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JUSTICE COLLEGE JUSTICE COLLEGE PRESENTATION PRESENTATION

TO THE JUSTICE PORTFOLIO TO THE JUSTICE PORTFOLIO COMMITTEE: COMMITTEE:

13 MARCH 200713 MARCH 2007

Jacqui Ngeva

Head: Justice College

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AGENDA

• PROGRESS ON TRANSFORMATION

• ENABLING FRAMEWORK

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PROGRESS ON TRANSFORMATION

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Transformation of Justice College

• The transformation of Justice College is taking place within the strategic plan and objectives of the Department

• The transformation is based on the following values and principles:

– The Constitution of the Republic of South Africa– Batho Pele– Professionalism– Continuous Development– Good Governance– Open Communication

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Focus of Transformation

• Establishing governance, management and education/development integrity

• Human Resource development • Needs driven curriculum based on Skills

Development Act• Establishment of management support

system• Local and international partnerships • Electronic learning systems• Change Management

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OUR MODEL OF THE INSTITUTION Traditional Training

Departments

Our Model

Focus On individuals; isolated

effort in reaction to

performance problems

On the organisation; proactive and

systematic continuous effort aimed at

facilitating the achievement of the

organization’s strategies

Users Exclusively employees Employees and across the

organisations value chain

Competencies Job specific Supporting organisational

transformation and growth

Objectives To increase individual job

performance

To increase individual and

organisational performance; to help

succession planning; to create a

common culture in the entire value

chain

Who is in

charge

The HR Department The CEO and the entire Executive

Structure Decentralised; activities

are fragmented into

categories of skills

Centralised; activities are integrated

into a global learning strategy

Delivery Mostly via formal lectures Blended approach based on action

learning and other active methods

Trainers Subject-matter experts Internal management team and external

experts. Partnerships with formal

colleges, universities or professional

associations are also common

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Training LearningEvent Oriented Process Oriented

Training “At” Learning “With”

Happens in a Classroom Happens On-the-Job

Push model Pull Model – Learner Centric

Focus on Skills and Knowledge Gaps Focus on Performance Outcomes

Analyses Instructional Needs Analyses Business Needs

Develops Training Interventions Develops Performance Interventions

Implements Training Solutions Implements Performance Solutions

Evaluates Learning and Behaviour Evaluates Performance Outcomes

Move Towards Continuous Learning

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TARGET GROUPS FOR THE NEW STRUCTURE

• Prosecutors & Support Staff• State Attorneys & Support Staff• State Advocates & Support Staff• Legal aid Board Professionals and Support Staff.• Legal Advisers DoJ & CD• Legal Advisers (Other govt. depts.)• Legislative Drafters• Legal Interns (DoJ & CD)• Court Interpreters• Sheriff and Deputy Sheriffs of Courts• Candidate Attorneys• Commissioners of the Small Claims Courts• Legal Administration Officers• Court Intermediaries• Clerks of Courts• Registrars of High Courts• Court / Office Managers

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TARGET GROUPS FOR THE NEW STRUCTURE Cont.

• Office of the Masters of the High Courts: Assistant Masters, Deputy Masters and Masters of the High Courts, Examiners of the Masters’ Offices;

• Office of the Masters of the High Courts:

Administrative and Support Personnel.• Family Advocates • Family Advocates – Administrative Personnel • Family Counselors• Maintenance Officers• Children’s Court Assistants• Maintenance Investigators

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HEAD OF THE COLLEGE

ACADEMIC

COLLEGE SUPPORT

Prosecutorial Training

LMAT

Legal Training

Research & Development

Support Services

External Relations

Masters

State Attorneys

State Law Advisors

Prosecutors

State Advocates

Senior Managers

Middle Managers

Family Advocates

Interpreters

Sheriffs

Asst Forfeiture

Special Investigation unit

Supervisors

Administrative

Clerks of the Court

Legal Aid Board

ADVISORY BOARD

FACULTY BOARD

COURT MANAGERS

Magistrates Q

UALITY

ASSURANCE

The Structure of the College

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TRAINING IN NEW STRUCTURE

• There are three dedicated training faculties i.e.

• Legal Training• Prosecutorial Training, and • Leadership, Management and Administrative

Training.

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The total number of target groups has vastly increase.

Concomitantly the numbers to be trained, has also been greatly increased.

The training menu has been increased with particular emphasis on skills peculiar to each target group and on scarce and priority skills.

