learning service delivery academy...practices, eg zibambele, gundo lashu ... establish pwp...
TRANSCRIPT
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LEARNING SERVICE DELIVERY ACADEMY
28 JULY 2004
“FROM POLICY TO IMPLEMENTATION”
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FROM POLICY….
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OBJECTIVES
To increase the contribution of public sector expenditure on goods and services to the alleviation of unemployment
To provide (unskilled) unemployed people with a combination of work experience and training
To deliver quality, cost effective services using labour-intensive techniques
One of the GDS programmes – not a solution to unemployment on its own
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Cross-cutting programme: covers all spheres of government and SOE’s
Four sectors:
Environmental & culture sector (eg environmental improvement programmes)
Infrastructure sector (labour-intensive construction and maintenance)
Social sector (home-based care and early childhood development)
Economic sector (small business development, income generating projects)
SCOPE
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FUNDING
No special EPWP project funding from DPW
Cabinet decisions regarding a single budgeting process, poverty relief programmes to be integrated into normal programmes from 2004 financial year
Emphasis is on changing the way in which normal expenditure occurs, to simultaneously:
Provide quality services where they are needed
Create employment opportunities for unemployed people
Link employment opportunities to training and skills development
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WHAT IS BEING EXPANDED?
Not a “new programme” - expanding existing best practices, eg Zibambele, Gundo Lashu
Expand beyond traditional ‘public works’ – include social and environmental programmes
Motivate for expanded budgets when programmes prove to be successful
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EMPLOYMENT CONDITIONS
PWP employment conditions negotiated at NEDLAC and gazetted by DOL:
Establish PWP employment as a form of training and skills development, similar to learnerships
Allow for task-based payment or payment of a stipend, coupled with an entitlement to training
Limited duration of employment under these special conditions
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WHAT IS AN EPWP PROJECT?
Deliberate attempt by the public sector body to use its expenditure on goods and services to create additional work opportunities for the unemployed
Workers employed on a temporary basis (either by government, by contractors, or by other non-governmental organisations), under EPWP or learnership employment conditions
Workers provided with a combination of work experience and training
Public sector body attempts to define and facilitate exit strategies for workers when they leave the programme
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Training and exit strategies
0 1 2 3 4 5 6
YEAR
Unemployed enter EPWP and obtain work experience and training, under special conditions of employment
Exit EPWP with work experience and training after max 2 years
Examples of exit strategies
- Further education and training
- Self employment - Ongoing employment with same employer, at normal conditions of employment
- Better equipped work seeker
- Employment with a new employer
EPWP
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….TO IMPLEMENTATION
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INSTITUTIONAL ARRANGEMENTSEPWP unit of 12 professional staff at DPW, coordinating, driving and providing support and advice to national departments, provinces and municipalities
Sector coordinating Dept’s: DPW, DEAT, DTI, DSD, sector coordinating committees
National EPWP Steering Committee
Natonal Training Steering Committee under DOL
Provincial Steering Committees established in some provinces to drive the programme
Business Trust Facilitation Fund
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DOL is funding training of workers on EPWP projects
Includes HIV/AIDS information, labour market information and assessment of skills for placement on the DOL database of the unemployed
SETAs playing a key role:
Putting in place the required NQF qualifications, courses and accreditation systems for training providers
Funding learnerships for contractors, managerial and supervisory staff, and skilled workers (artisans, home-based care and early childhood development workers)
TRAINING AND EXIT STRATEGIES
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TRAINING AND EXIT STRATEGIES
Biggest challenge is to create exit strategies:
Working with DOL to identify future skills gaps
Working on establishing links with other GDS programmes, and other government programmes such as Local Economic Development and adult Further Education and Training
Need to mobilise industry to provide opportunities to people exiting from EPWP projects
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IMPLEMENTATION EXAMPLE: INFRASTRUCTURE
Initial focus (not exclusive) on civil infrastructure, using labour rather than machines, where technically and economically feasible:
