Clothing, Textiles, Footwear and Leather Sector Education and by w6JLcR7

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									     Fibre Processing and Manufacturing
(F P & M) SETA is a lead education authority
           & is mandated to ensure:



F P & M workforce is     Sector is sustainable and
      upskilled            remains competitive
          1                          2                          3

• Minister of HET        • Formed through            • Establishment brings
  announced SETA           amalgamation of CTFL        alignment with Govt’s
  landscape for period     SETA, FIETA & printing,     IPAP 2 & New
                           packaging & publishing      Economic Growth Path
  2011-2016 in             sub-sectors of MAPPP        – consolidates human
  November 2010.           SETA                        resources for
• Saw formation of       • Govt. took decision to      manufacturing
  ONE new authority,       cluster sectors to        • Growing
  Fibre Processing &       strengthen value-chain      Manufacturing sector
  Manufacturing (F P       linkages                    is core objective of
  & M) SETA.                                           New Economic Growth
                                                       Path & Development
                                                       Strategy, creation of
                                                       decent jobs given high
                                                       labour & employment
                                                       multipliers
Vision/Purpose
                  VISION / PURPOSE

 To provide the Fibre Processing and Manufacturing
 sector with a quality post-schooling education and
 training system that will produce a highly skilled and
 motivated workforce, enhancing productivity and
 competitiveness of the sector leading to sector growth
 and sustainable employment opportunities for all.
Mission

          The Fibre Processing and Manufacturing Authority will:



 1. Identify skills          Develop quality            3. Provide opportunities
                         2    occupationally-           for all, including the latent
 priorities and needs                                   demands of SMMEs and
 based on                    directed learning          the unemployed in
 collaborative input           programmes               satisfying the national
                                                        skills development needs.
 from all key
 stakeholder groups
 within the F P & M       Implement an integrated skills development
 Sector.                  qualifications framework to promote skills acquisition,
                          career planning and access to the world of work
LEGISLATIVE & OTHER MANDATES
 • Constitutional mandate: The Constitution of the Republic
   of South Africa, 1996
 • Legislative mandate: Legal mandate of F P & M SETA
   defined by Skills Development Act, 1998 (Act No. 97), as
   amended in 2008, Skills Development Levies Act, 1999 (Act
   No.9), Employment Equity Act (Act. No. 55, 1998, The
   Public Finance Management Act, 1999 (Act No 1), South
   African Qualifications Authority Act, 1995, Regulations
   regarding the Establishment of Sector Education and
   Training Authorities, No. 27445, Regulations for Education
   and Training Quality Assurers, No. 1127
STAFFING STRUCTURE FOR MTEF FOR F P & M SETA


• Staff establishment aligned with the skills development
  mandate priorities of NSDS III - has approximately 56 staff
  members .
• In order to ensure productivity - the F P & M SETA human
  resources management function has implemented following
  measures:
    Drawn up detailed job profiles, including key performance areas and
     performance measurement criteria;
    Implemented the performance management of all staff related to their
     key performance areas, indicators and targets
FUNCTIONS OF F P & M SETA
                         1.Promote job creation, economic growth & decent
                         work
                         2.Co-ordinate development of overall training &
                         education strategy
                         3.Develop integrated Sector Skills Plan




9.   Conclude SLA with DG of Ministry of
     Higher Education & Training
8.   Liaise with employment services of            4.Implement Sector Skills Plan
     DoL                                           5.Promote learnerships
9.   Submit to DG budgets, reports &               Perform functions of an Education & Training
     financial statements on its income &               Quality Assurance Body
     expenditure as per PFMA, 1999                 6.Liaise with National Skills Authority
                                                   7.Facilitate involvement of relevant govt. depts.
                                                   8.Promote training in SMMEs
SPF is informed by key strategic POLICIES OF GOVT:

Medium Term Strategic Framework [MTEF]



    National Skills Development Strategy III [NSDS III]


   National Economic Development Strategy –New Economic Growth
   Path

       National Human Resources Development Strategy of South
       Africa (HRDSSA)


   Rural Development and Poverty Alleviation Strategy
SPF is informed by key strategic POLICIES OF GOVT:

National Industrial Policy Framework [NIPF]



     Industrial Policy Action Plan [2010/11-2012/13]



    Provincial Growth and Development Strategy



        Innovation and Technology Strategy



    Integrated Growth and Development Plan / National Research &
    Development Strategy
   F P & M SECTOR REQUIREMENTS to meet
    strategic priorities of MTSF (2009-2014)

