakeholders as well. The WCED as a Learning Organisation The WCED has initiated a number of research and evaluation activities that illustrate its capacity as a learning organisation. (a) Research The Directorate: Education Research is responsible for identifying, conducting, co-ordinating, facilitating and recommending research in a professional, systematic and objective manner. It also evaluates and considers research requests. The WCED research directorate has developed a web site to provide comprehensive data to WCED managers and other interested parties who require detailed statistics on education in the Western Cape. The main information sources are the WCED s Annual Schools 6 Positioning the WCED as a learning organisation towards a knowledge management strategy

17 Survey and StatsSA. The directorate updates the site continuously, with information from a variety of sources. (b) Service Delivery Charter In August 2007 the WCED unveiled a 12-point plan that committed itself to improve service delivery and ensure quality education. The service standards, in three categories, cover Teaching and Learning Assessment and Support; Management and Governance; and Learning Site Environment. The standards cover a range of issues, including universal enrolment of learners of school-going age, and improving access to early childhood development, further education and training, adult basic education and training and special needs education. (c) Quality Assurance and monitoring report (biannual report) Responsible for the performance and quality improvement objectives of the Western Cape Education Department through Monitoring and Evaluation systems and processes. The Directorate: Quality Assurance (D: QA) functions in line with other provincial Monitoring and Evaluation initiatives. The D: QA is amongst other things responsible for the overall monitoring, evaluation and reporting in the WCED and on the HCDS, in particular (collating and drafting bi-annual Status Reports and identifying and conducting independent monitoring and evaluation exercises on selected key HCDS projects. In addition the Directorate creates opportunities for programme/ project managers to develop and improve their monitoring and evaluation knowledge and skill levels. The formation of Quality Assurance Directorate can be viewed as an attempt by the WCED to ensure that programme/project managers are accountable for their programmes. It can be assumed that effective service delivery has been compromised before because there was no effective monitoring and evaluation mechanism to ensure that managers were responsible and accountable for their programmes. The collating and drafting of bi-annual status reports will ensure that managers are able to reflect on what they do and improve where necessary. The D: QA through Integrated Quality Management Systems (IQMS) will allow the WCED to be able to measure the performance of principals and educators and through developmental appraisal, training and development needs of educators will be identified. The Whole School Evaluation (WSE) will allow schools to reflect on their practices and improve where necessary. An effective analysis of WSE reports will pave a way and suggest new approaches on how EMDCs and Head Office should engage with schools. IQMS is one of the tools that will allow WCED to be a learning organisation in that information contained in the IQMS reports by D: QA will become a common knowledge and it will allow all stakeholders to be engaged in trying to better the situation. Taylor (1998:1) argues that, a learning organisation is not defined as one that learns, but as one that learns consciously 8. It is therefore important that the WCED uses the knowledge in the reports from research and monitoring and evaluation to improve and grow. 4 Recommendations 4.1 Going the extra mile A learning organisation is not one that learns, but one that learns consciously Recommendations to ensure that all WCED officials move forward with renewed vigour and enthusiasm focus on communication regarding policies and programmes across vertical and horizontal levels within the WCED and the broader school community in the province. All statistics from schools should be made available and be discussed with the stakeholders to ensure that all issues are unpacked and debated so that all understand the type of challenges facing the education system. 8 Taylor, J (1998) NGOs as Learning Organisations: Community Development Resource Association. Positioning the WCED as a learning organisation towards a knowledge management strategy 7

18 It is recommended that the following actions must become an intrinsic part of the WCED if it is to fulfil its goal of being a learning organisation: Develop leadership skills and create more insight with management about those who carry valuable and scarce knowledge Stimulate knowledge exchange between teams and increase learning efforts stimulate employees to share knowledge with each other and exchange it intensively Systemically map out and remove knowledge gaps and improve user friendliness of information and communication systems Make relevant implicit knowledge explicit and improve learning environment and develop competence policy and convey knowledge of departing employees to successors (based on Rampersad, 2002). It is not sufficient for schools to have Internet connectivity and that this is used as a one-way communication system between schools and the department. All parties schools and school communities, district and province should be encouraged to give their thoughts on what is happening at their schools. Schools and other stakeholders must be encouraged to give feedback to the department on whether they are satisfied or not with the services they receive from the organisation. Head Office, EMDCs and schools must be in a constant communication. Both experienced and young members of staff have new and interesting ways of looking at challenges and all voices must be heard. 4.2 Promote sharing of ideas and knowledge The WCED mostly depends on explicit knowledge, that is in documents and computers, as it is easily articulated and transferred to others. Tacit knowledge, which is personal knowledge residing in individual s heads, is very difficult to articulate, codify and communicate (Gupta & McDaniel, 2002). Employees should be encouraged to talk to each other share their experiences and knowledge. This can be done in a form of conferences, seminars, workshops etc. New employees should also be valued as they sometimes bring new knowledge and new approaches to the organisation. New and old employees can learn from each other and go the extra mile. This is often uncomfortable but unless we get out of our comfort zones new developments may be stifled and the organisation will become moribund. 5 Conclusion The HCDS provides the framework for the WCED to be a learning organisation in that it adopts new approaches of dealing with the challenges it faces. The HCDS aims to improve the environment, quality conditions and skills and qualifications in the province. This, the main task of the WCED, must be communicated to all stakeholders if it is to be a success. Knowledge management is vital for any organisation that aspires to be a learning organisation. The underlying motto driving this organisation should be learn continuously and try new approaches. 8 Positioning the WCED as a learning organisation towards a knowledge management strategy

