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DOCUMENT TYPE DEPARTMENT DOCUMENT DATE DOCUMENT STATUS FP&M SETA ANNUAL PERFORMANCE PLAN FOR 2014-2015 FP&M SETA 28th FEBRUARY 2014 FIRST VERSION

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FIBRE PROCESSING AND MANUFACTURING SECTOR EDUCATION

AND TRAINING AUTHORITY (FP&M SETA)

ANNUAL PERFORMANCE PLAN FOR FINANCIAL YEAR: 2014-2015

FOR 2014 – 2016

NAME OF PROVINCE: GAUTENG

DATE OF TABLING: 28TH FEBRUARY 2014


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FOREWORD

The Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA) Board takes pleasure in submitting to the Department of Higher Education and Training (DHET), the Annual Performance Plan for FP&M SETA, for the financial year 01st April 2014 to 31st March 2016.

This Annual Performance Plan was guided by the Strategic Plan, which is informed by the Sector Skills Plan, which also reflect the Government’s long term plans, the MTSF. The Accounting Authority takes overall responsibility for developing the performance targets for the present budget year of the Fibre Processing and Manufacturing Sector Education and Training Authority.

At the beginning of the Annual Performance Plan, the Accounting Authority sets out clear priorities that have guided the development of the plan. The Accounting Authority is responsible for ensuring that these priorities are in line with the Strategic Plan.

The performance of the FP&M SETA is delivered within the framework of the following legislation:

Skills Development Act, 1998 (Act No. 97 of 1998), as amended in 2008:

Skills Development Levies Act, 1999 (Act No 9 of 1999):

• Provides for imposition of a skills development levy.

The Public Finance Management Act, 1999 (Act No 1 of 1999):

• To regulate financial management in the national government and provincial governments; • To ensure that all revenue, expenditure, assets and liabilities of those governments are managed efficiently and effectively; • To provide for the responsibilities of persons entrusted with financial management in those governments; and • To provide for matters connected therewith

Treasury Regulations for Departments, Trading Entities, Constitutional Institutions and Public Entities, issued in terms of the Public Finance Management Act, 1999 as amended.


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Sector Education and Training Authorities (SETAs) Grant Regulations Regarding Monies Received by a SETA and Related Matters (No Regulation 990 of 3rd December 2012).

The Accounting Authority uses this opportunity to endorse the Annual Performance Plan and is committed to supporting its implementation.

Signature :_____________________________________ Chairman: FP&M SETA Board


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OFFICIAL SIGN-OFF It is hereby certified that this Annual Performance Plan:

v Was developed by the Management of the Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA) under the guidance of the Department of Higher Education and Training;

v Was prepared in line with the current Strategic Plan of the FP&M SETA; v Accurately reflects the performance targets, which the FP&M SETA will endeavour to achieve given the resources made available in the

budget for April 2012-March 2016.

Ms. Gina Layzell Signature: _________________________________ Chief Financial Officer Ms. Felleng Yende Signature: _________________________________ Chief Executive Officer Approved by: Mr. Sipho Ngidi Signature: _________________________________ Chairman: FP&M SETA Board


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Table of Contents

1. ORGANISATIONAL PERFORMANCE ..........................................................................................................................................6

2. ORGANISATIONAL CHALLENGES ..............................................................................................................................................8

3. OVERVIEW OF 2014/15 TO 2015/16 BUDGET AND MTEF ESTIMATES ...........................................................................................8

3.1. Medium Term Income Estimates .......................................................................................................................................................................................8

3.2. Expenditure Estimates ......................................................................................................................................................................................................9

4. PROGRAMME PERFORMANCE INDICATORS PER PROGRAMME/SUB-PROGRAMMES FOR 2014/15 ................................................. 13

5. PROGRAMME PERFORMANCE INDICATORS ......................................................................................................................... 18

6. QUARTERLY TARGETS FOR 2014/15 .................................................................................................................................... 40

7. HOW WILL THE LEVELS OF EDUCATION AND SKILLS BE IMPROVED AND ADDRESSED IN EACH SECTOR .................................... 62

7.1. Partnerships between FP&M Seta and Public FET Colleges & Promotion of FET Colleges within the FP&M Sector ......................................................... 62

7.2. Partnerships with Public Higher Education Institutions ................................................................................................................................................... 65

8. RURAL DEVELOPMENT STRATEGY ....................................................................................................................................... 68

10. FP&M SETA ALIGNMENT TO STRATEGIC INFRASTRUCTURE PROJECTS (SIPS) ....................................................................... 69

11. LINKS TO OTHER POLICIES AND PLANS ............................................................................................................................. 70


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1. ORGANISATIONAL PERFORMANCE

Discretionary Grant Funding

The Board approved an allocation of approximately R259 million in terms of fixed funding windows (R184 million) and special projects (R75 million). The programmes covered through the fixed funding windows included learnerships, apprenticeships, bursaries, internships and work experience opportunities. Funding for special projects catered for programmes directed towards rural development, people with disabilities, promoting the growth of FET institutions, developing business and entrepreneurial skills, addressing literacy and numeracy amongst the youth, promoting life skills through HIV programmes, provision of funding to co-operatives, NGOs, community based organisations (CBOs) and trade union-initiated training interventions. Funding was also made available for the development of Quality Council for Trades and Occupations (QCTO) aligned qualifications and for Adult Education and Training (AET).

An amount of R78 million was allocated for artisan development, with 962 new apprentices benefiting from this funding opportunity and putting the FP&M SETA in a position to meet its commitments towards addressing the targets set through the National Skills Accord (NSA) in relation to skills development and the creation of employment opportunities.

Some of the flagship projects that were implemented during the 2012/2013 financial year included the following:

Sekhukhune FET Project

The FP&M SETA allocated R2,2 million for a project which was delivered in partnership with Sekhukhune Public FET College for the training of 88 unemployed learners from the surrounding rural and economically depressed villages for a furniture making qualification. At the conclusion of this training programme, 83 learners were found competent, that is a 94% throughput rate. The programme included training in entrepreneurship, which will enable learners who are unable to secure employment to establish their own enterprises.


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Kingsbury International College

Funding of R1,1 million was allocated to enrol 44 learners from Middleburg in the Mpumalanga Province on a New Venture Creation learnership which commenced in March 2012. On completion of this programme, 40 of these learners had registered their new small businesses with the Commission for Intellectual Property and Companies (CIPC) and the South African Revenue Service (SARS).

Bosele Hand Craft Centre An allocation of R79,200 was made to a school for young people with disabilities to enrol 11 learners in an upholstery training programme which they all passed. At the completion of the programme, the upholstery equipment and machinery used for training were donated to the centre so that the graduates could use them to create job opportunities for themselves. Given the success of this project, the SETA has allocated a further R600,000 for a follow-up project that will commence in the next financial year to benefit another cohort of learners with disabilities. 2012 Cape Town Book Fair The FP&M SETA served as a sponsor of note for the Cape Town Book Fair which took place from 15 to 17 June 2012. This annual event is the brainchild of the Publisher’s Association of South Africa (PASA) and coincided with the 29th International Publisher’s Association Congress. The event generated a lot of interest from local and international exhibitors, writers, book associations, book distributors, publishers, libraries, universities and printing houses and was attended by more than 10,000 visitors. The highlight for the FP&M SETA’s participation in this event was the co-hosting of a seminar on careers in the publishing sector which was done in collaboration with PASA and the University of Witwatersrand’s School of Literature and Language Studies. Skills for the Wellington District In November 2012, L&X Projects V, an accredited skills development provider in the Western Cape, hosted a graduation ceremony for 30 learners from Wellington Klapmuts, Paarl and Mbekweni and the surrounding farming communities who had successfully completed an Upholstery Skills Programme NQF 2 which was funded by the FP&M SETA to the tune of R216,000. This project was a culmination of the Mitchells Plain Skills Initiative Summit which was initiated by Minister Trevor Manuel and Deputy Minister Marius Fransman in 2010, in collaboration with the community of this area and various SETAs.


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2. ORGANISATIONAL CHALLENGES The current major challenge is the establishment of a matured organization, espousing characteristics of a high performing organization. This latter is critical considering the history and the age of the new FP&M SETA. This background has had an impact on some of the critical areas of the organ-izational performance leading to an audit qualification. As a team we evaluated our performance to enable continuous improvement.

