Implementation Strategy Options 1. Functional Illiteracy 2. Forestry in school education 3. Learnerships & Skills P

1. Implementation Strategy Options1. Functional Illiteracy2. Forestry in school education 3. Learnerships & Skills Programmes Ideas for Today and Tomorrow’s Forestry Development Facilitated by: Kerry Davies

2. Vision Statement • Increase levels of functional literacy in rural communities working in Forestry • Encourage learners in secondary school to get involved in careers related to scarce & critical skills in Forest Industry • Actively sign-up learners on Learnerships and Skills Programmes

3. 1.1 Functionally Illiterate Adults: Goals & Objectives • Government’s goal is to halve illiteracy by 2015 • Rural people are the most effected • forestry operates in rural areas - the industry must take some responsibility • Spend money wisely – joint initiatives

4. 1.2 Functionally Illiterate Adults: Today’s Situation • Functionally illiterate adults estimated at 12.5mill in early 2000s – no sign of reducing. • Prevalent in rural areas • AIDS orphans – older children not attending school = add to figures • ABET programmes struggle: • Physically exhausted after work • Commitment should come from individual & employer • Training provider & Facilitator crucial to success • Suitable, accessible venue

5. 1.3 Functionally Illiterate Adults: Available Options • Wait for government & FIETA initiatives to make a difference • Contractor representative groups take initiative to implement with FIETA • 50/50 commitment: learner & employer • Make suitable venues available

6. 1.4 Functionally Illiterate Adults: Commitments • List Contractor representative Groups and contact person to initiate programme • Ask for pledge and feedback from each – What? By when? • FIETA’s role? • Who else can make a difference? How? What commitment is needed?

7. 2.1 Forestry in School Education: Goals & Objectives • Raise the FORESTRY profile in youth • Teaching promotional material • Link this to Arbour Day and other Environmental celebrations or initiatives • Take a broad stroke approach (Multiple agricultural land use) – for future forestry needs

8. 2.2 Forestry in School Education: Available options • Start by asking: • Is it practical to develop a full curriculum for forestry (Secondary education/FET level)? (The cost of subject advisors in each province etc.) • If forestry future is multiple land use approach – would agricultural science be adequate?

9. 2.3 Forestry in School Education: Commitments • What is in place now in each province? • Is it adequate? Does it warrant the manpower to maintain the curriculum? • Recommendations?

10. 3.1 Forestry Learnerships & Skills Programmes: Goals & Objectives • L4 General Forestry qualification registered – and register a Learnership • Constantly review L3 & L1 qualifications and Learnerships • Encourage structured learning programmes: • 1st Line Supervisors (new) • Chainsaw Operators (existing) • L5+ Short Learning Programmes (NMMU, SUN) – to say abreast with latest technology; empowerment

11. 3.2 Forestry Learnerships & Skills Programmes: Available Options • KEY POSITION: 1st Line Supervisor – must compile Industry Skills Programme • Learnership: L4 General Forestry register once qualification is registered • Critical Skills Programmes – what are they?

12. 3.3 Forestry Learnerships & Skills Programmes: Commitments • Who will register L4 General Forestry qualifications? By when? • L4 General Forestry Learnership registration? • Industry commitment to Skills Programme and curriculum development: FSA/FIETA/FITPA? • What Skills Programmes must be implemented? By when?