DRAFT HUMAN RESOURCE DEVELOPMENT STRATEGY

1. DRAFT HUMAN RESOURCE DEVELOPMENT STRATEGY KWAZULU-NATAL PROVINCE PRESENTATION TO INAUGURAL KZN HRDC MEETING 6 AUGUST 2014

2. PRESENTATION OUTLINE • Purpose of the Presentation • Purpose of the Strategy • Approach taken in the development of Strategy • Key Findings from the situational Analysis • Key challenges to be Addressed by the Strategy • Policy and Strategic Alignment • The Strategic Framework and Priorities for HRD in the Province • Implementation Design and Roll-out • Alignment with the PGDP – KZN

3. PURPOSE

4. PURPOSE OF PRESENTATION To present an overview of the Draft Human Resource Development Strategy to the KZN HRDCC

5. PURPOSE OF THE HRD STRATEGY FOR THE PROVINCE OF KZN On the basis of a comprehensive analysis of the context of HRD in the Province, the HRD Strategy for the Province seeks to: Outline a comprehensive plan of action to ensure that the human resource capacity of the Province is adequate, relevant and responsive to growth and development needs of the Province(PGDP Goal 2)

6. IDEALS FOR HRD ‘A Prosperous Province with a Skilled Population’

7. IDEALS ADOPTED AS A FOUNDATION FOR HRD • HRDis concerned with the development and welfare of people of all ages – from birth to retirement, from “cradle to grave” • HRDis seen as an essential vehicle for developing competencies and skills for economic development • HRDis also seen as critical in building social capital and sustaining a cohesive society, creating opportunities for people to advance their own welfare, and in promoting productive engagement for the betterment of society. • HRD is one component of human development and must therefore be integral to initiatives related to health promotion, poverty reduction, population dynamics and issues of social welfare in communities. • HRDis fundamental in promoting equity in opportunities for success in life which have been skewed by many factors, including gender, race, class, geography and socio economic status, among others. • HRDis the common thread in the fabric of development and serves as the basis of success for all other initiatives in the development agenda.

8. APPROACH

9. APPROACH • Contextual/Situational analysis to ensure relevance and responsiveness • Demographic • Economic/industrial • Social • Policy – national and provincial • Organizational/structural • Participatory and consultative process to ensure representatively, relevance and cohesiveness • Government departments • SETAs • Business and industry • Education sector, including FET and higher education • social partners

10. APPROACH • Focus on provincial circumstances as well as circumstances in districts and communities • Provincial strategic documents • Strategic documents from municipalities – IDPs, reports • Focus on the interface between the demand and the supply of skills • Conditions affecting demand and job creation • Conditions affecting supply and the quality and relevance of skills available • Structures and processes to manage the interface between supply and demand

11. KEY FINDINGS

12. KEY FINDINGS – DEMOGRAPHIC ANALYSIS • Youth comprise 38% of the population (15 –35 yrs.) • 12% of population between 0–4 • 43% of population is of school going age 4–19 • 48% of population reside in areas where economic opportunities are lacking • Rural districts have the highest percentage of school age population • High percentage of people living in poverty in rural areas • High infant and child mortality rates • High adult mortality and mortality rates particularly in the productive cohort of the population • Significant impact of HIV and AIDS on social structures of families • 8% of population with no schooling, particularly high in rural areas • Only 6.2% of population with higher education qualifications • Low skill level of the population, particularly in rural areas

13. KEY FINDINGS – ECONOMIC ANALYSIS • There is significant spatial inequities in the availability of economic opportunities • Large percentage of the province’s labour force is in 3 urban centres of the province • Under-skilled labour force • The share of the labour force in district municipalities has remained relatively constant over the last 10 years • Labour force participation rates are higher in urban centres and much lower in rural districts; even significantly lower in some local municipalities • Unemployment among youth (15-35) is 42% for the province and as much as 60% in some local municipalities • Employment in the primary sector (agriculture, forestry, fishing, mining) is highest in the rural districts • There has been significant job shedding in areas where job creation is anticipated (agriculture, manufacturing) • Isolation of entrepreneurial opportunities to selected economic sectors • Employment creation opportunities in emerging sectors - green economy; aqua-culture