3. OVERVIEW OF 2014/15 TO 2015/16 BUDGET AND MTEF ESTIMATES

3.1. Medium Term Income Estimates

2013/14 2014/15 2015/16 2016/17

Levy Income Based on Feb and March 13 scheme year 13 previous regulations

54,023,865

Administration levy income 6,752,983

Mandatory grant Income 33,764,916 Discretionary income 13,505,966 Levy Income Based on new grant regulations 270,119,325 318,835,000 348,489,000 382,887,000 Administration levy income 35,453,161 41,847,094 45,739,181 50,253,919 Mandatory grant Income 67,529,831 79,708,750 87,122,250 95,721,750 Discretionary income 167,136,332 197,279,156 215,627,568 236,911,331 Investment income 17,000, 000 17,500,000 17,500,000 18,428,000 SDL interest & penalties 3,048,901 3,231,834 3,458,063 3,641,340 Total Estimated Revenue 344,192,091 339,566,835 369,447,063 404,956,341


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3.2. Expenditure Estimates FP&M SETA MEDIUM TERM EXPENDITURE ESTIMATES

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EXPENSES 2013/14 2014/15 2015/6 2016/17 Less Expenses 793,365,282 269,612,000 282,553,000 404,570,904

Mandatory grant expenses two months from scheme years prior to new grant regulations

26,336,634

Mandatory grant expenses new grant regulations (2013/14 - 10 months and 2014/15 to 2015/16 – 12 months)

47,270,882 55,796,125 60,985,575 67,005,225

Total discretionary spending / commitments including discretionary and project administration excluding spending on previous year commitments

230,262,385 172,378,001 177,183,052 290,729,384

Discretionary expenses on pivotal programmes ( 80% of total discretionary funds received)

170,394,165 127,559,720, 131,115,458 215,139,744

Discretionary expenses - project costs ( 20% of total discretionary funds received) 42,598,541 31,889,930 32,778,864 53,784,936

Discretionary expenses - project costs ( 20% of total discretionary funds received) excluding FET refurbishments FET Refurbishment

42,598,541

15,296,230 16,593,700

19,503,904 13,274,960

53,784,936

Discretionary pivotal grant administration expenses 7.5% limit Discretionary project administration expenses 7.5% limit

13,815,743 3,453,936

10,342,680 2,585,670

10,630,983 2,657,745

17,443,763 4,360,940

Prior year discretionary reserves carried over for projects approved in 2012/13- spend in 2013/14

447,673,569

Administration expenses 41,821,812 41,437,874 44,384,373 46,836,295

Surplus / (deficit) -449,173,191 69,954,835 86,894,063 385,437


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• The skills levy income budget for 2013/14 includes R31 million (R10 million x 3 years) which is due from companies which had not yet been transferred to FP&M SETA from SETA 10 and 15, this amount spans over three years namely 2011-2014. This accounts for the ex-cessive increase in the 2013/14 budgeted skills development levy income. The budgeted levy income for 2014/15 and 2015/16 equals skills levy allocations given by National Treasury., The budgeted decrease in 2014/15 however is due to the additional levies forecasted in 2013/14 and 2014/15 not having the back log of levies accounted for in 2013/14.

• Administration expenses for 2014/15 and 2015/16 are within the limit set by the revised grant regulations. Administration expenses includes 0.5% of skills development levy income to be set aside for the QCTO. FP&M SETA has received approval from DHET to pay 0.28% of the skills development levies for 2014/15, 0.22% will therefore be used for other administration costs with in the FP&M SETA.

• The mandatory grant expenses are budgeted at a 70% payout ratio for submitted WSPs at 20% of skills development levies received. • Discretionary grants available for allocation include 49.5% of skills development levies, interest and penalties on skills development levies,

30% (unspent) of mandatory grant income and investment income. • The total expenses for 2014/15 and 2015/15 agree to the capped amount given by DHET being R269,612,000 for 2014/15 and

R282,553,000 and this accounts for the large amounts in the discretionary reserves. • During the 2012/13 financial year FP&M SETA had unspent discretionary reserves for projects or discretionary grants which had already

been approved or committed, the 2013/14 budget accounted for these funds to be spent in 2013/14, • Depreciation and amortization budget is based on the budgeted CAPEX needs of the organization.

2013/14, 23%

2014/15, -2%

2015/16, 9%

2016/17, 10%

Skills development levy income % increase

2013/14, 10.32%

2014/15, 10.40%2015/16,

10.19%

2016/17, 9.79%

Administration expenses as a % of total levy income paid to SARS


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FP&M Seta has acquired a video conferencing facility, a new telephone system and more cost effective shared printers which should have a saving effect on the following administration expenses for 2014/15 to 2015/16: All Airfares & travel costs, accommodation & meals, vehicle hire costs, printing costs, telephone costs. Further savings has been forecast in the budget by ensuring staff who use their private vehicles for work on a regular basis in line with their KPIs will need to structure their cost to company to incorporate a travel allowance where the tax break will give them relieve in financing their fuel and wear and tear costs on their vehicles, no travel reimbursements will be paid out to these staff who have a car allowance form January 2014. During 2013/14, FP&M SETA leased a new head office building which has better and larger meeting facilities to conduct all committee meetings, this has resulted in an anticipated savings on venue hire costs for 2014-2016. Catering costs will need to be limited to between R60 and R100 per head. Funds available for discretionary grants, project administration costs and special projects which have been allocated in accordance to the strategic objectives and the SETA Grant Regulations of 2012 are reflected in the graphs below:

I. Total Discretionary Grant Budget (2013/14-2016/17) excluding reserves carried over from 2012/13

2013/14 2014/15 2015/16 2016/17 R 230,262,285 R172,378,001 R177,250,793 R290,729,384

80% of Discretionary grants allocated to PIVOTAL programmes that addresses scarce and critical skills in the FP&M sector, 20% of Discretionary grant budget allocated to address other key strategic objectives of the FP&M sector skills plan and Annual Strategic Plan.


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2013/14, 13,815,743

2014/15, 10,342,680

2015/16, 10,635,047

2016/17, 17,443,763

Discretionary grant Admin expenses on Pivotal programmes: 7.5%

2013/14, 42,598,541

2014/15, 31,889,930

2015/16, 32,791,396

2016/17, 53,784,936

Projected funds for Discretionary non pivotal and

special project funding …

2013/14, 170,394,165

2014/15, 127,559,720 2015/16,

131,165,586

2016/17215,139,744

Discretionary grant expenses on Pivotal programmes

2013/14, 3,453,936

2014/15, 2,585,670

2015/16, 2,658,761

2016/17, 4,360,940

Discretionary grant administration expenses on

non pivotal programmes


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4. PROGRAMME PERFORMANCE INDICATORS PER PROGRAMME/SUB-PROGRAMMES FOR 2014/15

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PROGRAMMES SUB-PROGRAMMES 2014/2015

MEDIUM-TERM TARGETS

2012/13 2013/2014 2015/2016 2016-2017

Name of Programme: Capacity is established within the FP&M SETA to co-ordinate skills development research and skills planning.

Programme Description 1: Establishing a credible institutional mechanism for skills planning

The intention of this programme is to establish a credible institutional mechanism for skills planning and partnerships with key delivery forum partners amongst the provider community, employers, labour unions and interested organised learner communities to enhance skills planning holistically in the FP&M sector. The rationale is that any human resource/skills planning should be complemented with better data and improved labour market analysis. The FP&M SETA has to establish its own mechanism that is aligned and fully compliant with the reporting requirements of the DHET to enhance skills planning in the sector. It is important for the FP&M SETA to develop its research capacity in order to make accurate labour market projections to inform the FP&M SETA Sector Skills Plan. This would ensure that information sources, with regards to the demand and supply of skills, are co-ordinated.

4.1 Establishing a credible institutional mechanism for skills planning

4.1.1 The skills matrix is bench-marked internationally. 4.1.2 Pilot an assessment in-strument to evaluate employ-ees in 4 subsectors against the matrix to identify skills gaps. 4.1.3 An assessment instru-ment is developed to evaluate employees against the matrix to identify skills gaps.

A skills matrix is developed for each sector in the FP&M SETA.

The skills matrix is bench-marked locally.

An assessment instrument is developed to evaluate employees against the matrix to identify skills gaps.

Name of Programme: Identification of middle level skills needs

Programme Description 2: Increasing access to occupationally directed programmes

The aim of this programme is to establish projects and partnerships to enable the relevant number of artisans to be trained, to qualify and become work ready. Many South African learners are poorly prepared to undertake further learning when they leave school and cannot access post-school education and training opportunities. A large num-ber of youth and adults are not in employment, education or training.


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MEDIUM-TERM TARGETS

2012/13 2013/2014 2015/2016 2016-2017

The objective of this programme is to provide access (and funding) to adults and youth to education and training opportunities that will enable them to acquire a minimum qualification at level 4 of the National Qualifications Framework (NQF).

This will include access to foundational learning programmes as well as Adult Education & Training programmes.

4.2 Increasing access to occupation-ally-directed programmes

4.2.1 Establish occupational levels in each sector complete with their respective profi-ciency/ development stand-ards. 4.2.2 Conduct comprehensive recognition of Prior Learning (RPL) of employees with no minimum education entry qualifications. Develop a comprehensive edu-cation and occupational profile of employees in the sector.

Establish occupational levels in each sector complete with their respective proficiency/develop-ment standards.

Conduct comprehensive recognition of Prior Learning (RPL) of employees with no minimum education entry qualifications.

Develop lead oc-cupational learn-ing programmes in each sector and match employees accordingly.

Develop lead occupa-tional learning pro-grammes in each sec-tor and match em-ployees accordingly.

3.Name of Programme: Capacity building and partnerships with FET Colleges

Programme Description 3: Promoting the growth of a responsive public FET college system

NSDS III emphasises partnerships between DHET, SETAs, employers, private providers and public FET colleges to create increased capacity to meet industry needs throughout the country. The National Certificate Vocational (NCV) and N-courses are recognised by employers as important base qualifications through which young people are obtaining additional vocational skills and work experience, entering the labour market with marketable skills, and obtaining employment.

The FP&M SETA is in the process of identifying FET colleges with relevant programmes and will put in place partnerships to offer vocational courses and work experience for FET college learners. An FET research study will be conducted in the new financial year to inform the SETA’s FET strategy going forward.

4.3 Promoting the growth of a respon-sive public FET college system

4.3.2 EStablish geographic rep-resentation in geographic ar-eas where sector is economic

Draw up a geographic profile of each sector in the FP&M SETA and link this to the FET college representation.

Establish geographic repre-sentation in geographic areas where sector is economic and

Create link be-tween FET colleges and local skills de-

Work with FET’s in all geographical ar-eas to promote the selection of FET


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MEDIUM-TERM TARGETS

2012/13 2013/2014 2015/2016 2016-2017

and establish relations with the FET colleges 4.3.3 Work with FET’s in all geographics to promote the se-lection of FET qualifications amongst schools in the respec-tive geographics.

establish relations with the FET colleges.

velopment initia-tives e.g. sewing clubs, small scale furniture repairs etc.

qualifications amongst schools in the respective geo-graphical areas.