19 References Brown, Kunene, Rouse et al: Developing a Basis for Knowledge Management: A Bayesian Network Approach: Technical Report Number CS Bruner J. (Constructivist Theory) Available at Denzin, NK & Lincoln YS. (1994). Handbook of Qualitative Research. Thousands Oaks, CA: Sage Publications. Gadamer (1979: 347) Horizons of understanding. Available at Gupta & McDaniel (2002) Creating Competition Advantage by Effectively Managing Knowledge: A framework for knowledge management Practice, Vol. 3, No 2: pp Kerka S (1995) The Learning Organisation: myths and realities. Eric Clearinghouse. Available at Loerman Jozef (2002) Synergizing the learning organisation and knowledge management: Journal of Knowledge Management. Volume 6 Number pp Copyright MCB University Press ISSN Louw, JA (1998) Towards a knowledge network of quality to support and stimulate innovation and improved decision making in the South African health system: Medical Research Council Tygerberg, South Africa. Malhotra, Y (1996) Organisational Learning and Learning Organisations: An Overview [WWW document] URL Maponya, P (2004) Knowledge management practices in academic libraries: a case study of the University of Natal, Pietermaritzburg Libraries: University of KwaZulu-Natal. Monyemangene, R (2005) Knowledge Management: E-Learning at the University of the Western Cape. Rampersad, H (2002) Increasing Organisational Learning Ability Based On A Knowledge Management Quick Scan: Journal of Knowledge Management Practice: October Senge, P. (1990) The Fifth Discipline. The art and practice of the learning organisation. London, Random House. Taylor, J (1998) NGOs as Learning Organisations: Community Development Resource Association. Watkins, K. & Marsick, V. (1992) Building the Learning organisation: a new role for human resource developers, Studies in Continuing Education 14(2): Western Cape Education Department (2006) Human Capital Development Strategy (A focus on Youth): Cape Town. WCED (2006:1). WCED Redesign Bulletin No 1, April Available at wced.wcape.co.za. Positioning the WCED as a learning organisation towards a knowledge management strategy 9

20 10 Positioning the WCED as a learning organisation towards a knowledge management strategy

21 A focus on the youth: a comprehensive youth development strategy for the Western Cape Education Department Zaahida Hartley Education Planning: Western Cape Education Department young people are our country s greatest resource; without them there can be no future. Nelson Mandela, 1994 A focus on the youth: a comprehensive youth development strategy for the Western Cape Education Department 11

22 Executive Summary Our youth faces many problems, of which the biggest is undoubtedly unemployment. In the Western Cape, 52% of 15 to 24 year olds and a quarter of 24 to 34 year olds are unemployed. Other problems such as crime, violence, gangsterism, drug abuse and HIV/AIDS are closely related to this and are on the increase. In order to ensure a future for the province s youth, a strategy needs to be formulated to assist the Western Cape Education Department (WCED) with developing their skills and talents, so that they are in a better position to take control of their lives and contribute positively to the economy and society. While the state provides social grants to those in need, there is no provision for youths that have never been employed. They have little option other than to rely on households where there is some means of support, but it is a likely cause of the high dropout rate as some feel they should try to support themselves somehow. This paper will discuss the National Youth Development Policy Framework, developed under the leadership of the National Youth Commission (NYC). This framework guides youth development, and attempts to identify challenges, opportunities and specific needs of young people and the types of interventions needed to overcome challenges and seize opportunities. The Umsobomvu Youth Fund was established under the auspices of the NYC, and aims to respond to youth unemployment by promoting job creation and skills development among the youth. The UYF has recommended that certain principles should guide all policies pertaining to youth development. At provincial level, the Human Capital Development Strategy of the WCED aims to increase the number and success rate of historically disadvantaged youth at FET colleges and higher education institutions and to transform education institutions so as to ensure access, redress, equality and quality education for all. Targets have been set for every education phase and for monitoring and evaluating the impact of the programmes. The WCED has committed itself to ensure that all its learning institutions have the necessary infrastructure, are conducive to teaching and learning, and have the capacity to provide quality education and the opportunities to acquire the necessary skills and qualifications. In respect of adult basic education and training, expansion is crucial in order to provide opportunities to those who left school prior to completing at least grade 9. This includes learnerships, apprenticeships and skills programmes. Problems that need to be addressed include insufficient financial and human resources to implement this policy, and poor retention and throughput rates. Twenty-one focus areas have been identified in the province for development, where the WCED will establish youth development centers. These will offer skills development as well as additional services such as career guidance, peer education programmes, internet connectivity and extramural programmes. In these areas, the provincial government supports community efforts in the elimination of crime and drug abuse, increased employment opportunities for young people and works with them on health issues such as HIV/AIDS. This paper will also propose that proper attention is paid to implementation, monitoring and evaluation of all these policies and plans; that the WCED work with other departments to reduce drop out and provide curriculum support for learners with special needs; and that the WCED promotes and strengthens youth organisations and encourages learners to use the resources available to them, such as the UYF. In order to develop a plan of action in the Western Cape, issues highlighted in this paper that relate to the youth need to be debated with young people. Only if they are actively involved in the formulation thereof is it likely to succeed. Discussions should revolve around how schools can be made more interesting and worthwhile; how to ensure that more youths access FET colleges and adult learning centres; and what the WCED can do to ensure that more learners complete their schooling. In order to make a home for all a reality in the Western Cape, the youth must be able to anticipate the future with hope, not dread. This means not only a safe environment, but also a real prospect of obtaining training and employment. 12 A focus on the youth: a comprehensive youth development strategy for the Western Cape Education Department