14. KEY FINDINGS – SUPPLY SCENARIOS • The devaluation of the pool of labour begins at pre school level (0-5 yrs) where conditions of poverty & deprivation affect development of children & undermine capacity to highly achieve and perform educationally in the future. • The quality of educational and skills level of the population, affects employability & employment • Limited access to tertiary education • Low rates of numeracy and literacy • Low participation & success in maths, science and technology • Low throughput of the education system which increases in grades 11 & 12 and becomes even worse at FET & HEI levels • Limited preparation in schools for employment, careers and employability & limited assistance in making the school to work transition • Fragmented programming for out of school youth and the very low percentage of out of school youth receiving services • Limited responsiveness of FETs and HEIs to the changing dynamics and needs of the economy, and to the skills sets needed for enhanced economic performance

15. KEY FINDINGS – DEMAND SCENARIOS • Positions which cannot be filled because of the lack of qualified people • Skills sets that are needed to perform more effectively in one’s job - upgrading or updating • Skills that are needed to meet the demands of new and emerging areas or to respond to niche opportunities for development in the province • Skills needed for accessing entrepreneurial opportunities and promoting entrepreneurial success • Foundational skills for innovation and creativity and for scientific and technical excellence • Qualified graduates from institutions sometimes do not have the skill sets and practical knowledge needed for employment • Scarcity of skills results mostly from lack of adequate foundations in science and maths to pursue technical courses; lack of opportunities for workplace experience; and lack of access to programmes

16. KEY FINDINGS – POLICY TRENDS • Enhancing learner performance - particularly in Maths, Science and Technology • Increased access and equity in education and skills development • Enhanced efficiency and effectiveness of the education and training system • Employment creation to reduce unemployment and poverty • Promoting social and economic equity • Transforming spatial patterns to maximize opportunities for success for all • Addressing the special needs of learners - physical, social, educational etc. • Promoting effective school to work transition • Partnerships and networks in delivery

17. MOST CRITICAL FINDINGS • loss of potential in the early years– infant mortality, congenital diseases, social conditions which lead to underachievement • Consequence of history– low education and skill level of the population • Impact of HIV and AIDS and other communicable diseases • Inefficiencies in education and training system– low throughput, varying quality, fragmentation and duplication, low participation in Maths and Science • Lack of productive engagement of many in society – unemployment, underemployment and underutilization, lack of readiness • Weaknesses in institutional structures – fragmentation, duplication • Policy and strategic frameworks which give hope and show promise • Wide range of interventions in the province to address issues in each sector

18. CHALLENGES AND PRIORITIES TO BE ADDRESSED BY THE STRATEGY

19. KEY CHALLENGES TO BE ADDRESSED IN THE HRD STATEGY(based on diagnostic assessment of context) General Education Challenges • Loss of potential to achieve educationally in the early years • Need to improve the quality of ECD • High dropout rates, particularly in Grades 10 and 11 • Low throughput rates in high schools, FETs, HEIs • Low level of participation and success in maths, science, technology – gateway subjects to better careers • Relatively low achievement in ANA • Need to improve the % and quality of passes in NSC • Lack of equity in educational opportunities – affect on small schools • Need to maximize teacher productivity and increase professionalism • Inability of education system to fully cope with social issues which spillover into schools

20. KEY CHALLENGES TO BE ADDRESSED IN THE HRD STATEGY(based on diagnostic assessment of context) Skills and Artisan Development Many FET graduates do not have the level of proficiency in their trade to be of immediate value to employers Not enough opportunities for workplace placement and experience Inability to keep pace with changes in industry which affect the capacity and competence of graduates Difficulties securing and retaining lecturers in science, technology and engineering Growing number of learners who are not adequately prepared educationally Misalignment of qualifications with industry requirements not responding to new growth path

21. KEY CHALLENGES TO BE ADDRESSED IN THE HRD STATEGY(based on diagnostic assessment of context) Facilitating the Productive Engagement of People • Insufficient number of highly skilled people (professionals and academics) • Need to up skill/reskill unskilled workers and semi-skilled workers • Lack of enough career guidance • Growth in capital intensity of production • Insufficient opportunities for workplace learning • Growing number of dropouts and under-prepared youth • Growing need to facilitate the emergence of social cohesion initiatives and social engagement of youth

22. KEY CHALLENGES TO BE ADDRESSED IN THE HRD STATEGY(based on diagnostic assessment of context) Economic Challenges • Impact of HIV/AIDS • Slow job creation • Spatial inequity in the availability of opportunities • Need to manage the contribution and impact of strategic and catalytic projects • Unemployment / under-employment • Structure of the labour force • Mobility of labour and concentration of economic activities • Need to restructure sectors and create opportunities for new entrants • Improve entrepreneurship development