4.Name of Programme: Youth development programmes to address employability in the FP&M sector

Programme Description 4: Addressing the low level of youth and adult language and numeracy skills to enable additional training

Many South African learners are poorly prepared to undertake further learning when they leave school and cannot access post-school education and training opportunities. A large number of youth and adults are “not in employment, education or training” (NEET).

This programme is focused on assisting unemployed adults and youth (including primary and secondary school learners) to have access to education and training opportuni-ties that will enable them to acquire a minimum qualification at level 4 of the NQF.

Included are foundational learning programmes and AET programmes, as well as teacher training initiatives to enhance the quality of education provided at school level.

4.4 Addressing the low level of youth and adult language and numeracy skills to enable additional training.

4.4.1 .An analysis of the scale of young and adult low lan-guage and numeracy levels conducted and an action plan developed. 4.4.2 Working partners identi-fied and collaborative partner-ships forged.

An analysis of the scale of young and adult low language and nu-meracy levels conducted and an action plan developed. Working partners identified and collabo-rative partnerships forged.

Bridging courses developed for youth and adults with low language and numeracy skills.

Placement and further education and training op-portunities identi-fied for 18.2 and GET graduates.

Bridging courses rolled out to the youth and adults with low language and nu-meracy skills

5. Name of Programme: Promotion of skills development in workplaces

Programme Description 5: Encouraging better use of workplace-based skills development

The FP&M SSP identified a number of key areas of critical skills demand in the FP&M sector, all of which affect the efficacy and developmental competitiveness of the sec-tor. These include leadership and management skills. There is a clearly expressed need for enhancing leadership - not only in terms of supply, but also in terms of continuity


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MEDIUM-TERM TARGETS

2012/13 2013/2014 2015/2016 2016-2017

of leadership. Therefore, the FP&M sector should focus their workplace-based skills development more strategically and should address the re-skilling and updating of ca-pacity in key areas where critical skills needs were identified. In addition, workplaces must develop ‘new’ skills (relating to new processes and technology) to increase their competitiveness and remain sustainable.

4.5 Encouraging better use of work-place based skills development

4.5.1 Plan for optimum usage of workplaces formulated in collaboration with stakehold-ers. 4.5.2 Career Management pro-moted at workplaces 4.5.3 Agreements put in place with established bodies at the workplace for active participa-tion in ensuring the implemen-tation of accredited training.

Plan for optimum usage of work-places formulated in collabora-tion with stakeholders.

Career management pro-moted at workplaces

Impact as-sessment.

Agreements put in place at the workplace for ac-tive participation in ensur-ing the implementation of accredited training.

6. Name of Programme: Upskilling co-operatives, small enterprises, worker initiated NGOs and community training initiatives to promote entrepreneurship, rural development and to address poverty-alleviation.

Programme Description 6: Encouraging and supporting cooperative, small enterprises, worker initiated, NGO and community training initiatives

The FP&M SSP identified a number of key areas of critical skills demand for cooperatives, small enterprises, worker-initiated, NGO and community training initiatives, all of which affect the efficacy and sustainability of these enterprises.

This programme aims to provide support to cooperatives, NGOs, community based organisations (CBOs) and small enterprises (SMMEs) through the funding of skills devel-opment and training projects to expand the business and technical skills capacity of these organisations and to contribute to sector economic and employment growth by creating opportunities for the creation of new ventures.

4.6 Encouraging and supporting coop-erative, small enterprise, worker initi-ated, NGO and community training in-itiatives.

4.6.1 A plan put in place for identifying and supporting co-operatives, small enterprises, worker initiated, NGOs and community initiatives within the FP&M sector.

A plan put in place for identifying and supporting cooperatives, small enterprises, worker initi-ated, NGOs and community initi-atives within the FP&M sector

A Toolkit for use in coopera-tives, small enterprises, worker initiated, NGOs and community training initiatives is put in place. SETA support is rolled out.

Impact assess-ment.

SETA support is rolled out.


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MEDIUM-TERM TARGETS

2012/13 2013/2014 2015/2016 2016-2017

7.Name of Programme: Promoting Career & Vocational Guidance

Programme Description 8: Building career and vocational guidance

For FP&M sector learners to succeed they need to be guided prior to enrolment on both best match of their interest and their abilities to occupational requirements, as well as best prospects for employment and decent remuneration. Information gathered and support services generated need to be synchronised centrally and made available nationally. To this end, the FP&M SETA has participated in identified career exhibitions across the provinces and has made information available on career opportunities in the FP&M sector.

4.8 Building career and vocational guidance

4.8.1 A career management and vocational guidance strat-egy is developed. 4.8.2 Life Orientation educa-tors of schools target for the pipeline project and SDFs trained.

A career management and voca-tional guidance strategy is devel-oped.

Life Orientation educators of schools target for the pipeline project and SDFs trained. Career and vocational guid-ance programmes are rolled out.

Impact assessment. Life Orientation ed-ucators of schools target for the pipe-line project and SDFs trained. Career and voca-tional guidance pro-grammes are rolled out


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5. PROGRAMME PERFORMANCE INDICATORS

STRATEGIC OBJECTIVES & PERFORMANCE INDICATORS

ESTIMATED PERFORMANCE PER

PERFORMANCE INDICATOR FOR 2014/15

ANNUAL YEAR-ON-YEAR PERFORMANCE TARGETS PER PER-FORMANCE INDICATOR FOR NSDS III (2015-2017)

ANNUAL SECTORAL TARGETS IN ADDITION TO

NSDS III

2015/16 2016/2017

4.1.1: A skills matrix is developed for a minimum of 5 sub- sectors in the FP&M SETA.

4.1.1 (a) - Updated SSP, Strate-gic Plan, Annual Performance Plan incorporating findings on both horizontal and the verti-cal skills:

- Qualifications review with CEPs in line with the skills au-dit findings undertaken with sub-sectors at each qualifica-tions scoping session

- Research report to establish projects to drive cross sectoral value chain linkages

- Updated SSP, Strategic Plan & Annual Performance Plan submitted to DHET by 31 Au-gust 2014.

- Visible improvement of work-place learning to develop port-able skills.

- An impact study on workplace productivity as a direct result of workplace learning

- Updated SSP, Strategic Plan, Annual Performance Plan sub-mitted to DHET by 31st August.

- Updated SSP, Strategic Plan, Annual Performance Plan sub-mitted to DHET by 31 August.

4.1.2 Pilot an assessment instru-ment to evaluate employees in a minimum of 5 sub-sectors against the matrix to identify skills gaps.

Implement discretionary grant projects to address the skills gaps revealed by the assess-ment report by October 2014

Impact of targeted projects leading to a measureable up skilled workforce

Develop targeted projects to ad-dress the gaps revealed by the assessment report


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NSDS III

2015/16 2016/2017

4.1.3 An assessment instrument for 5 sub-sectors is developed to evaluate employees against the matrix to identify skills gaps.

4.1.3 (a) An assessment instru-ment is developed to ensure electronic (self-help) and guided evaluation by SDFs for conducting a training needs analysis

4.1.3 (b) 10% of the employees in the FP&M sector are evalu-ated and the credibility of the instrument verified.

4.1.3 (c) The assessment tool is simplified for ease of applica-tion in each sector and work-place.

4.1.3 (b) 10% of the employees in the FP&M sector are evalu-ated and the credibility of the in-strument verified.

4.1.3 (c) The assessment tool is simplified for ease of application in each sector and workplace.

4.2.1 Establish occupational lev-els in a minimum 5 sub- sectors complete with their respective proficiency/ development stand-ards.

4.2.1 (b)(i) The following pro-grammes, which meet QCTO requirements and support key action programmes of indus-trial strategies are put in place for each FP&M industry:

An intermediary programme to cater for employees with less than a Grade 12 qualifica-tion.

A standard programme for matric and equivalent learner-ship.

An artisanal level programme.

4.2.1 (b)(i) The following pro-grammes, which meet QCTO requirements and support key action programmes of indus-trial strategies are put in place for each FP&M industry:

An intermediary programme to cater for employees with less than a Grade 12 qualification. A standard programme for ma-tric and equivalent learnership


4.2.1 (b)(i) The following pro-grammes, which meet QCTO re-quirements and support key ac-tion programmes of industrial strategies are put in place for each FP&M industry:

An intermediary programme to cater for employees with less than a Grade 12 qualification. A standard programme for ma-tric and equivalent learnership.



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NSDS III

2015/16 2016/2017

OTHER DISCRETIONARY PROJECT TARGETS

AET 200 learners entered AET programmes

AET 100 learners completed AET programmes

DISCRETIONARY PIVOTAL TARGETS

APPRENTICESHIPS - Section 13: 150 employed learners entered apprentice-ship programmes and 75 em-ployed apprentices certifi-cated on completion of ap-prenticeship programmes

215 unemployed learners en-tered apprenticeship pro-grammes and 108 unem-ployed apprentices certifi-cated on completion of ap-prenticeship programmes




DISCRETIONARY PIVOTAL TAR-GETS

APPRENTICESHIPS - Section 13: 175 employed learners entered apprentice-ship programmes and 88 em-ployed apprentices certificated on completion of apprentice-ship programmes

230 unemployed learners en-tered apprenticeship pro-grammes and 115 unemployed apprentices certificated on completion of apprenticeship programmes




DISCRETIONARY PIVOTAL TAR-GETS

APPRENTICESHIPS - Section 13: 260 employed learn-ers entered apprenticeship pro-grammes and 130 employed ap-prentices certificated on com-pletion of apprenticeship pro-grammes

455 unemployed learners en-tered apprenticeship pro-grammes and 228 unemployed apprentices certificated on com-pletion of apprenticeship pro-grammes

TARGETS

AET: 1000 employed learners.