• Strong focus on quality education, skills
  development, rural development, sustainable
  human settlements & sustainable use of
  natural resources – these issues powerfully
  linked to poverty reduction; social justice
  approach to sustainable development &
  national system of innovation
  Forestry Sector Profile

• Forestry sub-sectors: forestry, wood products, furniture, pulp
  & paper
• Majority employers located in KZN (31%), Gauteng (22%)
• Majority of employers within Forestry sub-sectors
• Male workforce -72%
• African employees – 66.1%
• Age Profile – majority aged between 25 -54 years
• Education Profile: 64% of employees have GETC & below, 27%
  have completed FET qualification, 7% of sector resides in HET
  band
  Forestry Sector Profile

• Occupational Profile: Majority of workforce resides in
  occupational category – craft & related trade workers (31%),
  Elementary workers (24%), Plant & Machinery Operators &
  Assemblers (22%)
• Skills Priorities & Scarcity: Demand for Pest Controllers (24%),
  Truck Drivers (14%), agricultural mobile plant operators (12%),
  fire fighters, entomologists, forest scientists, forestry
  operation managers, furniture designing skills, upholsterer,
  cabinet makers, industrial spray painters, wood & paper
  manufacturing trade workers, paper & pulp mill workers,
  Forestry Sector Profile

• paper products machine operators, process controllers,
  chemical process engineers, research & development
  managers, wood & paper manufacturing trade workers,
  sawmill / timber yard workers & wood machinists
• Identified areas of skills development for employed workers:
  technical skills, general management & supervisory skills &
  risk management skills
    CTFL Sector Profile

• Employs approx. 150 000 people
• Majority of employees are women (64%)
• Impt. Source of employment creation for semi-skilled
  & unskilled workers (comprise 83% of workforce)
• Education Profile:
• Age profile: Majority of employed are between 20-50
    CTFL Sector Profile

• Education Profile: 30.8% of sector resides in GET
  band, majority of workforce resides in FET band,
  5.9% of workforce
• Annual turnover of approx. R 35 billion
• Accounts for 11% of tot. manufacturing employment
• Contributes approx. 2.5% of GDP
      CTFL Sector Profile

• Majority of sales generated from domestic market
• Govt. identified CTFL as key sector for economic growth & job
  creation
• Sector is most labour intensive in SA manufacturing
• Sector is under huge pressure from Asian imports, weak
  domestic demand, aging machinery & technology & low levels
  of productivity
• Skills priorities include production managers, IT administrators
  & technical trainers, production operators, pattern makers /
  graders, machine mechanics, fitters & turners, millwrights &
  electricians
     CTFL Sector Profile


• Ability to create jobs in geographically
  underdeveloped areas – more readily than most
  manufacturing industries
• Demands relatively high levels of low-skilled & semi-
  skilled workers
• CTFL sub-sectors is key in fight against
  unemployment, poverty, rural marginalization &
  gender inequality
    PRINTING, PACKAGING & PUBLISHING SECTOR PROFILE