23. KEY CHALLENGES TO BE ADDRESSED IN THE HRD STATEGY(based on diagnostic assessment of context) Structural Challenges • Fragmentation in governance • Gaps in policy and strategic alignment • Significant differences between districts and municipalities on all key indicators • Spatial inequalities • Unavailability and fragmented data on HRD

24. POLICY AND STRATEGIC ALIGNMENTKEY POLICY TRENDS AFFECTING HRD EARLY CHILDHOOD DEVELOPMENT Promoting the quality, equity and cost effectiveness of ECD; Establishing norms and standards for ECD practice, ECD funding and ECD practitioners Provision and management of ECD subsidies in order to promote equity and quality Accreditation of ECD providers to maintain standards and promote quality; The provision and accessibility to adequate learning materials The inclusion of reception year within the public primary school system and the adoption of reception year and earlier programmes within community-based sites

25. POLICY AND STRATEGIC ALIGNMENTKEY POLICY TRENDS AFFECTING HRD ORDINARY SCHOOLING / FOUNDATIONAL LEARNING Inter-departmental partnerships and collaboration Regular assessment to track learner progress Improved teacher capacity and practices Availability of learning materials to all learners Improved quality of ECD Strengthening school and district management Enhanced learner performance Promoting equity in resourcing of schools Health promotion and social welfare of learners and teachers Specialist services for learners with learning difficulties

26. POLICY AND STRATEGIC ALIGNMENTKEY POLICY TRENDS AFFECTING HRD POST SCHOOL EDUCATION Access and equity – increasing enrolments Improving quality, quantity and diversity of provision Enhancing cohesion and articulation of post school system Promotion of economic linkages and responsiveness to labour market More effective management of feeder system for FET education Alignment and rationalization of regulatory agencies Establishment of community education and training centres Promotion of workplace learning Flexible and diversified mix of programmes Promotion of research and innovation Maximizing throughput of learners Networking providers in flexible and innovative modes of delivery – open and distance learning Promote adult literacy and numeracy

27. POLICY AND STRATEGIC ALIGNMENTKEY POLICY TRENDS AFFECTING HRD SKILLS AND ARTISAN DEVELOPMENT Massification of skills development delivery Initiatives to promote enhanced performance of FET colleges Increased supply of learnerships and artisans Focus on unemployed and disadvantaged Spatial focus – access to occupationally-directed programmes where needed Building human capital for research and innovation Programmatic focus –on areas for accelerated economic growth Creating foundation for learning in the early years Equity impact – promoting equity in skills development Emphasis on workplace-based skills development Entrepreneurial development Career and vocational guidance Maximizing efficiency in skills supply Importance of a sound foundation in general education Commitment to youth development Recognition of prior learning

28. POLICY AND STRATEGIC ALIGNMENTKEY POLICY TRENDS AFFECTING HRD YOUTH DEVELOPMENT Integrated and coordinated package of service for youth Social cohesion and youth volunteerism Creating enabling environment for youth to participate in the economy Consideration of youth as a very diverse and special target group Professionalization of youth work Multi-sectoral responses for service to youth Priority of youth health and wellbeing Education and skills development for youth Life skills for sustainable development Uniqueness of programme design approaches

29. POLICY AND STRATEGIC ALIGNMENTKEY POLICY TRENDS AFFECTING HRD ADULT EDUCATION AND TRAINING Community education and training centres National registry of private providers in AET Employment related focus of AET Community-based lifelong learning Articulation of AET with the post school sector Diversify AET delivery Delivery networks for AET Norms and standards for PALCs Responsiveness to needs of learners Entry point for further learning

30. THE STRATEGIC FRAMEWORK AND PRIORITIES FOR HRD IN THE PROVINCE

31. The framework sets out a comprehensive set of interventions that are sensitive to social and economic issues that affect and constrain development and limit the Province’s ability to fully benefit from the potential which resides in its People.

