ssaci: a public-private partnership in skills development ... jacobs foundation... · 1....
TRANSCRIPT
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SSACI:
A Public-Private
Partnership in Skills
Development
in
South Africa
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Some characteristics of SA education
• High levels of enrolment:
o 93% of all children enrol for Gr 1; 68% of all children reach Gr 9
(first official exit-point)
o Equal enrolment of boys and girls in all grades
• High level of public spending:
o 20% of total state expenditure (OECD average = 13%)
o 7% of GDP (OECD average = 5.8%)
o 70% of all pupils (Gr 0-12) pay no fees
• Low through-put and quality
o After Gr 9, pass-rates fall steeply
o 2012 World Competitiveness Index rated SA 84th out of 142
countries on HE and training, and 132nd on primary education
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The national skills training system
General education (up to Gr 9)
Apprenticeships
&
LearnershipsTVET Colleges,
(Up to NQF Level 4)
Academic High Schools
(up to Gr 12)
Universities of
Technology
(formerly technikons)
Universities
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A cluttered institutional landscape
21 x Sector Education & Training Authorities
(SETAs)
DHET
VCET SkillsHigher
Education
SACPO
50 x public TVET
Colleges
CET Colleges
17 x Universities
6 x UTs
SAQA NSA
Umalusi
CHE
QCTO
NAMB
NSF
NBFET HRDCSA
SAAoC
SAIVCET?
6 x Ministerial
Task Teams
9 x Task Teams
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System throughput Of 1’240’000 learners who
started Grade 1 in public
schools in 1999:
• 40% (496’000) wrote ‘matric’
(Gr12) exams in 2011
• 28% (348’000) passed
• 10% (121’000) qualified for
higher education
Of students who start the 3-
year national vocational
certificate in public FET
colleges:
• 4% passed in 2009
• 8% passed in 2010
• 12% passed in 2011
• 25% passed in 2012
The average throughput
rate in higher education is
50%
The average throughput
rate in apprenticeships and
occupational training
courses is 50%
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Systemic challenges
Confused objectives
Incoherent policies
Dismantled
systemsWeak
administration
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What’s government doing?
• National Skills Development Strategy, 2011-2016:
o Overhaul of processes within VET system
o Strong emphasis on TVET colleges & SETAs
• National Skills Accord (July 2011):
o Agreement by govmt & private sector on joint action
towards specific targets for apprenticeships & other
workplace-based training
• Green Paper on Post-School Education &
Training (January 2012)
o Systemic overhaul of DHET structures & functions
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Youth unemployment problem
Lack of marketable skillsToo few job
opportuntities
being created
Large numbers entering job market
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Education & the labour market
Of vacant jobs in the country in 2011:
• 48% required a HE qualification
• 20% required a vocational qualification
• 15% required a Grade 12 certificate
There is therefore a strong correlation
between education and employment:
• completing secondary school almost doubles
the likelihood of finding a job
• completing tertiary qualification more than
trebles it
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Unemployment Rates Compared
[Figures represent averages for 2011 & 2012
from EuroStat & ILOStat websites]
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The SSACI Partnership
Founded in 2001 by
SDC & Swiss
corporates in SA
Tackles
unemployment
by improving
skills training
system
Works
through
partnerships
between
public &
private sector
Funded by
corporate
donors, SDC
& SA govmt
Focus on
intermediate-level
technical skills
Initiates &
manages
projects that
“prime the
pump”
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SSACI as a "system enabler":
Inform policy
development
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Current interventions Student work
experience (including integrated
assessment)
Lecturer workplace exposure
Internships for college graduates
s
TVET College System
Accelerated Apprenticeships
Dual-System apprenticeships
Engineering Trade Skills for Employment
Apprenticeship System
SwissCham“College(s) of Excellence”
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Who we work with:
Specialised Agencies
SETAs
GovmtDepts
Institutions
Public programmes
“The system”SSACI
Co- implementors
Service-providers
Funders
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WIL is central to SSACI projects
Integration of formal
learning into workplace
activities…
incorporating:
• Incremental, productive
tasks
• Within normal company
processes
• Under “real-life”
conditions
• To profitable ends
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Current Project: workplace experience for
college students & lecturers
New national
policy
written by
SSACI
SSACI
programme
mandatory
for all public
colleges
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Current Project: Internships for college graduates
New national
programme
developed by
SSACI adopted
by MerSETA
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Current Project: New models of artisan apprenticeships
New ‘fast-
track’
programme
for SMEs
Pilot of Swiss
‘Dual system’
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Key Features of SSACI projects
• Clustered around main elements of national public skills
training system: colleges & apprenticeship system
• Close alignment with national priorities as listed by
National Skills Development Strategy 2011-2015 and
National Skills Accord
• Co-implemented & co-funded by government
• SSACI ‘primes the pump’: all projects aim to improve
public skills system and must be financially sustainable
beyond the period of SSACI funding
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National Skills Accord refers to 6 types:
1. Apprenticeships
2. Learnerships
3. Skills programmes
4. Internships*
5. Workplace experience for university and FET
college students*
6. Workplace exposure for FET college lecturers*
[*Non-standardised types]
How companies can promote WIL
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What’s in it for employers?
Potential source of future trainees, apprentices
& employees
SETA grants
Tax breaks
Points on BBBEE scorecard
PR value
Expresses good corporate citizenship for “triple
bottom line” sustainability reporting
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What are the problems with CIPs?
Traditional college-industry relationships
declined with apprenticeships, so:
Few college staff have industry experience
Company managers know little about colleges or
their curricula
Curricula insufficiently aligned with industry
Complex college administrations (multi-
campuses & departments)
Cultural differences between colleges &
industry (e.g. calendar, work-day, management)
No central DHET support for partnerships
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Learners crave practical experience & rise
to opportunities
WBE very demanding of time, organisation
& resources
WBE needs to be structured & integrated
into core curriculum (timetabling, tasks,
assessment)
Need to make business case to companies
College staff need to be more informed
about demands of industry, flexible in
delivery & attuned to business culture
Lessons for Colleges
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Address core business and core curriculum
Have clearly-defined objectives
Start small but grow annually
Be long-term (>3yrs)
Be developed at management and workshop
level
Involve exchanges of information, personnel &
capacity (not just transfer of money or equipment)
Be documented, for institutional memory &
learning
Partnerships with colleges should:
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Colleges need help (manual/training?) to
initiate & manage partnerships with industry,
esp. regarding objectives, roles,
responsibilities & expectations
Legal liability needs to be resolved urgently
College staff require much more exposure
to current industry practice
College staff need to be encouraged to
undertake development of NCV
FETCs & NCV need to be marketed to
industry (& some college staff)
Lessons for DHET
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NCV can deliver much-needed skills
Will do so if teachers & learners get WBE
Partnerships with colleges should:
be long-term (>3yrs)
involve INSET & exchange of information (not just
transfer of equipment)
be built at workshop and management level
Partnerships work best when aimed at
common good rather than individual interest
Lessons for Companies