TRAINING IN THE NEW STRUCTURE

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MUTUALLY BENEFICIAL RELATIONSHIPS

Local Partners, incl. International, incl.

BLA

NADEL

Law Societies

Office of the Chief Justice

Bar Council

NGOs

Tertiary Institutions

SETAs

Other Government Departments

SAMDI

AU

UN

Commonwealth of Nations

SADC

International Tribunals

International Criminal Court of Justice

Conventions and Treaties

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Transformation & Reformation of Curriculum

• Material being re-written in outcomes based format

• Work Programme is also written in outcomes based format

• Discussions with SASSETA ongoing

• Trainers undergone assessor and moderator training

• Electronic curriculum development system is being sourced for uniformity

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Curriculum Development System

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Curriculum Development System

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Learning Delivery System Inclusive of e-Learning

Progress on Transformation

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LEARNING CONTINUUM

RATIONALE FOR e-LEARNING

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The magic is in the mix.CBT or

electronic testing Subject Matter Experts’ talking

Facilitated training

Written assessment

Case Study

Internet Searches

Mentoring

On-the-job

Peer assisted

Action Learning

E-learning

Assessments

Shared experience

Reading a book

Debriefs and ReflectionExploring

Project/P.O.E.

Blended Learning Tools

Mobile Learning

Community of Practice

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Item Sub elements

Business Alignment • Executive sponsorship• Business strategy / design (strategic intent,

business design, innovation focus, sourcing model)

• Business environment (internal capabilities, stakeholders)

• Linkage between business strategy and learning strategy

Governance & Management

• Governance structures and processes • Financial management• Measurement and reporting for learning

deployment

• Learning tracking and reporting (learning administration)

• Roles and responsibilities

Measurement • Business metrics / business analytics• Key performance indicators

• Return on Investment

Content • Design (instructional design, objects)• Development of custom content• Content acquisition

• Management (taxonomy/classification, tracking and harvesting)

Technology • Infrastructure• Integration (middleware, agents)• Devices

• Interfaces (Collaboration, text to speech, simulation, language translation, etc)

Delivery • Learning delivery approach • Learner support

Behavior/Culture • Organization culture assessment• Impact on people, process, organization

• Change readiness assessment and communication strategy

Competency Management

Skills/Competency gap identification • Learning path (Competency mapping, curriculum development)

Operations • Sourcing Model• Budget for learning (direct & indirect)

• Global/Localization

e-Learning Feasibility

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Progress on Implementation

Attributes

Data Collection Data Collection & Analysis& Analysis

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Identify and Identify and Prioritize Prioritize InitiativesInitiatives

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ValueValuePropositionProposition

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1Confirm Confirm

Business Business PrioritiesPriorities

Learning Toolkit

Interview Guides

Data Collection Tools

Key Performance Indicators (KPIs)

Industry Benchmarks

Process Maps

Leading Practices

Industry Case Studies

Sample Outputs

Industry Trends

Maturity Profiles

Templates

Workplan

Diagnostic Steps Learning Solutions

• Governance & Strategy

• Business Alignment

• Behavior and Culture

• Measurement and Accountability

• Technology

• Competency Management

• Content Management

• Delivery

• Operate

• Benchmarking Assessment

• Leading Practices Assessment

• Recommended learning Initiatives

• Prioritized investment plan of learning initiatives

• Recommended deployment plan

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Benefits of the e-Learning Strategy

• Time and cost savings • Expansion of learning opportunities for more people to

learn more efficiently and effectively

• Learning takes place anywhere anytime

• Infuse a Learning Culture

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Val

ue

Identify high impact areas for learning initiatives Establish competency models Develop technology strategy Identify initial blended learning delivery approaches Establish initial metrics and measures (e.g. streamlined portfolio, limit

number of vendors)

Identify opportunities for initial maximum impact

Align learning with business strategies

Utilisation of innovative learning methods

Adaptive and dynamic learning environment

Create the vision

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Think Big

Scale Fast3

Realise value at each step Learning infrastructure to optimise organizational

performance Incremental investment Enhanced capability and productivity “On Demand” learning

Phased approach to bridge the opportunity gap

Time

Start Smart

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Vision for Implementation

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Resource Hub

The College will house facilities such as:

• Extensive libraries• A resource centre• Delegate support centre• Computer infrastructure• Internet connectivity• E-Learning capacity• M-Learning capacity• Language laboratory and translation services• Modern lecture rooms• Conference rooms• Auditorium/s• Office space• Activity facilities