APPRENTICESHIPS - Section 13: 400 employed and 600 unemployed learners.


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NSDS III

2015/16 2016/2017

LEARNERSHIPS:

700 employed learners enter learnership programmes and 350 employed learners certifi-cated on completion of learn-erships

1040 unemployed learners enter learnership programmes and 520 unemployed learners certificated on completion of learnerships

SKILLS PROGRAMMES: (Man-agement / Technical Skills / Entrepreneurship/Life Skills):

1000 employed learners enter skills programmes and 500 employed learners are certifi-cated on skills programmes

550 unemployed learners are registered on skills pro-grammes and 225 unem-ployed learners are certifi-cated on completion of skills programmes

LEARNERSHIPS:

700 employed learners enter learnership programmes and 350 employed learners certifi-cated on completion of learn-erships

1050 unemployed learners en-ter learnership programmes and 525 unemployed learners certificated on completion of learnerships

SKILLS PROGRAMMES: (Man-agement / Technical Skills / Entrepreneurship / Life Skills):

1080 employed learners enter skills programmes and 540 em-ployed learners are certificated on skills programmes

700 unemployed learners are registered on skills pro-grammes and 350 unemployed learners are certificated on completion of skills pro-grammes

LEARNERSHIPS:

1000 employed learners enter learnership programmes and 500 employed learners certifi-cated on completion of learner-ships

1690 unemployed learners enter learnership programmes and 845 unemployed learners certifi-cated on completion of learner-ships

SKILLS PROGRAMMES: (Man-agement / Technical Skills / En-trepreneurship / Life Skills):

1500 employed learners enter skills programmes and 750 em-ployed learners are certificated on skills programmes

1065 unemployed learners are registered on skills programmes and 533 unemployed learners are certificated on completion of skills programmes

LEARNERSHIPS:

1000 employed and 1500 unem-ployed learners.

SKILLS PROGRAMMES (Manage-ment / Technical Skills): 500 em-ployed and 1000 unemployed learners.


22






NSDS III

2015/16 2016/2017

BURSARY PROGRAMMES-

(HET / FET Institutions):

75 employed learners enter bursary programmes at FET/HET Institutions and 38 employed learners complete bursary programmes at these institutions

120 unemployed learners en-ter bursary programmes at FET/HET Institutions and 60 complete bursary pro-grammes at these institutions

INTERNSHIPS / WORKPLACE EXPERIENCE-

(3-6 months duration):

250 unemployed learners en-ter structured work inte-grated learning programmes

125 unemployed learners complete structured work in-tegrated learning programmes

BURSARY PROGRAMMES-


75 employed learners enter bursary programmes at FET/HET Institutions and 38 employed learners complete bursary programmes at these institutions

120 unemployed learners en-ter bursary programmes at FET/HET Institutions and 60 complete bursary programmes at these institutions

INTERNSHIPS / WORKPLACE EXPERIENCE-


250 unemployed learners enter structured work integrated learning programmes

125 unemployed learners com-plete structured work inte-grated learning programmes post-completion of qualifica-tion

BURSARY PROGRAMMES-


205 employed learners enter bursary programmes at FET/HET Institutions and 103 employed learners complete bursary pro-grammes at these institutions.

280 unemployed learners enter bursary programmes at FET/HET Institutions and 140 complete bursary programmes at these in-stitutions

INTERNSHIPS / WORKPLACE EX-PERIENCE-


420 unemployed learners enter structured work integrated learning programmes

210 unemployed learners com-plete structured work integrated learning programmes

BURSARY PROGRAMMES-

(HET/FET Institutions):

50 employed and 100 unemployed learners.

INTERNSHIPS / WORKPLACE EXPE-RIENCE-

(6 months duration):

150 unemployed learners


23






NSDS III

2015/16 2016/2017

WORK INTEGRATED LEARN-ING - (UNIVERSITIES/UOTS + FET GRADUATE PLACEMENT)-


250 unemployed learners en-ter work-integrated internship programmes post completion of qualification.

125 unemployed learners complete work-integrated in-ternship programmes post completion of a qualification

POST-GRADUATE BURSARY PROGRAMMES –

(Honours, Masters and Doc-toral degrees):

5 employed/unemployed learners enter post-graduate bursary programmes

3 employed/unemployed learners complete post-gradu-ate bursary programmes

WORK INTEGRATED LEARNING - (UNIVERSITIES/UOTS + FET GRADUATE PLACEMENT)-


250 unemployed learners enter work-integrated internship programmes post completion of a qualification

125 unemployed learners enter work-integrated internship programmes

POST-GRADUATE BURSARY PROGRAMMES –

(Honours, Masters and Doc-toral degrees):

5 employed/unemployed learners enter post-graduate bursary programmes

3 employed/unemployed learners complete post-gradu-ate bursary programmes

WORK INTEGRATED LEARNING - (UNIVERSITIES/UOTS + FET GRADUATE PLACEMENT)-


420 unemployed learners enter work-integrated internship pro-grammes post completion of a qualification

210 unemployed learners com-plete work-integrated internship programmes post completion of a qualification


24






NSDS III

2015/16 2016/2017

4.2.2 Conduct comprehensive recognition of Prior Learning (RPL) of employees with no minimum education entry quali-fications in 3 sub-sectors.

4.2.2 (a) Implement RPL strat-egy

(b) RPL assessments that are electronic and easy to use at the work place and which test education as well as occupa-tional standards are rolled out in 3 sub-sectors.

(c)Market & Promote RPL – national roll-out by September annually,

(d)Establish a minimum of 3 RPL pilot projects with em-ployers

4.2.2 (a) Implement RPL strat-egy

(b) RPL assessments that are electronic and easy to use at the work place and which test education as well as occupa-tional standards are rolled out. (100 employed learners)

(c)Market & Promote RPL – na-tional roll-out,

(d)Establish RPL pilot projects with employers

4.2.2 (a) Implement RPL strategy

(b) RPL assessments that are electronic and easy to use at the work place and which test edu-cation as well as occupational standards are rolled out. (100 employed learners)

(c)Market & Promote RPL – na-tional roll-out,

(d)Establish RPL pilot projects with employers

OTHER DISCRETIONARY PROJECT TARGETS (INCLUD-ING APPRENTICESHIPS)

RPL: 210 employed learners entered on programmes and assessed utilizing electronic assessments and 105 learners certified through RPL method-ology.

OTHER DISCRETIONARY PROJECT TARGETS (INCLUDING APPRENICESHIPS)

RPL: 250 employed learners entered on programmes and assessed utilizing electronic as-sessments and 125 certified through RPL methodology.

OTHER DISCRETIONARY PROJECT TARGETS (INCLUDING APPRENTICESHIPS)

RPL: 270 employed learners en-tered on programmes and as-sessed utilizing electronic as-sessments and 135 learners as-sessed and certified through RPL methodology.


25






NSDS III

2015/16 2016/2017

4.2.3 Develop a comprehensive education and occupational pro-file of employees in a minimum of 5 sub- sectors by August.

4.2.3 (a) A profile of employ-ees that is applicable across 3 sub-sectors is compiled aligned to labour market anal-ysis completed by August 2014.

4.2.4 Develop lead occupational learning programmes in 3 sub-sectors and match employees ac-cordingly.

4.2.4 (a)3 Lead programmes linked to specific curricula de-veloped as per QCTO require-ments.

4.2.4 (a) 3 Lead programmes linked to specific curricula devel-oped as per QCTO requirements.

4.3.1 Draw up a geographic pro-file of 5 sub- sectors in the FP&M SETA and link this to the FET col-lege representation in a mini-mum of 5 FET colleges.

4.3.2 EStablish geographic repre-sentation in geographic areas where sector is economic and es-tablish relations with 10 FET col-leges

4.3.2 (a) Strong working rela-tionships with FET colleges deemed relevant to FP&M sectors needs established and assistance with the design of programmes that suit the needs of the SETA provided to these FET colleges.

4.3.2 (a) Strong working rela-tionships with FET colleges deemed relevant to FP&M sec-tors needs established and as-sistance with the design of pro-grammes that suit the needs of the SETA provided to these FET colleges.

4.3.2 (a) Strong working rela-tionships with FET colleges deemed relevant to FP&M sec-tors needs established and as-sistance with the design of pro-grammes that suit the needs of the SETA provided to these FET colleges.


26






NSDS III

2015/16 2016/2017

-Implement FET/HEI Strategy:

i. SETA-driven workplace agreements between 5 FETs/HEIs and 10 employers

ii. FET/HEI – Employer/lec-turer exchange programmes implemented in 2 FET colleges

iii. Work-Integrated-Learning projects (FET graduate place-ment) rolled out in 5 FET col-leges

iv. Re-tooling & re-skilling of unemployed FET/HEI gradu-ates – Work Experience & In-ternship projects rolled out in 5 FET colleges and 2 HEI’s

NON-PIVOTAL DISCRETION-ARY GRANT TARGET:

10 FET Colleges accredited and/or supported through project/ETQA collaboration. 3 FETs recognized as ISOEs.

--Implement FET/HEI Strategy:

i. SETA-driven workplace agree-ments between FETs/HEIs and employers

ii. FET/HEI – Employer/lecturer exchange programmes

iii. Work Experience/Intern-ships

iv. Re-tooling & re-skilling of unemployed FET/HEI graduates

NON-PIVOTAL DISCRETIONARY GRANT TARGET:

10 FET Colleges accredited and/or supported through pro-ject collaboration. 3 FETs rec-ognized as ISOEs.

-Implement FET/HEI Strategy:

i. SETA-driven workplace agree-ments between FETs/HEIs and employers

ii. FET/HEI – Employer/lecturer exchange programmes

iii. Work Experience/Internships

iv. Re-tooling & re-skilling of un-employed FET/HEI graduates

NON-PIVOTAL DISCRETIONARY GRANT TARGET:

10 FET Colleges accredited and/or supported through pro-ject collaboration. 3 FETs recog-nized as ISOEs.


27






NSDS III

2015/16 2016/2017

4.3.3 Work with 5 FET’s in all ge-ographics to promote the selec-tion of FET qualifications amongst schools in the respec-tive geographics.

