ASDFSA CONFERENCE

JUNE 2006

CONGRATULATIONS

YOU ARE PIONEERS

STRATEGIC CONVERSATION

SETA WHERE TO?

Managers7.0%

Professionals7.0%

Tech/Ass14.0%

Clerks/Sales20.0%

Artisans8.0%

Operators29.0%

Elementary15.0%

0% 20% 40% 60% 80% 100%

Managers

Professionals

Technicians&Associates

Clerical/Sales Workers

Artisans

Operators

Elementary

Total

Black White

Population group distribution of employees

Gender Profile

0% 20% 40% 60% 80% 100%

Managers

Professionals

Technicians&Associates

Clerical/Sales Workers

Artisans

Operators

Elementary

Total

Female Male

LEGISLATIVE FRAMEWORK UNDER

WHICH SETA’S OPERATE

StandardsDevelopment

DOESAQA ACT

DOLSKILLS DEV. ACT

DOLSKILLS DEV. LEVIES ACT

standards

reg

GET

FET

HET

NQF

8

7

6

5

2

4

3

1

Delivery of Education and Training

Financing of Education and

Training

SETA

PROVIDER EMPLOYER

NSA SARSSAQA

LEARNER

ETQA

Payslevy

Decide onspending

Establish

LearningExperience

WorkExperience

LearnershipAdmin

Decide on

CollectLevies

GrantsAllocationsIncentives

SSF80%

NSF20%

contract

SGB

StandardsGeneration

Accredit &Quality Assure

Accredit &Quality Assure

standards

applic

WHAT ARE THE FUNCTIONS OF SETAS?

SOME BELIEVE THAT SETAs ARE AUTO-TELLERS

Functions of the SETA

Develop an SSP for the Sector Promote Learnerships by:

•Identifying workplaces for practical work experience;

• Support the development of learning materials;

• Improving the facilitation of learning; and

• Assisting in the conclusion of Learnership agreements

• Register Learnership agreement;

Functions of the SETA

• Be accredited by SAQA;

• Accredit providers

• Collect and disburse the skills development levies in its sector;

• Liase with NSA regarding the skills development policy; NSDS and the SSP

• Report to the Director-General on its income and expenditure; and the implementation of the SSP

DO WE STILL BELIEVE IN THE NQF?

A National Qualifications Framework that integrates all elements of the education &

training system to enable learner progress from any

starting point

DO WE STILL BELIEVE IN SETA’s?

How much do they have in their accounts unspent?

or How many people have they

trained?

HOW IS KNOWLEDGE DEFINED WITHIN THE KNOWLEDGE

ECONOMY?

PETER SENGE DEFINITION

Senge: Learning OrganizationDef.: “Knowledge is the

capacity for effective action”

Information: Know about things

Knowing how

BILL GATES

Knowledge is information combined with experience, context, interpretation,

and reflectionNewsweek, Dec 2005

AREAS OF KNOWLEDGE-PRODUCTION IN

SOCIETY

AREAS • Discipline-based

• Basis of much of schooling• Knowledge produced at top level

• High Level Inter-Disciplinary• E.g. NASA, SASOL• Knowledge produced at top level

• Economic & Social Sectors• Knowledge produced at all levels

AREAS OF KNOWLEDGE-PRODUCTION IN SOCIETY

• Disciplines: knowledge–production at high level

• Uncodified Areas: New areas that have emerged in a knowledge-intensive world

• Know how of “How Do”

KNOWLEDGE PRODUCTION IN SOCIETY

• “Traditional ways of producing knowledge within single disciplines and institutions are being supplemented by knowledge generated within various applied contexts. This is knowledge that is collaboratively created…directed to problems in social and economic systems…..” (DACST, 1996)

ARE YOU CONVINCED THAT SETAs CAN

OR IS IT MISSION IMPOSSIBLE

Example of Knowledge Production

PREDOMINANT EXISTING MODELS OF PROVISION

TEACHER-CENTRED

• Discipline-based• Expert as primary learning resource• Delivery method:

• Lecture• Textbook• Exercises• Examinations

APPRENTICESHIP• Expert as Mentor/Coach• Facilitated Learning• Delivery method:

• Guided Learning• Learned by imitation• Mostly on-the-job• Assessment: Based on outcomes

SETA vs JIPSA• Has SETA’s failed to define their

own boundaries?• SETAs emphasized learn theory

rather than acquire skills

• SETAs have failed to train artisans• Or

• Growth of the economy - ASGISA

TECHNICIAN/ARTISAN• Mixture of two models• Block release to learn theory• On-the-Job Training with

some structure and guidance• Return of Crafts persons to

develop and act as mentors.

SETAs Where to?

A CONSTRUCTIVIST PERSPECTIVE

• “You cannot teach a man anything; you can only help him to find it within himself,” Galileo is reputed to have said.

• The essential idea that a learner is not a passive recipient of knowledge but rather an active constructor, has stood the test of time. This has come to be known as a radical constructivist conception of knowledge.

• From this perspective it is hardly surprising that,

as teachers have often experienced, many students fail to learn much from their most inspired efforts at talking in the classroom.

WORKPLACE LEARNING (1)• Further with the recognition that knowledge

needs re-definition is the recognition that the sites of learning are many and varied. The traditional definitions of knowledge have implicitly designated formal institutions of learning as the primary site of learning. This perception has been re-enforced by the fact that in most instances, a qualification is awarded by an institution, before any further learning in a practical environment is obtained by the learner……. This bias toward qualification-as-destination is at odds with reality“ (Barnett)

WORKPLACE LEARNING (2)Notice how the book "Understanding Learning at Work”

begins:

• "Learning at work has become one of the most exciting areas of development in the dual fields of management and education. It has moved to become a central concern of corporations and universities; it is no longer the pre-occupation of a small band of vocational training specialists.

• Today we see employees extending their educational capabilities in learning through their work. At the same time, opportunities and problems within work are creating the need for new Knowledge and understanding".

THE EMERGING MODEL OF

LEARNING PROVISION

THE WORKPLACE AS A SITE OF LEARNING

Teaching and learning are often seen to be synonymous, so the absence of qualified teachers and a deliberately structured curriculum can easily lead to assumptions that learning in workplaces will be inferior to that occurring in schools, colleges and universities.

The pathways of experience and guidance provided in workplaces are often structured and “formalized”

WHAT DO SETAS FACE ?

Example of Knowledge Production

A NEW APPROACH

• Resource-based

• Activity-based

• Cognitive Intervention

• Workplace as Site of Learning

PROVISION AS LEARNING FACILITATION

EXPOSE LEARNERS TO THE GREATEST POSSIBLE RANGE OF RESOURCES, ACTIVITIES AND COGNITIVE INTERVENTIONS THAT ENABLE AND EMPOWER LEARNERS WHILE PROVIDING STRONG GUIDANCE TO ENSURE STRUCTURED LEARNING ADVANCEMENT

SO WHAT IS NEEDED

INSOUTH AFRICA?

AN INTERGRATED APPROACH

• Integration of qualifications • Integration of provision

• Sharing what is common • Providing what is specific to

individual Industries

KEY SECTOR INITIATIVES IN SUPPORT OF STRATEGY

• Engage in a high level strategic conversation with CEOs, labour, economists and DTI on 6% growth in the sector and the implications for skills.

• Feed this conversation into SSP considerations for the major review of the SSP next year.

• Conduct or commission research that will allow SETA to speak and act with authority on skills in the sector.

• Consult with DTI and other government agencies to develop new investment training incentives and support.

• Re-evaluate the mechanisms of the old apprenticeships and insert best elements into learnership strategy.

• Focus more on assisting firms to maximise return on training investment (ROTI). Some ideas include sharing best company practice, upgrading SDF skills to higher conceptual levels perhaps with the help of higher education, the private sector and getting creative on marketing WSPs as strategic company tools.

THANK YOU