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Annual Budget Annual Budget AllocationsAllocations

2006/07 Financial Year

COURSES OF JUSTICE COLLEGE (Presentation of courses, incl. delegate’s travel & subsistence)

31,704,000

PRIVATE LAW/PUBLIC LAW (Operational budget, incl. staff salaries)

17,339,000

MD: JUSTICE COLLEGE 1,100,000

CD: JUSTICE COLLEGE 886,000

TOTAL 51,029,000

2007/08 Financial Year (Preliminary)

COURSES OF JUSTICE COLLEGE 36,651,000

PRIVATE LAW/PUBLIC LAW 20,044,000

MD: JUSTICE COLEGE 1,830,000

CD: JUSTICE COLLEGE 1,024,000

TOTAL

59’549’000

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EVOLUTION OF THE TRAINING INSTITUTES

• Justice College will eventually evolve into two separate Training Institutes.

• The one being the South African Judicial Education Institute to cater for the training needs and development of the judiciary.

• The other being the South African Justice Education and Training Institute to cater for the training needs and development of the justice sector personnel as indicated in previous slides as target groups.

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TRANSFER OF MAGISTRATES

• The training of Magistrates will cease to be conducted from Justice College.

• The transfer will be effected once the South African Judicial Education Institute Bill is passed

• In the interim the current Judicial Training Faculty will continue with the training of Magistrates and Clerks

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TRAINING OF CLERKS OF COURT

• The training of clerks and registrars will remain the responsibility of the Justice College

• Approximately 1200 clerks and registrars will be trained in the new financial year

• Additional trainers would therefore be necessary to facilitate this training

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ENABLING FRAMEWORK

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NEXT STEP

• Transfer of Magistrates Training to the Chief Justice will take place .

• Handover process to the Chief Justice

• Second level of structure (lecturers) is being looked at

• Accreditation of the College through SASSETA currently underway.

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NEXT STEP cont…

• Blended Learning (Strategy, Costing and Roll-out Plan)

• Relocation Plan (Building, Refurbishment and Equipment upgrading)

• External Relations (Protocols and Institutional Agreements)

• Administration (Procurement, Systems, Process Development and Upgrading of the Library)

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CONCLUSION

Key deliverables

• Establishing governance, management and educational integrity

• Curriculum redress and development• Establishment of delegate support systems• Establishment of management support systems• Electronic learning system• Human capital development• Change management, communication and marketing • Consultation regarding the development of a physical

infrastructure master plan.

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“EQUAL IN STATUS AND STATURE”

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South African Justice Education and Training Institute - PURPOSE

• To transform the training environment within the South African Justice Sector by providing legal training to entry level officials as well as ongoing training to the different occupational groups mentioned above.

• The training shall be both current as well as forward-looking and be compliant with both SAQA and NQF.

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COMMENTARY:JUDICIAL EDUCATION INSTITUTE DRAFT BILL

• Council plays all embracing and powerful role from appointment of Director and the full staff complement.

• Council controls budget including the acquiring and alienation of assets.

• Representivity of the Magistracy is disproportionate especially in light of the fact that the Magistracy constitutes the greater majority of the Judiciary.

• Focus is on the training of Judicial Officers

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COMMENTARY:JUDICIAL EDUCATION INSTITUTE DRAFT BILL

• Referred to empowering provisions of Sections 165 and 180 of the Constitution.

• Training and Education to be directed and controlled by the judiciary.

• Governance Structures identified.

• Judicial and Professional training

• ** No mention of the existing Justice College.

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SOUTH AFRICAN JUSTICE EDUCATION AND TRAINING INSTITUTE

• Transformation and Restructuring informed by decision to have two separate training institutions evolve from Justice College.

• The SA Justice Education and Training institute will bear responsibility to train all other occupational groups mentioned above except the judiciary.

• It will be larger with the following salient features:

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SOUTH AFRICAN JUSTICE EDUCATION AND TRAINING INSTITUTE

- Additional target learner groups

- Additional training content

- A dedicated external relations unit

- A dedicated research unit

- Leadership, Management and Administrative Training competencies

- Local, Regional and International relationships

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SOUTH AFRICAN JUSTICE EDUCATION AND TRAINING INSTITUTE

- Current and Future-looking training methodologies.

- E-Learning competencies

- SAQA and NQF compliant

- Internships (locally, regionally and internationally)

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DOJ & CD / SOUTH AFRICAN JUSTICE EDUCATION AND TRAINING INSTITUTE

• The vast extent of the training to be offered as well as the different occupational groups that will be reached makes it imperative that the South African Justice Education and Training Institute not be seen as merely an arm of the DOJ&CD and should exercise some degree of autonomy.