4.3.1 (A) 1 Annual career ses-sions conducted jointly with the FET’s to promote the lat-est programmes.

4.3.1 (b) Plans put in place to ensure that FET intakes favour artisanal programmes through implementation of 3 dedi-cated projects to address arti-sanal development nationally.

Expansion of national SETA presence in rural areas & town-ships through FETs through support of lead SETA FET model

Marketing and Promotion of FP&M programmes delivered via FETs

Expansion of national SETA pres-ence in rural areas & townships through FETs through support of lead SETA FET model

4.3.4 Create link between 3 FET colleges and local skills develop-ment initiatives e.g. sewing clubs, small scale furniture re-pairs etc.

4.3.4 (a) FET linked community small scale programmes put in place in targeted community where the FP&M sector is rep-resented

4.3.4 (a) FET linked community small scale programmes put in place in targeted community where the FP&M sector is repre-sented

4.4.1 .An analysis of the scale of young and adult low language and numeracy levels conducted and an action plan developed.

1 (a) Measure the scale of young and adult low language and numeracy levels against DG applications received an-nually. 1 (b) An Action Plan linked to a budget for addressing the low levels of language and numer-acy levels compiled.

1 (a) Measure the scale of young and adult low language and numeracy levels compiled.

1 (b) An Action Plan linked to a budget for addressing the low levels of language and numer-acy levels compiled.


28






NSDS III

2015/16 2016/2017


AET Levels 1 – 4:

520 learners entered AET pro-grammes

260 learners complete AET programmes


AET Levels 1 – 4:


260 learners complete AET pro-grammes


AET Levels 1 – 4:



4.4.2 A minimum of 2 working partners identified and collabora-tive partnerships forged with youth development organiza-tions & agencies.

(3) (a) Bridging courses devel-oped and rolled-out to youth and adults with low language and numeracy skills when DG funding windows opened by October 2014.

(3) (a) Bridging courses rolled out to youth and adults with low language and numeracy skills

Impact of intervention evalu-ated.

(3) (a) Bridging courses rolled out to youth and adults with low language and numeracy skills

4.5.1 Mandatory Grant Plan for optimum usage of workplaces formulated in collaboration with stakeholders.

4.5.1 (b) Increased rates (3%) of WSP and ATR submission and disbursement of manda-tory grants annually


43% + 3% Small Firms

63% + 3% Medium Firms

44.5.1 (b) Increased rates (4%) of WSP and ATR submission and disbursement of manda-tory grants.




4.5.1 (b) Increased rates (5%) of WSP and ATR submission and disbursement of mandatory grants.





29






NSDS III

2015/16 2016/2017

83% + 3% Large Firms 86% + 3% Large Firms 89% + 3% Large Firms

4.5.2 Career management pro-moted at workplaces through im-plementation of technical & management programmes

4.5.2 (a) Career Management Implementation Agreements put in place for occupation-ally-directed programmes – apprenticeships & learner-ships

4.5.3 Agreements put in place with established bodies at the workplace for active participa-tion in ensuring the implementa-tion of accredited training.

4.5.3 (a) Employees participat-ing in career programmes in-creases annually by bench-marking against previous year’s participation rates for apprenticeships, learnerships & skills programmes for em-ployed learners.

4.5.3 (b) Impact study reports shows increased contribution to the GDP by the FP&M sec-tor, an expanding workforce and changing demographics at senior levels

4.6.1 A plan put in place for iden-tifying and supporting coopera-tives, small enterprises, worker initiated, NGOs and community initiatives within the FP&M sec-tor.

4.6.1 (a) Cooperative, small enterprise, worker initiated NGO and community training initiatives eligible for funding are identified and provided with the necessary support.

i.8% of DG Budget (20%) allo-cated to disability develop-ment promoting technical

4.6.1 (a) Cooperative, small en-terprise, worker initiated NGO and community training initia-tives eligible for funding are identified and provided with the necessary support.

i.8% of DG Budget (20%) allo-cated to rural development

4.6.1 (a) Cooperative, small en-terprise, worker initiated NGO and community training initia-tives eligible for funding are identified and provided with the necessary support.

i.8% of DG Budget (20%) allo-cated to rural development and poverty alleviation programmes

30 cluster of cooperatives, small en-terprises, worker organizations, NGOs CBOs support


30






NSDS III

2015/16 2016/2017

skills and new venture crea-tions.

ii. Rural Development Strategy to be reviewed for closer alignment with Government and sector priorities.

iii. 20% of DG Budget (20%) allocated to rural develop-ment and poverty alleviation programmes

DISCRETIONARY PROJECT TARGETS

20 co-operatives / worker or-ganizations, 20 small enter-prises, 3 NGOs, 3 CBOs and 5 NLPEs supported.

and poverty alleviation pro-grammes

ii. Rural development Strategy to be reviewed for closer align-ment with Government and sector priorities

iii. 20% of DG Budget (20%) al-located to rural development and poverty alleviation pro-grammes



ii. Rural development Strategy to be reviewed for closer align-ment with Government and sec-tor priorities

iii. 20% of DG Budget (20%) allo-cated to rural development and poverty alleviation programmes



4.6.2 (a) M&E / Impact study reports show increase in FP&M SETA support of cooperatives, small enterprises, worker initi-ated, NGOs and community training initiatives.

4.8.1 A career management and vocational guidance strategy is developed.

4.8.1 (a) Increased interest in FP&M SETA training pro-grammes shown by young

4.8.1 (a) Increased interest in FP&M SETA training pro-

4.8.1 (a) Increased interest in FP&M SETA training pro-grammes shown by young peo-


31






NSDS III

2015/16 2016/2017

people through an increased demand for support by a mini-mum of 2 constituent stake-holders to support career initi-atives through DG grant fund-ing

grammes shown by young peo-ple through an increased de-mand for support by constitu-ent stakeholders.

ple through an increased de-mand for support by constituent stakeholders.

4.8.2 Life Orientation educators of schools target for the pipeline project and SDFs trained.

DISCRETIONARY PROJECT TARGETS

Career information made available to 30 secondary schools and FP&M SETA to participate in 5 identified ca-reer exhibitions.


Career information made avail-able to 30 secondary schools.

FP&M SETA to participate in 5 identified career exhibitions.

4.8.2 (a) Impact study reports show gradual change of de-mographics at senior levels of constituent employer compa-nies .


Career information made availa-ble to 30 secondary schools.

FP&M SETA to participate in 5 identified career exhibitions.

The targets reflected in the Annual Performance Plan fall short of the scarce and critical skills needs and priorities of the FP&M sector as contained in the 2011 – 2016 FP&M SETA Sector Skills Plan due to discretionary funding budgetary constraints (See pages 6 – 9). However, the FP&M SETA Board has set additional targets which are reflected in the column titled “Annual Sectoral Targets dependent on External Funding”. Should this additional funding be secured through collaboration with institutions like the National Skills Fund, National and Provincial Government Departments (e.g. Department of Trade and Industry, Department of Economic Development and Tourism, Department of Arts and Culture, Department of Agriculture, Forestry and Fisheries and Kwa-Zulu Natal Department of Economic Development and Tourism) and inter- SETA collaboration funding, the FP&M SETA would be in a position to increase its targets as per the additional targets mentioned above.


32

RECONCILING PERFORMANCE TARGETS WITH BUDGET 2013-2016

PROGRAMME SUB- PROGRAMMES

FUNDING WINDOWS

DG BUDGET -2014/15 DG BUDGET 2015-2016 DG BUDGET 2016-2017

PIVOTAL PROGRAMMES

EMPLOY-MENT

STATUS

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

4.2 Increasing access to occupationally-di-rected programmes

4.2.1 Establish oc-cupational levels in each sector com-plete with their re-spective profi-ciency/ develop-ment standards.

SKILLS PRO-GRAMMES (Ent.)

EMP R 7,200 900 R 6,480,000 R 7,200 1000 R 7,200,000 R 7,200 1,500 R 10,800,000

SKILLS PRO-GRAMMES (Comp.)

500 540 750


UNEMP R 7,200 500 R 3,600,000 R 7,200 623 R 4,485,600 R 7,200 850 R 6,120,000


225 350 533

4.2 Increasing access to occupationally-di-rected programmes

4.2.2 Conduct com-prehensive recog-nition of Prior Learning (RPL) of employees with no minimum educa-tion entry qualifica-tions.