• Employs approximately 49 399 workers in formal employment
  – further 22 000 workers employed on contract, freelance
  temporary basis
• Critical skills priorities: Management & supervisory skills, as
  well as high level specialist & conceptual skills
• Sector not supported by definite industrial strategies – this
  should become less significant as new F P & M sector
  improves value-chain linkages & places sub-sectors under
  influence of other related industrial strategies
    NSDS III & MTSF
 NSDS III launched by Minister in January 2011 forms basis of
  Strategic Plan Framework
 Requires sector skills strategies to contribute to achievement
  of country’s New Economic Growth Path & Social
  Developmental goals encapsulated in MTSF:
• Speeding up growth and transforming the economy to create
  decent work and sustainable livelihoods
• Massive programme to build economic and social
  infrastructure
• Comprehensive rural development strategy linked to land and
  agrarian reform and food security
    NSDS III & MTSF
• Strengthen the skills and human resource base
• Improve the health profile of all South Africans
• Intensify the fight against crime and corruption
• Build cohesive, caring and sustainable communities
• Pursuing African advancement and enhanced international co-
  operation
• Sustainable resource management and use
• Building a developmental state, including improvement of public
  services and strengthening democratic institutions
 MTSF recognizes “investment in quality education for all young
  people & in skills development should form bedrock of
  government’s approach
  President’s outcome no.5
• “ A skilled and capable workforce to support
  an inclusive growth path”
• F P & M SETA has established indicators,
  targets and key activities per output that are
  measurable & contribute to the President’s
  Outcome No.5
  President’s outcome no.5
• Output 1: Establishing credible institutional
  mechanism for skills planning & establishing
  partnerships & networks with key delivery forum
  partners.
• Output 2: Increasing access to programmes leading
  to intermediate & high level learning calls on SETAs
  to make a difference in the lives of learners by
  aligning “training” to “adult basic education”
   President’s outcome no.5
• Output 3: Increasing access to occupationally-directed
  programmes in needed areas and thereby expand the
  availability of intermediate level skills – training of artisans is
  of critical importance. F P & M SETA must develop &
  operationalize QCTO Qualifications Framework.
• Output 4: Increase access to high level occupationally-
  directed programmes – aims to assist post-graduate
  students.
• Output 5: Relates to research, development & innovation in
  human capital for a growing knowledge economy – partner
  with public higher education or research institutions for
  innovation & new product development.
  Sector specific government policy & strategies to
  transform F P & M sector
 Impact of compliance with regard to the Government’s BEE strategy in order to
  achieve sustainable economic development
 Job creation & prosperity in the medium to long term.
 Framework For South Africa’s Response to the Intl Economic Crisis
 Training Layoff Scheme
 Sector Specific Government Policy Interventions to transform the Sector:
 National Industrial Policy Framework [NIPF]: Promotes more diverse value-added
  production & more labour-intensive industrialisation pathway to catalyze
  employment creation
 Industrial Policy Action Plan (IPAP 2) focuses on key areas of future development
  and seeks to grow economic activity (investment, jobs, competitiveness) in the
  CTFL & Forestry sectors, and bring about shift in the economy as a whole towards a
  more sustainable & competitive industry. Aligned to New Growth Path that is more
  labour-intensive & value-adding
 CSP for both Clothing & Textiles and Footwear and Leather sub-sectors
 Sector specific government policy & strategies to
 transform F P & M sector

• The strategy for the Clothing & Textiles sub-sector is
  based on six key pillars:
• Investment and technology
• Upgrading the skills base
• Improving innovation and design capacity
• Improving firm-level competitiveness
• Improving weak value chains
• Addressing trade distortions, illegal imports and
  volatile exchange rates
  Sector specific government policy & strategies to
  transform F P & M sector

• Footwear & Leather strategy calls for domestic firms to
  increase their competitiveness by investing in new technology
  and capital equipment, decreasing costs and investing in
  marking, design and product innovation. The strategy suggests
  that firms improve soft competitiveness variables such as
  delivery times, quality, reliability and flexibility to meet value-
  chain buyers demands. Only non-generic strategy element is
  the idea of a “Shared Resource Centre” - access to skills,
  technology, design improvement, cost cutting improvements
  would be centrally available and individual firms could access
  these when required.
  Sector specific government policy & strategies to
  transform F P & M sector

• Footwear & Leather strategy calls for domestic firms to
  increase their competitiveness by investing in new technology
  and capital equipment, decreasing costs and investing in
  marking, design and product innovation. The strategy suggests
  that firms improve soft competitiveness variables such as
  delivery times, quality, reliability and flexibility to meet value-
  chain buyers demands. Only non-generic strategy element is
  the idea of a “Shared Resource Centre” - access to skills,
  technology, design improvement, cost cutting improvements
  would be centrally available and individual firms could access
  these when required.
  Sector specific government policy & strategies to
  transform F P & M sector
 IPAP 2 identifies key action programmes for the Forestry, Furniture, Pulp & Paper
      and Wood Products sub-sector:
(i) Fast tracking issuing of water licences, transfer of assets & land reform process
      aligned to Forestry Sector Transformation Charter (provides for preferential
      procurement), management of fires (National Veld & Forest Fire Act
(ii) Other key issues: Implementation Forestry Sector Transformation Charter &
      Climate Change, Support to SMME’s
(iii) Priorities in furniture sub-sector includes establishment of furniture clusters in
      KZN, Western Cape & Gauteng, as well as furniture centres of competence for high
      level skills & technology training. Support for establishing charcoal manufacturing
      enterprises in EC & KZN, as well as biomass sub-sector development for SMME’s
(iv) In the pulp & paper & wood products sub-sectors key action programmes provides
      for skills & technology upgrading
 Critical areas of focus for the PPP industry include:
 Sector specific government policy & strategies to
 transform F P & M sector