• The Minister and the Director- General will

play a more significant role than in the Judicial Education Institute.

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Justice Education and Training Institute/ Judicial Education Institute

• Emphasis is on equal stature and status.• Possible partnership in respect of the ffg..:- Project Management Training- Leadership and Management Development- Communication, Writing and Listening Skills- Accounting for Non-financial Managers

**Justice Education and Training Institute is to focus on functional training.

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CONCLUSION

• The South African Justice Education and Training Institute will share commonality with other institutions but more importantly will not be vastly dissimilar from the Judicial Education Institute .

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FEATURES OF THE SOUTH AFRICAN JUSTICE EDUCATION AND TRAINING INSTITUTE’S LEGISLATIVE FRAMEWORK

• Definitions Clause: Explaining important definitions within the Bill more especially “justice sector personnel”, “management staff” and “support staff”.

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Objects of the Act

The main objects of the Act are:-• to provide and facilitate proper and appropriate

legal and professional education and training of justice sector personnel;

• to ensure that all training and education in the Department is provided through and co-ordinated by the Institute;

• to promote and enhance government strategic initiatives by developing and providing appropriate education and training solutions.

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Establishment of the Institute

There is hereby established a body to be known as the South African Justice Education and Training Institute, which –

• is a juristic person;• is responsible for the legal and professional education

and training of all justice sector personnel;

The Institute is made up of-• (a) Academic training responsible for Prosecutorial

training, Legal training, Leadership Management and Administrative training and Research and Development.

• (b) Institute’s Support Services which is responsible for external relations and administration.

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FACULTIES

The Institute shall have faculties for-

• Prosecutorial training;

• Legal training;

• Leadership, Management and, Administrative training;

• Research and development;

• and any other faculty as the Head considers necessary.

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Functions of the Institute

The functions of the Institute are –• to establish, develop, maintain and provide legal

and professional education and training for the justice sector personnel;

• to conduct research into legal and professional education and training;

• to liaise with other justice sectors, training institutions, persons and organisations, within the African Continent and internationally in connection with the performance of its functions;

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• to enable through legal and professional education and training, quality and efficient services which need to be provided in the administration of justice in the Republic;

• to promote and establish partnerships in respect of legal and professional education and training with other Government departments, training institutions, persons and organisations within the Republic

• to ensure compliance with the South African education and training framework in respect of all legal and professional education and training provided by the Institute;

Functions of the Institute (Cont.)

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• to enter into contracts with service providers and accept liability for the expenses incurred as a result of such services being rendered;

• to publish in its own publications or in other publications or books electronically or otherwise, contributions to matters of relevance to the Institute;

• to develop training material and provide courses aligned to the National Qualifications Framework and other training programmes for the justice sector personnel

Functions of the Institute (Cont.)

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THE BOARD

A Board is established and is responsible for advising the Head or the Minister in the performance of their functions under this Bill and this Board will establish standing committees to advise the Head on each of the following areas:• curriculum planning and development; • oversight of specific aspects of legal and professional education and training determined by the Board;• budgets and finance;• personnel management; • general administration; and• quality assurance

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Appointment of Head of the Institute

• The Minister must appoint a suitable person as Head of the Institute, on such terms and conditions and for a term determined by the Minister.

• The Minister may reappoint the Head of the Institute for further terms as determined by the Minister

• The Minister must in consultation with the Minister of Finance determine the Head of the Institute's and the Management Staff’s remuneration, allowances, and benefits and other terms and conditions including entering into performance agreements.

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Functions of the Head of the Institute

• The Head of the Institute is the chief executive of the Institute and is responsible for the general administration of the Institute and must-

(a) manage the activities of the Institute;

(b) appoint and supervise staff of the Institute;

(c) be the accounting officer of the Institute

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Transitional provisions

• The institution currently constituted as Justice College continues to exist with the necessary changes and is deemed to be the Institute for purposes of this Act on commencement of this Act.

• The Head of Justice College becomes the Head of the Institute on commencement of this Act.

• The lecturers, teaching and support staff employed by the State continue to be so employed unless, and until appointed in terms of this Act as read with section 197 of the Labour Relations Act. Provided that the staff that has been appointed in anticipation of the enactment of this Act will be transferred to the Institute on commencement of this Act.