SKILLS PRO-GRAMMES (Ent.) + APPRENTICE-SHIPS SECTION 28 (RPL)

RPL R 5,000 207 R 1,035,000 R 5,000 225 R 1,125,000 R 5,000 214 R 1,070,000

SKILLS PRO-GRAMMES (Comp.) + AP-PRENTICESHIPS SECTION 28 RPL

105 125 135


33


FUNDING WINDOWS


PIVOTAL PROGRAMMES

EMPLOY-MENT

STATUS

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

4.4 Addressing the low level of youth and adult language and nu-meracy skills to enable additional training.

4.4.2 Working part-ners identified and collaborative part-nerships forged.

AET (Ent.) EMP/UNEMP

R 3,000 720 R 2,160,000 R 3,000 720 R 2,160,000 R 3,000 1,000 R 3,000,000

AET (Comp.) 360 360 500

WORK INTE-GRATED LEARN-ING - (UNIVERSI-TIES/UOTS + FET GRADUATE PLACEMENT)- (Ent)

UNEMP R 15,000 189 R 2,835,000 R 15,000 80 R 1,200,000 R 15,000 750 R 11,250,000

WORK INTE-GRATED LEARN-ING - (UNIVERSI-TIES/UOTS + FET GRADUATE PLACEMENT)- (Completed)

175 200 500

INTERN-SHIPS/WORK EX-PERIENCE (Ent.)

UNEMP R 15,000 250 R 3,750,000 R 15,000 250 R 3,750,000 R 15,000 395 R 5,925,000

INTERN-SHIPS/WORK EX-PERIENCE(Comp.)

125 125 210

4.5 Encouraging bet-ter use of workplace based skills develop-ment

4.5.2 Career Man-agement promoted at workplaces

LEARNERSHIPS (Ent.)

EMP R 20,000 700 R 14,000,000 R 20,000 700 R 14,000,000 R 20,000 1,000 R 20,000,000

LEARNER-SHIPS(Comp.)

350 350 500

LEARNERSHIPS (Ent.)

UNEMP R 25,000 1,000 R 25,000,000 R 25,000 1000 R 25,000,000 R 25,000 1,500 R 37,500,000

LEARNER-SHIPS(Comp.)

520 525 845


34


FUNDING WINDOWS


PIVOTAL PROGRAMMES

EMPLOY-MENT

STATUS

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET

UNIT COST

ORIGINAL TARGET

ORIGINAL BUDGET



APPRENTICESHIPS SECTION 13 (En.t)

EMP R 139,350 150 R 20,902,500 R 139,350

175 R 24,386,250 R 139,350

220 R 30,657,000

APPRENTICESHIPS SECTION 13 (Comp.)

75 88 130

APPRENTICESHIPS SECTION 13 (Ent.)

UNEMP R 139,350 200 R 27,870,000 R 139,350

200 R 27,870,000 R 139,350

325 R 45,288,750


108 115 228



BURSARIES (Ent.) EMP R 105,000 65 R 6,825,000 R 105,000

65 R 6,825,000 R 105,000

145 R 15,225,000

BURSARIES (Comp.)

38 38 103

BURSARIES (Ent.) UNEMP R 105,000 120 R 12,600,000 R 105,000

120 R 12,600,000 R 105,000

260 R 27,300,000

BURSARIES (Comp.)

60 60 140

POST-GRADUATE BURSARIES (Ent.)

EMP/UNEMP

R 100,000 5 R 500,000 R 100,000

5 R 500,000 R 100,000

10 R 1,000,000

POST-GRADUATE BURSARIES (Comp.)

3 3 5

TOTAL R 127,557,500 R 131,101,850

R 215,135,750

CONTROL: PIVOTAL BUDGET

R 127,559,721

R 131,115,459

R 215,139,744

VARIANCE R 2,221 R 13,609 R 3,994


35

OTHER DG BUDGET EX-PENSES -NON-PIVOTAL

Amount Amount Amount

4.1. Establishing a credible institutional mechanism for skills planning

4.1.1: A skills ma-trix is developed for each sector in the FP&M SETA.

SKILLS PLANNING UPDATE SSP

R 2,000,000 R 2,000,000 R 2,000,000


4.1.2 Pilot an as-sessment instru-ment to evaluate employees in 4 subsectors against the matrix to iden-tify skills gaps.

OFO SCOPING & QCTO QUALIFI-CATIONS DEVEL-OPMENT

R 2,000,000 R 2,000,000 R 4,000,000

4.2.3 Develop a comprehensive ed-ucation and occu-pational profile of employees in the sector.

4.3 Promoting the growth of a respon-sive public FET col-lege system

4.3.2 Establish geo-graphic representa-tion in geographic areas where sector is economic and es-tablish relations with the FET col-leges

FET PARTNER-SHIPS

FET Place-ments

10 FET PARTNER-SHIPS + (143 x R15,000 = R2,145,000)

R 2,500,000 10 FET PARTNER-SHIPS + (187 x R15,000 = R2,805,000)

R 2,500,000 FET Place-ments

10 FET PART-NER-SHIPS + (95 x R15,000 = R1,425,000)

R 3,000,000


4.4.1 .An analysis of the scale of young and adult low language and numeracy levels conducted and an action plan devel-oped

PARTNERSHIPS -LOW LEV OF YOUTH LITERACY & NUMERACY

Included in Special Pro-jects budget

Included in Special Pro-jects budget

Included in Spe-cial Projects budget


4.5.1 Plan for opti-mum usage of workplaces formu-lated in collabora-tion with stake-holders.

4.5ENCOURAG-ING BETTER USE OF WORKPLACE SKILLS DEV.-WSP/ATR SUP-PORT

R 1,000,000 R 1,000,000 R 1,000,000


36




4.1.3 An assess-ment instrument is developed to eval-uate employees against the matrix to identify skills gaps.


4.5.3 Agreements put in place with established bodies at the workplace for active participa-tion in ensuring the implementation of accredited training.

4.5 AGREEMENTS WITH WORK-PLACES -DG FUNDING WIN-DOWS

R 750,000 R 750,000 R 750,000

CAPACITY BUILD-ING –COM-MUNICA-TIONS & MARKETING

R 1,500,000 R 1,500,000 R 1,650,000

TOTAL FIXED BUDGETARY LINE ITEMS

R 9,750,000 R 9,750,000 R 12,400,000

SPECIAL PRO-JECTS

4.8 Building career and vocational guid-ance

4.8.2 Life Orienta-tion educators of schools target for the pipeline project and SDFs trained.

SECTORAL PRI-ORITIES

FET Place-ments

18 X R15,000 = R270,000


133 X R15,000 = R1,995,000


155 X R15,000 = R2,325,000

R 26,325,154

Learner-ships (Unemp)

32 X R 25,000 = R800,000

Bursaries (Emp)

50 X 105,000=R 5,250,000


37



Bursaries (Unemp)

12 X R105,000 = R1,260,000

Appren-ticeships (Emp)

40 X R139,350 = R5,574,000

Appren-ticeships (Unemp)

75 X R139,350 = R10,451,250

Other Sectoral Pro-jects

Aligned to indus-trial strategy


7 X R139,350 =R975,450


8 X R139,350 =R1,114,800

Skills Pro-grammes (RPL)

36 X R5,000 = R180,000

Skills Pro-grammes (RPL)

25 X R5,000 = R125,000

Learner-ships (Emp)

200 X R20,000 = R4,000,000

Bursa-ries (Emp)

10 X 105,000=R 1,050,000

Appren-ticeships: RPL

20 X R5,000= R 100,000

Intern-ships/Work Experi-ence

25 X R15,000 = R375,000

4.6 Encouraging and supporting coopera-tive, small enterprise, worker initiated, NGO and community training initiatives.

4.6.1 A plan put in place for identify-ing and supporting cooperatives, small enterprises, worker initiated, NGOs and community initia-tives within the FP&M sector.

DISABILITY PRO-JECTS (8%)

Skills Pro-gram-mes (Unemp)

100 X R7,200 = R720,000

R 1,223,698 Skills Pro-gram-mes (Emp)

70 X R7,200 = R504,000

R 1,560,312 Skills Pro-gram-mes (Un-emp)

215 X R7,200 = R1,548,000

R 4,302,795


38



Skills Pro-gram-mes (Unemp)

77 X R7,200 = R554,400


110 X R 25,000 = R2,750,000

Learner-ships (Un-emp)

20 X R25,00=R500,000,000


20 X R25,00=R500,000

4.6 Encouraging and supporting coopera-tive, small enterprise, worker initiated, NGO and community training initiatives.

4.6.1 A plan put in place for identify-ing and supporting cooperatives, small enterprises, worker initiated, NGOs and community initia-tives within the FP&M sector.

RURAL DEVELOP-MENT (20%)

Learner-ships (Un-emp)

20 X R25,00=R500,000

R 3,059,246 Learner-ships (Unemp)

30 X R25,00=R750,000

R 3,900,781 Learner-ships (Unemp)

48 X R 25,000 = R1,200,000

R 10,756,987

Appren-ticeships Unemp)

8 X R 139 350 = R 1 114,800

Appren-ticeships Unemp)

22 X R 139 350 = R 3,065,700

Bursaries (Unemp)

8 X R105,000=R 840,000

Skills Pro-gram-mes (RPL)

3 X R5,000=R 15,000

Skills Pro-gram-mes (Emp)

10 X R7,200 = R 72,000

Bursaries (Emp)

10 X 105,000=R 1,050,000

Skills Pro-gram-mes (Emp)

50 X R7,200 = R 360,000

Appren-ticeships (Emp)

55 X R139,350 = R7,664,250

Bursaries (Emp)

10 X 105,000=R 1,050,000

CONTROL R 15,296,230 R 19,503,905


39



FET REFURBISH-MENT

R 16,593,700

R 13,274,960

R 56,184,936

R 25,046,230 R 19,503,905 R 53,784,936

CONTROL: NON-PIVOTAL BUDGET

R 31,889,930

R 32,778,865

R 53,784,936 PROJECT AD-

MINISTRA-TION –PIVOTAL

R

10,342,680

R

10,630,983

R 17,443,763 PROJECT AD-

MINISTRA-TION-OTHER DG EX-PENSES -NON-PIVOTAL

R 2,585,670

R 2,657,746

R 4,360,941 TOTAL DISCRE-

TIONARY BUDGET

R

172,378,001

R

177,183,052

R 290,729,384


40

6. QUARTERLY TARGETS FOR 2014/15

STRATEGIC OBJECTIVE

PERFORMANCE INDICATOR

ESTIMATED PERFORMANCE

2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

4.1 Establishing a credible institutional mechanism for skills planning


4.1.1 (a) - Updated SSP, Strategic Plan, Annual Performance Plan incorporating findings on both hor-izontal and the verti-cal skills.