(i) Industry not attracting right talent
(ii) Need for product-process- or technology specific training
(iii) Poor levels of general education
(iv) Develop test and adopt RPL strategies for all occupations
(v) Loss of important sector knowledge base with retirements:
(vi) Impact of HIV/Aids
Sector specific government policy & strategies to
transform F P & M sector
 Youth Development Skills: Challenges exist in education system.
  Loss of capacity of youth who graduate at Grade 12 level with
  Mathematics & Science & who are lost to higher education & F P &
  M sector occupational opportunities. Number of learners in basic
  education schooling declining (2006-2009). In 2009, 28.3% & 28.2%
  of students enrolled in public higher education institutions into SET
  & business & management related studies
 Rural Growth & Development Strategy: Imperative that F P & M
  SETA support expanded public works programme (EPWP) &
  communities by making its resources available
 Provincial Growth & Development Strategy: Greater collaboration
  & alignment with both national & provincial goverments in support
  of industrial policy intervention & develop provincial sector
  strategy. Given the high concentration of F P & M industries in
  Gauteng, KZN, Western Cape & Mpumalanga it is paramount that
  provincial growth & sector strategies be consolidated
 Sector specific government policy & strategies to
 transform F P & M sector
 National Research & Development Strategy : Accentuate need
  for qualified R & D personnel & increasing funding for R & D
  activities
 Technology & Innovation Strategy: Research, science and
  technology innovation context is a significant driver of skills
  needs in SA. Improving science, technology, social and ICT
  skills are necessary for building knowledge economy &
  addressing needs of poor.
 Integrated Growth & Development Plan (IGDP): DWAFF
  launched IGDP (2011-2031) that sets out 4 strategic objectives
  : (i) Equity & transformation (ii) Growth & competitiveness (iii)
  Environmental sustainability (iv) Governance
STRATEGIC PLAN FRAMEWORK
FOR MTEF FOR F P & M SETA
MAIN SOURCES OF REVENUE

• The main sources of revenue for the SETA are:
• Skills development levies
• Skills development interest and penalties on
  late levy payments
• Interest on investments
• Donor funding from partnership and
  collaboration projects.
DISTRIBUTION OF LEVY INCOME




                         Grant = 10%
     Mandatory




                           Pivotal
     Grant = 40%                       Discretionary
                                       Grant = 20%
      (Previously 50%)



                        Admin
                     Budget = 10%
            OBJECTIVES OF NSDS III
Objectives of NSDS III                      NSDS Output
4.1 Establishing a credible institutional   4.1.1.1 Capacity is established within the
mechanism for skills planning               Department of Higher Education and
                                            Training to co-ordinate research and skills
                                            planning
                                            4.1.1.2 Sector skills plans are
                                            professionally researched, provide a
                                            sound analysis of the sector and articulate
                                            an agreed sector strategy to address skills
                                            needs
                                            4.1.1.3 Sector and nationally
                                            commissioned research and data is
                                            analysed, validated and captured in an
                                            integrated database that is accessible to
                                            stakeholders
                           OBJECTIVES OF NSDS III
Objectives of NSDS III       NSDS Output
4.2 Increasing access to     4.2.1.1 SETAs research and identify middle level skills needs in their sectors and put in place strategies to
occupationally-directed      address them, particularly through the use of the public FET colleges and universities of technology working
programmes                   in partnership with employers providing workplace-based training

                             4.2.12 Projects are established to address middle-level skills in each sector
                             4.2.2.1 SETAs establish projects and partnerships to enable the relevant number of artisans for their sector to
                             be trained, to qualify and become work-ready

                             4.2.2.2 The National Artisan Development Project developed by JIPSA and now located in the DHET and M &
                             E framework, is planned, managed and reported on, with interventions made where blockages occur

                             4.2.3.1 Sector skills plans identify the supply challenges in relation to high level scarce skills gaps and set out
                             strategies for addressing them
                             4.2.3.2 Agreements are entered into between SETAs, university faculties and other stakeholders on
                             appropriate interventions to support improved entry to priority programmes, increased work experience and
                             experiential learning for students and access to post-graduate work

                             4.2.4.1 Sector skills plans identify the focal areas for research, innovation and development

                             4.2.4.2 Agreements are entered into between SETAs, university faculties and other stakeholders on flagship
                             research projects linked to sector development in a knowledge economy