32. VISION A highly educated and skilled population who are able to advance their individual welfare and contribute to the social and economic development and welfare of the Province OUTCOME 1 OUTCOME 2 OUTCOME 3 OUTCOME 4 Governance structures for the effective development and use of human resources All people have a proper education foundation for success in life All people have workplace literacy and opportunities to develop and upgrade skills Maximum opportunities for people to be employed and for the right skills to be available Sector-based entrepreneurial opportunities Education and up-skilling of out of school youth and adults Enhanced workplace and work integrated learning Geographic management of supply streams Coordination of job creation and employment promotion Enhanced achievement and success in general education Effective institutional structures and services for education and training Streamlining HRD through critical points of coordination Management of scarce and critical skills General education foundation for employment and entrepreneurship HRD Council with permanent secretariat Giving children a flying start Economic sector focus PILLAR 2 Education foundations for employment and entrepreneurship PILLAR 3 Improved Governance and Management of Human Capital PILLAR 4 Improved Management of Employment Demand PILLAR 1 Sound foundation in education for all Maximizing Productive Potential of each Individual Promoting a Sector specific Focus Promoting geographic relevance Integrated Youth Development Accountable Delivery Mechanisms Lifelong environmental learning Equity & Economic & Social Justice Relevance & Responsiveness Retention of skills & talent Integrated Development Integrated Management Sustainable Livelihoods CORE PRINCIPLES INFORMING IMPLEMENTATION Training and skills development Policy & strategic integration & articulation Coordinated management of implementation Governance and Management Economic and industrial General education SOUND POLICY AND STRATEGIC FOUNDATIONS FOR HRD

33. Giving children a flying start Pg.281 A sound foundation in general education for all Enhanced achievement and success in education Education and up-skilling of out of school youth PILLAR 1 A SOUND FOUNDATION IN GENERAL EDUCATION FOR ALL

34. Reduce infant mortality and congenital diseases Ensuring increased access to quality ECD programmes for all Providing early enrichment programmes in the community Providing parental education and support Reducing the impact of poverty by the integration of early years services Creating wide awareness of the standards associated with ECD services Effectively managing the transition from early years to primary education Meeting the nutritional needs of young children Giving children a flying start P283, table 83 PILLAR 1 A SOUND FOUNDATION IN GENERAL EDUCATION FOR ALL

35. Attaining enhanced achievement and performance in general education Advancing higher participation and success in maths, science and technology in primary and secondary schools Providing support for “at risk” learners through programmes in and out of schools Providing enrichment and special programmes for the gifted Maximizing the quality, professionalism and productivity of teachers Promoting adequacy and equity in the resourcing of education at all levels Improved school and district management in education Maximizing the efficiency of the education system Rationalization of small schools to maximize subject offerings Handicraft or technology courses in primary and secondary schools Enhanced achievement and success in education PILLAR 1 A SOUND FOUNDATION IN GENERAL EDUCATION FOR ALL

36. Enhanced documentation of out-of-school youth Education-with-production programmes for out-of-school youth District surveys on the needs of out-of-school youth Integrated planning and programming in districts for out-of-school youth Centralized coordination of a comprehensive set of programmes to serve out-of-school youth Education and up-skilling of out of school youth PILLAR 1 A SOUND FOUNDATION IN GENERAL EDUCATION FOR ALL

37. General education foundations for employment Educational foundations for employment and entrepreneurship p.291 Formal education for employment – institutional facilities and structures for education and training Enhanced workplace learning for employee development PILLAR 2 BUILDING EDUCATIONAL FOUNDATION FOR EMPLOYMENT AND ENTREPRENEURSHIP

38. Employability readiness Economic education in province Life skills for employment Introduction and exposure to careers In-School Programming for post school transitions Career guidance Workplace or work-integrated learning Finishing courses for post school options In-School Entrepreneurial education and awareness General course in business management Exposure to business opportunities Entrepreneurial projects and experiences for learners General education foundations for employment PILLAR 2 BUILDING EDUCATIONAL FOUNDATION FOR EMPLOYMENT AND ENTREPRENEURSHIP

39. FET as employer-supported enterprise for artisan development Enhanced learners performance and success Promoting partnerships with industry Establishing institutional performance standards for M&E Expanding base of experiential opportunities for learners Responsiveness in course programming FET as a hub for artisan development Expanding access to skills development Partnerships with social service agencies to offer targeted programmes Enhancing relevance and responsiveness in higher education Comprehensive policy and incentives on public and private sector partnerships with HEIs Scholarships, bursaries, research funding or other support to develop academic, creative and research talent at the universities Sector-based partnerships with HEIs Sector-based funding for research and development Integrated management of internship opportunities Targeted courses and certificates in highly specialized areas as endorsements to diplomas and degrees already granted by HEIs Skills development for emerging sectors Centralized coordination of services for out-of-school-youth Research and information on out of school youth Coordinated programme development and management Centralized coordination through registration for service Formal education for employment – institutional facilities and structures for education and training p.300, Table 89 PILLAR 2 BUILDING EDUCATIONAL FOUNDATION FOR EMPLOYMENT AND ENTREPRENEURSHIP