Qualifica-tions review in line with the skills au-dit findings undertaken

(i) Skills audit re-search surveys for all 13 sub sec-tors un-der-taken.

Included in Special Projects Budget

(i) An as-sessment of skills needs in the vari-ous sub-sectors is com-pleted ad-dressing scarce and critical skills gaps and quali-fications review

R 500,000 (i) Pro-jects to address scarce and critical skills im-ple-mented.

Research re-port to es-tablish pro-jects to drive cross sec-toral value chain link-ages

(ii) Statis-tical and Diagnostic Analysis of Manda-tory Grant submis-sions (WSP/ATR/PIVOTAL REPORTS) under-taken & report on

Included in budget for Re-search De-partment


41

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

scarce & critical skills sub-mitted.

- Updated SSP submit-ted to DHET by 31 August 2014.

(i) Up-dated SSP with base-line infor-mation submitted to DHET by 31 Au-gust.

R 1,500,000

4.1.2 Pilot an assess-ment instrument to evaluate employees in a minimum of 5 sub-sectors against the matrix to identify skills gaps.

Develop targeted projects to address the gaps revealed by the assessment re-port

Discretionary Grant Fund-ing windows opened

Assessor, Modera-tor, SDF training imple-mented & address-ing train-ing needs analysis methodol-ogies in work-places



42

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

4.1.3 (a) An assess-ment instrument is developed to ensure electronic (self-help) and guided evalua-tion.

Electronic Assess-ment de-veloped –outcome of SDF train-ing/toolkit

Included in Special Pro-jects Budget

4.2 Increasing access to occupation-nally-directed pro-grammes

4.2.1 Establish occu-pational levels in a minimum 5 subsec-tors complete with their respective pro-ficiency/ develop-ment standards.

4.2.1 (b) (i) The fol-lowing programmes, which meet QCTO requirements are put in place for spe-cific FP&M sub-sec-tors:

3 QCTO Oc-cupational Qualifica-tions Devel-opment Pro-jects imple-mented aligned to key action programmes of industrial strategies:

3 QCTO Occupa-tional Qualifica-tions in targeted subsec-tors regis-tered with QCTO

Included in Special Pro-jects Budget

DISCRETIONARY PIVOTAL PRO-GRAMMES

An intermediary pro-gramme to cater for employees with less than a Grade 12 qualification.

200 learners entered AET programmes

R 3,000 30 R 90,000 50 R 150,000 60 R 180,000 60 R 180,000

100 learners completed AET pro-grammes

15 25 30 30

A standard pro-gramme for matric and equivalent learnership.

Learnerships: 700 em-ployed learn-ers enter learnership programmes

R 20,000 105 R 2,100,000

175 R 3,500,000

210 R 4,200,000

210 R 4,200,000


43

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

350 em-ployed learn-ers certifi-cated on completion of learner-ships

59 97 105 105

1040 unem-ployed learn-ers enter learnership programmes

R 25,000 156 R 3,900,000

260 R 6,500,000

312 R 7,800,000

312 R 7,800,000

520 unem-ployed learn-ers certifi-cated on completion of learner-ships

78 130 156 156


Apprenticeships 150 em-ployed learn-ers entered Section 13 apprentice-ship pro-grammes

R 139,350 23 R 3,205,050

37 R 5,155,950

45 R 6,270,750

45 R 6,270,750

75 employed apprentices completed Section 13 apprentice ship pro-grammes

11 19 22 23


44

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

215 unem-ployed learn-ers entered Section 13 apprentice-ship pro-grammes

R 139,350 32 R 4,459,200

54 R 7,524,900

64 R 8,918,400

65 R 9,057,750

108 unem-ployed ap-prentices completed Section 13 apprentice-ship pro-grammes

16 27 32 33

Bursary Programmes (HET / FET Institu-tions):

75 employed learners en-ter bursary programmes at FET/HET Institutions

R 105,000 11 19 23 R 2,415,000

22 R 2,310,000

38 employed learners complete bursary pro-grammes

6 10 11 11

120 unem-ployed learn-ers enter bursary pro-grammes at FET/HET In-stitutions

R 105,000 18 R 1,890,000

30 R 3,150,000

36 R 3,780,000

36 R 3,780,000

60 unem-ployed learn-ers complete bursary pro-grammes

9 15 18 18


45

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

Workplace Experi-ence/ Internships (3-6 months dura-tion):

250 unem-ployed learn-ers enter structured work inte-grated learn-ing pro-grammes

R 15,000 41 R 615,000 69 R 1,035,000

82 R 1,230,000

83 R 1,245,000

125 unem-ployed learn-ers complete structured work inte-grated learn-ing pro-grammes

21 35 41 41

Work Integrated Learning (Universi-ties/UoTs + FET Graduate Placement - 3-6 Months Dura-tion):

350 unem-ployed learn-ers enter work-inte-grated in-ternship pro-grammes

R 15,000 53 R 795,000 87 R 1,305,000

105 R 1,575,000

105 R 1,575,000

175 unem-ployed learn-ers complete work-inte-grated in-ternship pro-grammes

32 53 52 53


46

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

Honours, Masters And Doctoral De-grees

5 employed/ unemployed learners complete post-gradu-ate bursary programmes

R 100,000 0 0 0 5 R 500,000

3 employed/ unemployed learners complete post-gradu-ate bursary programmes

0 0 0 3

4.2.2 Conduct com-prehensive Recogni-tion of Prior Learning (RPL) of employees with no minimum education entry qualifications in 3 sub-sectors.

4.2.2 (a) Implement RPL strategy

i. Implement RPL strategy

0 i. National roll-out of RPL strat-egy

0 0

(b) RPL assessments that are electronic and easy to use at the work place and which test education as well as occupa-tional standards are rolled out in 3 sub-sectors.

ii. 210 em-ployed learn-ers assessed through RPL methodolo-gies, in ap-prentice-ships

R 5,000 28 R 140,000 47 R 235,000 56 R 280,000 55 R 275,000

(c)Market & Pro-mote RPL – national roll-out by Septem-ber annually,

105 learners assessed and certificated through RPL methodolo-gies

15.75 50 31.5 31.5


47

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

(d)Establish a mini-mum of 3 RPL pilot projects with em-ployers

0 3 DG Pro-jects im-ple-mented

0

4.2.3 Develop a com-prehensive educa-tion and occupa-tional profile of em-ployees in the sec-tor.

4.2.3 (a) A profile of employees that is applicable across 3 sub-sectors is com-piled aligned to la-bour market analysis completed by August 2014

OFOs re-viewed & submis-sions made to DHET for amend-ments to occupa-tional ti-tles & job profiles

R 100,000 OFOs re-viewed & submis-sions made to DHET for amend-ments to occupa-tional ti-tles & job profiles

R 100,000 0 OFOs for all occu-pations in the sector finalized & included in latest iteration of OFO version of DHET

R 100,000

4.2.3 Develop a com-prehensive educa-tion and occupa-tional profile of em-ployees in a mini-mum of 5 subsec-tors by August

0 Register three oc-cupational learning qualifica-tion as per QCTO re-quire-ments.

R 2,000,000


4.3.1 Draw up a geo-graphic profile of 5 sub- sectors in the FP&M SETA and link this to the FET col-lege representation in a minimum of 5 FET colleges

4.3.1 (b) Infor-mation on the enrol-ment capacity of each FET together with its programme offering is compiled and verified.

i. Market & promote FP&M pro-grammes de-livered via FETs

Include in Research Agenda & Marketing & Com-munica-tions Strategy

0


48

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

4.3.2 Establish geo-graphic representa-tion in geographic areas where sector is economic and estab-lish relations with 10 FET colleges

4.3.2 (a) Strong working relation-ships with FET col-leges deemed rele-vant to FP&M sec-tors needs estab-lished and assistance with the design of programmes that suit the needs of the SETA provided to these FET colleges.

i. FET Strat-egy: ii.10 FET Col-leges accred-ited and 3 FETs recog-nized as ISOEs

R 2,500,000

2 FET Col-leges ac-credited and/or supported through project collabora-tion

R 500,000 2 FET Col-leges ac-credited and/or supported through project collabora-tion. 1 FET recog-nized as ISOE.

R 500,000 ii. 3 FET Colleges accredited and/or supported through project collabora-tion. 1 FET recog-nized as ISOE

R 500,000 3 FET Col-leges ac-credited and/or supported through project collabora-tion. 1 FET recog-nized as ISOE.

R 1,000,000

Implement FET/HEI Strategy: i. SETA-driven work-place agreements between 5 FETs/HEIs and 10 employers

iii. SETA-driven work-place agree-ments be-tween FETs/HEIs & employers

i. Develop pilot pro-jects for: the re-tooling & re-skil-ling of un-employed FET/HEI graduates between 5 HETs/HEIs & 10 work-places

Included in FET budget

ii. FET/HEI – Em-ployer/lecturer ex-change programmes implemented in 2 FET colleges FET/HEI

ii. FET-Em-ployer lec-turer ex-change program-me imple-mented in 2 FETs/HEIs

Included in FET budget


49

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

iii. Work-Integrated-Learning projects (FET graduate place-ment) rolled out in 5 FET colleges

WIL Pro-jects with FET col-leges im-ple-mented in 5 FETs

Included in Special Projects budget

iv. Re-tooling & re-skilling of unem-ployed FET/HEI grad-uates – Work Experi-ence & Internship projects rolled out in 5 FET colleges and 2 HEI’s.

iv. Re-tooling & re-skilling projects rolled out in 5 FET colleges and 2 HEIs.