                             4.2.4.3 Programmes are put in place that focus on the skills needed to produce research that will be relevant
                             and have an impact on the achievement of economic and skills development goals
                  OBJECTIVES OF NSDS III
Objectives of NSDS III                    NSDS Output
4.3 Promoting the growth of a public      4.3.1.1 The NCV is reviewed with inputs from stakeholders and the
FET college system that is responsive     curriculum is revised to ensure that it provides a sound foundational
to sector, local, regional and national   basis for building labour market relevant skills.
skills needs and priorities               4.3.1.2 The programmes offered to meet industry needs, including
                                          those supporting apprenticeships and N-courses, are reviewed,
                                          updated and made available to and accessed by employers.
                                          4.3.1.3 A highly articulated system of qualifications between the FET
                                          and university programmes
                                          4.3.2.1 The capacity of FET colleges to provide quality vocational
                                          training is reviewed. Each college has a strategic plan in place to build
                                          capacity and engage in skills development programmes, including
                                          programmes offered in partnership with employers.
                                          4.3.2.2 SETAs identify FET colleges with relevant programmes and put
                                          in place partnerships to offer vocational courses and work experience
                                          for college learners
                                          4.3.3.1 The capacity of college educators to deliver programmes is
                                          reviewed. F P & M Skills development programmes and strategy,
                                          including work placement opportunities, are discussed with college
                                          educators
             OBJECTIVES OF NSDS III
Objectives of NSDS III                      NSDS Output

4.4 Addressing the low level of youth and   4.4.1.1 A DHET-led process, including
adult language and numeracy skills to       stakeholders, develops a strategy
enable additional training                  supported by all stakeholders

                                            4.4.1.2 A national database tracks training
                                            and work opportunities, and reports on
                                            implementation of the strategy.

                                            4.4.1.3 The DHET partners with
                                            stakeholders in the youth sector to put in
                                            place training and work experience
                                            projects for young people.
            OBJECTIVES OF NSDS III
Objectives of NSDS III                   NSDS Output


4.5 Encouraging better use of workplace- 4.5.1.1 SETA stakeholders agree on the
based skills development                 provision of substantial quality
                                         programmes for employed workers and
                                         report on the impact of the training

                                         4.5.1.2 Sector projects are in place to
                                         address specific sector skills gaps
                                         4.5.1.3 Cross-sectoral projects are
                                         established to address skills needs along
                                         local supply chains aimed at supporting
                                         local economic development
                    OBJECTIVES OF NSDS III
Objectives of NSDS III                 NSDS Output
4.6 Encouraging and supporting co-    4.6.1.1 SETAs identify in their skills planning research, established and emergent co-
operatives, small enterprises, worker operatives and their skills needs.
initiated, NGO and community
                                      4.6.1.2 Sector projects are established by sector stakeholders supported by the NSF
training initiatives

                                       4.6.1.3 A national database of co-operatives supported with skills development is
                                       established and the impact of training reported on

                                       4.6.2.1 SETAs, through their skills planning research, identify the skills needs of small and
                                       emerging businesses in their sector, and promote relevant programmes


                                       4.6.2.2 Sector projects are developed that are piloted by SETAs and expanded through
                                       partnership funding

                                       4.6.2.3 A national database of small businesses supported with skills development is
                                       established and the impact of training reported on

                                       4.6.3.1 SETAs engage with trade unions, NGOs and community-based organizations in their
                                       sector and identify skills needs and strategies to address skills priorities


                                       4.6.3.2 SETAs establish quality pilot projects
                                       4.6.3.3 Stakeholders expand successful projects with support from the NSF
               OBJECTIVES OF NSDS III
Objectives of NSDS III                         NSDS Output
4.7 Increasing public sector capacity for      4.7.1.1 SETAs with responsibility for public
improved service delivery and supporting the   sector training conduct analysis and reflection
building of a developmental state              on achievements and challenges and education
                                               and training plans for the public sector are
                                               revised and programmes are implemented to
                                               build capacity.
                                               4.7.1.2 DHET leads a discussion on factors
                                               impacting on provision and publishes proposals
                                               on improving the institutional framework for
                                               public sector education and training.
                                               4.7.2.1 Sector skills plans set out the capacity
                                               needs of relevant departments and entities

                                               4.7.2.2 Plans and funding arrangements are
                                               agreed between the relevant departments /
                                               entities and the SETAs, and reported on.
             OBJECTIVES OF NSDS III
Objectives of NSDS III               NSDS Output


4.8 Building career and vocational   4.8.1.1 Career guides are developed with labour
guidance                             market information from SETAs, addressing sub-
                                     sectors within their sector



                                     4.8.1.2 Sector stakeholders are engaged and
                                     programmes are adjusted to meet the skills and
                                     qualification needs to promote comprehensive career
                                     development.

								
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