40. Sectoral monitoring of employee development sector surveys Sector specific employee development programming for FETs and HEIs Coordination of public service training through public service academy Enhanced workplace learning for employee development PILLAR 2 BUILDING EDUCATIONAL FOUNDATION FOR EMPLOYMENT AND ENTREPRENEURSHIP

41. HRD Council with a permanent Secretariat Improved governance and management P315,table 92 Adoption of critical points of coordination in an organizational framework for streamlining HRD Geographic management of supply streams and demand potential PILLAR 3 IMPROVED GOVERNANCE AND MANAGEMENT OF HUMAN CAPITAL

42. Establishment of a provincial HRD council as part of provincial planning commission, and associated district HRD Council Appointment of permanent secretariat of HRD council with responsibilities for research and information; economic sector coordination; coordination of education and skills development bodies; HRD strategy management and monitoring Setting and monitoring comprehensive standards for HRD delivery and management at all levels Promoting and facilitating partnerships with industry and promoting the management of skills development by economic sector Undertaking learnerships and internship development and coordination, provincially and at district based HRD Council with a permanent Secretariat PILLAR 3 IMPROVED GOVERNANCE AND MANAGEMENT OF HUMAN CAPITAL

43. Department of Education to coordinate general education Industry-led FET as the focal point for all skills development and artisan development Dept of Youth Affairs to coordinate programming for out-of-school youth Public service academy to coordinate public sector training Public Service Academy to coordinate provincial HRD and skill development fora Higher education to coordinate higher technical and professional education and training Adoption of critical points of coordination in an organizational framework for streamlining HRD PILLAR 3 IMPROVED GOVERNANCE AND MANAGEMENT OF HUMAN CAPITAL

44. Assessment and development of district based supply pipelines that are responsive to the needs of the geographic area Preparation of district based HRD plans linked to IDPs Adopting mechanisms to ensure that education and training institutions are able to respond the current and emerging needs in the economy Geographic management of supply streams and demand potential PILLAR 3 IMPROVED GOVERNANCE AND MANAGEMENT OF HUMAN CAPITAL

45. Economic sector focus through sector studies & sector education coordination Profiling and management of scarce skills Improved Management of Employment Demand p.330,table 98 Coordinating job creation and employment promotion interventions Managing sector-based entrepreneurial opportunities PILLAR 4 IMPROVED MANAGEMENT OF EMPLOYMENT DEMAND

46. Data collection on sector performance and dynamics Appointment of coordinators for critical sectors (education, performance) Collection of data on key indicators of HRD performance Establishment of consultative groups of sector representatives as expert body for each critical sector Economic sector focus through sector studies and sector education coordination p.330,table 98 PILLAR 4 IMPROVED MANAGEMENT OF EMPLOYMENT DEMAND

47. Research on scarce and critical skills Studies and models in skill demand projections Establishment of a centre for scarce skills management and coordination Skills retention policy and programme Enhanced bursary and partnership programmes on scarce skills Profiling and management of scarce skills PILLAR 4 IMPROVED MANAGEMENT OF EMPLOYMENT DEMAND

48. Compilation of policies and strategies for coordination of initiatives on job creation Promoting, documenting and managing job creation implications of public infrastructure projects infrastructure project and large development initiatives Promoting economic activity and entrepreneurship in emerging sectors Coordinating job creation and employment promotion PILLAR 4 IMPROVED MANAGEMENT OF EMPLOYMENT DEMAND

49. Sector-based research on unexplored entrepreneurial opportunities Comprehensive entrepreneurship development plan noting initiatives by sector Management of entrepreneurship development with focus on youth Increased number of programmes in a coordinated framework for entrepreneurial development opportunities Linking skills development and learnership programmes to entrepreneurial opportunities Policy incentives to promote sector development and support of entrepreneurship Managing sector-based entrepreneurial opportunities PILLAR 4 IMPROVED MANAGEMENT OF EMPLOYMENT DEMAND

50. IMPLEMENTATION DESIGN AND ROLL-OUT