2004 Division of Revenue Act requires provinces and municipalities to use labour-intensive methods on appropriate infrastructure projects
Provinces and municipalities prioritise and decide on projects using planning tools such as Integrated Development Plans (IDPs)
National not involved in allocation of funds to projects – provinces and municipalities allocate in line with DORA conditions
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National role is to put in place support mechanisms:
Guidelines to support the DORA:
Cover identifying, designing, and producing tender documentation for labour-intensive projects
Approved by SALGA and National Treasury
Require provinces and municipalities to apply eligibility requirements for appointment of contractors and engineers on labour intensiveprojects (they must go on training courses in the use of labour intensive methods)
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Training:
Need to redevelop capacity of industry to manage labour intensive projects cost-effectively and to the required quality standards
Development of cadre of skilled contractors, engineers and supervisors crucial for sustainability
DORA and guidelines create demand for training
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Working with CETA to ensure that the capacity exists to supply the required training:
Put in place NQF unit standards, qualifications, and accredited training programmes for contractors and engineers for labour-intensive construction
‘Train the trainer’ programmes
DOL training programme for workers
Learnership programme to develop cadre of skilled contractors and supervisory staff to manage labour-intensive infrastructure projects
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DPW and CETA designed learnership programme
Is a support mechanism to provinces and municipalities: participation is optional
Participation based on province/municipality signing an MOU with DPW and the CETA
Modelled on Limpopo’s Gundo Lashu programme (expansion of best practice)
LABOUR INTENSIVE CONTRACTOR LEARNERSHIP PROGRAMME
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How it works:
Broad interpretation of employer – learner relationship
Open advert for companies (a contractor and two supervisors) to apply go onto the programme
Selection according to pre-determined critieria
Selected learners go on 2 – 3 year full-time learnership, consisting of series of classroom training and practical training projects
Contractors must exit after maximum 3 years, compete on open market
Typically, each contractor will employ 100 – 200 people
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ROLES AND RESPONSIBILITIES
Province / municipality
Learner contractor2 learner supervisors
Unemployed EPWP beneficiaries
CETA DPW DOL
ABSA
Trainingproviders for learnerships
Training providersfor workers
Mentors forlearners
Mentors for training providers
Training projects
Trainers of trainers
Programme Managementsupport
IDT
CommunityFacilitationSupport
Access tocredit
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Progress to date (since April 2004):
DPW focusing efforts on enthusiastic provinces and municipalities
25 provincial and municipal bodies have applied for over 1000 of these learnerships
13 of these bodies have signed agreements with DPW and CETA (for 651 learnerships) to start implementing, and some are completing their selection of learners
Each signing of an MOU is an expansion of Gundo Lashu
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CHALLENGES FROM THE EXAMPLE
DORA not widely read: communication, role of Auditor General
Perceptions about labour-intensive technology (backward, can’t obtain quality, more expensive, takes longer): focus on creatingsuccessful examples to prove these perceptions wrong, learning network, create skilled management capacity for labour-intensive production
Scepticism about cross-cutting programmes without their own project funds, following ISRDP: focus on creating successful examples
Reluctance / inability of government bodies to employ / allocatededicated staff for EPWP programmes: offer support from national
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Tendency for EPWP to be seen as a DPW programme (tension between single point accountability and widespread ownership forcross-cutting programmes): communication
Success of EPWP depends on municipalities being able to spend their infrastructure budgets: Infrastructure Delivery Improvement Programme (toolkit)
Pressure to deliver quickly is high – short cuts will lead to quality and cost-effectiveness problems, damaging the sustainability of the programme
Difficult to obtain information from provinces and municipalities –which projects are going to be labour-intensive, where the projects are going to be, monitoring reports: intensive follow ups
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POSITIVES FROM THE EXAMPLE
Enthusiastic response to labour intensive contractor learnershipprogramme
Example of potential for integrating work of different departments, spheres of government, the private sector, and the SETAs
Advantages of no funds for projects:
EPWP unit focusing on bringing different organisations together, rather than on allocating money
Potential for programme to be taken to scale