23 1 Introduction In order to ensure a future for the youth of our province, they should be encouraged to develop their skills and talents, so that they are in a better position to take control of their lives and contribute positively to the economy and society. Plans, policies or strategies are only likely to be successful if young people are actively involved in the formulation thereof. While there is no single correct strategy for developing youth, choices need to be made at particular times with regard to the social and political context. Contextualising some of the issues that affect young people and some of the policy initiatives, both provincially and nationally, is perhaps the first step in formulating a strategy which would assist the Western Cape Education Department (WCED) with developing the youth of the province. 2 How do we define youth? The operational definition of youth differs. The Umsobomvu Youth Fund (UYF) considers 18 to 35 year olds as youths, while the National Youth Commission Act of 1996 describes youth as persons in the age group 14 to 34. The standard United Nations definition is narrower, stating that youth include people between 15 to 24 years of age. (United Nations, 1992) In this paper, when referring to school issues like learner retention and access to FET schools and colleges, youth will refer to those aged 14 to 24. When discussing youth unemployment, reference is made to the 18 to 35 year age group. Education is compulsory for ten years or until the person reaches 15. Although it is not stated policy, learners are encouraged to stay in school until the end of grade 12, and nofee 9 schools, for example, provide free education up to this level. Therefore learners in the 15 to 18 year age group who are neither in an education institution nor employed, should not necessarily be considered as part of the unemployed, but rather as dropouts 10. Since the WCED is responsible for skills training at FET colleges, every effort should be made to retain all learners beyond the compulsory schooling phase, either at schools or at FET colleges. 3 What are some of the issues that affect youth in the province? Plans, policies or strategies are only likely to be successful if young people are actively involved in the formulation of them Probably the biggest issue facing our youth is unemployment 11. In South Africa, the majority of the poor and unemployed are black and younger than 35. In the Western Cape, 52% of 15 to 24 year-old youths are unemployed, dropping to just over 25% of those aged 24 to 34. Although these figures are lower than the national average, they are a cause for great concern both for the Provincial Government of the Western Cape (PGWC) in general and the WCED in particular. Research shows that older people are remaining in their jobs longer, while younger people are struggling to find employment. The implications of long-term unemployment are the erosion of skills and knowledge of the younger labour force, as they are unable to use and develop their skills through employment. (PERO 2006) Crime, violence, HIV/AIDS 12, premature pregnancies, drug abuse, gangsterism and learner dropout affect all segments of society, but are on the increase especially among young people. These are the major challenges facing the youth and the WCED as a developmental department 13. It can be argued that increasing employment opportunities, especially among disadvantaged youth, is likely to lead to a reduction in crime in the Western Cape. Higher employment levels can also create conditions that allow young people to have control over their lives and make healthier lifestyle choices, which might reduce the spread of HIV/AIDS. When more people are employed, there is less stress in households both financially and psychologically. This might lead to learners who are most likely to leave school 9 According to a senior WCED official, as from the beginning of 2007, 45% of all primary and high schools in the Western Cape do not charge school fees. These are regarded as no-fee schools. 10 Refer to chapter on Repetition and dropout rate of learners in public schools (2007). 11 The expanded definition of unemployment is used in this paper, i.e. if one has not worked in the last week but wants to work and would, if offered a job, be able to start working within 2 weeks, one is classified as unemployed. (PERO, 2007: p133) 12 Then deputy president, Thabo Mbeki, in his address to the National Youth Summit (July 1997) confirmed that the rate of HIV/AIDS infections is highest amongst the youth. 13 A key component of a developmental department is that it caters for the needs of the people, identifies with their lot and uses its power to improve conditions for the betterment of everyone. (Thabo Mbeki, 1995) A focus on the youth: a comprehensive youth development strategy for the Western Cape Education Department 13