Included in Special Projects budget

4.3.3 Work with 5 FET’s in all ge-ographics to pro-mote the selection of FET qualifications amongst schools in the respective ge-ographics

v. FET Refurbish-ments / Infrastruc-ture

i. Expand national SETA pres-ence in ru-ral areas & town-ships through lead SETA FET model.


4.3.4 Create link be-tween 3 FET colleges and local skills devel-opment initiatives e.g. sewing clubs, small scale furniture repairs etc.


50

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET


4.4.1 .An analysis of the scale of young and adult low lan-guage and numeracy levels conducted and an action plan developed.

1 (a) Measure the scale of young and adult low language and numeracy levels against DG applica-tions received annu-ally

Research Reports Analysed: DHET re-ports, Labour Force Sur-veys, DG Applica-tions for AET – Compile trend analysis report

R 100,000 Develop Action Plan based on trend analysis report & imple-ment find-ings

1 (b) An Action Plan linked to a budget for addressing the low levels of lan-guage and numeracy levels compiled.


R 3,000 78 R 234,000 130 R 390,000 156 R 468,000 156 R 468,000


38 62 108 108


51

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

4.4.2 A minimum of 2 working partners identified and collab-orative partnerships forged with youth development organi-zations & agencies.

(3) (a) Bridging courses developed and rolled-out to youth and adults with low language and numeracy skills when DG funding windows opened by October 2014.

DG fund-ing win-dows ad-vertised –Occupa-tionally-directed AET pro-grammes rolled out


4.5.1 Plan for opti-mum usage of work-places formulated in collaboration with stakeholders.

4.5.1 (b) Increased rates (3%) of WSP and ATR submission and disbursement of mandatory grants.


Submis-sions re-ceived by 30 April

R 2,000,000

Statistical & Diag-nostic Analysis of WSP/ATR/PIVOTAL Reports – findings 7 recom-menda-tions ad-dressing scarce & critical skills of the FP&M sector

Included in budget of Research Department



Quarterly Manda-tory Grant payments effected.


52

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

83% + 3% Large Firms



4.5.2 Career man-agement promoted at workplaces through implemen-tation of technical & management pro-grammes

Skills Programmes: (Management / Technical Skills / En-trepreneurship / Life Skills):

1000 em-ployed learn-ers enter skills pro-grammes

R 7,200 157 R 1,130,400

261 R 1,879,200

313 R 2,253,600

314 R 2,260,800

500 em-ployed learn-ers are cer-tificated on skills pro-grammes

78 131 157 157

550 unem-ployed learn-ers are regis-tered on skills pro-grammes

R 7,200 113 R 813,600 187 R 1,346,400

224 R 1,612,800

223 R 1,605,600

225 unem-ployed learn-ers are cer-tificated on completion of skills pro-grammes

56 94 112 112


53

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

4.5.3 Agreements put in place with es-tablished bodies at the workplace for ac-tive participation in ensuring the imple-mentation of accred-ited training

4.5.3 (a) Employees participating in ca-reer programmes in-creases annually by benchmarking against previous year’s participation rates for apprentice-ships, learnerships & skills programmes for employed learn-ers.

Work-places ac-credited to imple-ment oc-cupation-ally-di-rected pro-grammes

Work-places ac-credited to imple-ment oc-cupation-ally-di-rected pro-grammes

DG MoAs concluded with work-places

DG MoAs signed-off for skills program-mes

4.6 Encouraging and supporting coopera-tive, small enter-prise, worker initi-ated, NGO and com-munity training initi-atives.

4.6.1 A plan put in place for identifying and supporting co-operatives, small en-terprises, worker ini-tiated, NGOs and community initia-tives within the FP&M sec-tor.

4.6.1 (a) Coopera-tive, small enter-prise, worker initi-ated NGO and com-munity training initi-atives eligible for funding are identi-fied and provided with the necessary support.

Review Rural De-velop-ment Strategy & Disability Strategy within the sector. i.8% of DG Budget (20%) allo-cated to rural de-velop-ment and poverty alleviation pro-grammes

DG Fund-ing win-dows opened –funding window to support Co-opera-tives, small en-terprise


54

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

i.8% of DG Budget (20%) allocated to disability to support organizations ad-dressing the needs of the disabled within the sector – promoting small venture creation projects & technical skills.

R 2,559,928

ii. Rural develop-ment Strategy to be re-viewed for closer alignment with Gov-ernment and sector priorities

R 2,559,928

iii. 20% of DG Budget (20%) allo-cated to rural devel-opment and poverty alleviation pro-grammes –Entrepre-neurship

R 6,399,821

R 6,399,821

4.6.1 A plan put in place for identifying and supporting co-operatives, small en-terprises, worker ini-tiated, NGOs and community initia-tives within the FP&M sector.

4.6.1 (a)(b) Cooper-ative, small enter-prise, worker initi-ated NGO and com-munity training initi-atives eligible for funding are identi-fied and provided with the necessary support.

i. 20 co-oper-atives / worker or-ganisations, 20 small en-terprises, 3 NGOs, 3CBOs and 5 NLPEs sup-ported.

i. Review FP&M SETA rural develop-ment strategy for closer alignment with Gov-ernment & sector priorities

5 Co-oper-atives / worker or-ganisa-tions, 5 SMMEs / 1 NGOs / 1 CBOs / 2 NLPEs

10 Co-op-eratives / worker or-ganisa-tions, 10 SMMEs / 1 NGOs / 1 CBOs / 2 NLPEs

5 Co-oper-atives / worker or-ganisa-tions, 5 SMMEs / 1 NGOs / 1 CBOs / 1 NLPEs

Included in Disability and Rural Develop-ment Budget


55

STRATEGIC OBJECTIVE



2014/2015

TARGETS UNIT COST

FIRS

T Q

UAR

-TE

RLY

TAR-

GET

(15%

)

FIRS

T Q

UAR

-TE

RLY

BUDG

ET

SECO

ND

QU

ARTE

RLY

TARG

ET

(25%

)

SECO

ND

QU

ARTE

RLY

BUDG

ET

THIR

D Q

UAR

-TE

RLY

TAR-

GET

(30%

)

THIR

D Q

UAR

-TE

RLY

BUDG

ET

FOU

RTH

QU

ARTE

RLY

TARG

ET

(30%

)

FOU

RTH

QU

ARTE

RLY

BUDG

ET

4.8 Building career and vocational guid-ance

4.8.1 (a) Increased interest in FP&M SETA training pro-grammes shown by young people through an increased demand for support by a minimum of 2 constituent stake-holders to support career initiatives through DG grant funding

4.8.1 (a) Increased interest in FP&M SETA training pro-grammes shown by young people through an increased demand for support by constituent stake-holders.

Impact Report on career manage-ment and vocational guidance compiled

Included in Communica-tions & Mar-keting Budget

4.8.2 Life Orientation educators of schools target for the pipe-line project and SDFs trained.

Career infor-mation made availa-ble to 30 secondary schools.

10 Sec-ondary Schools

Included in Com-munica-tions & Marketing Budget




Included in Communica-tions & Mar-keting Budget

FP&M SETA to partici-pate in 5 identified ca-reer exhibi-tions.

2 Exhibi-tions


3 Exhibi-tions



56

PROGRESS AGAINST 5-YEAR TARGET: 2011-2016

STRATEGIC OBJECTIVE



2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016

EMPL

OYM

ENT

STA-

TUS

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

5 YE

AR T

ARG

ET

PRO

GRE

SS 5

-YEA

R AC

HIEV

EMEN

T

5-YE

AR V

ARIA

NCE

4.1. Establishing a credible institu-tional mechanism for skills planning


UPDATED SSP, SP & APP

UP-DATED SSP, SP & APP

4.2 Increasing ac-cess to occupation-ally-directed pro-grammes

4.2.1 Establish occu-pational levels in a minimum 5 sub- sectors complete with their respec-tive proficiency/ de-velopment stand-ards.

OFO SCOPING & QCTO QUALIFICA-TIONS DEVELOP-MENT

3 OC-CUPA-TIONAL QUAL. REG.

3 OC-CUPA-TIONAL QUAL. REG.

3 OC-CUPA-TIONALQUAL. REG.

9 OCCU-PA-TIONAL. QUAL. REG.


EMP 200 708 200 619 1600 1000 1080 4080 1327 -2753


100 311 125 411 800 500 540 2065 722 -1343


UN-EMP

500 628 400 326 900 550 700 3050 954 -2096


57

STRATEGIC OBJECTIVE



2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016

EMPL

OYM

ENT

STA-

TUS

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

5 YE

AR T

ARG

ET

PRO

GRE

SS 5

-YEA

R AC

HIEV

EMEN

T

5-YE

AR V

ARIA

NCE


250 448 225 134 450 225 350 1500 582 -918

4.2.2 Conduct Com-prehensive Recogni-tion of Prior Learn-ing (RPL) of employ-ees with no mini-mum education en-try qualifications.


RPL 50 0 100 18 250 210 250 860 18 -842


25 0 50 125 105 125 430 0 -430

AET (Ent.) EMP/ UN-EMP

800 209 200 459 1000 720 720 3440 668 -2772

AET (Comp.) 400 52 500 360 360 1620 52 -1568

WIL (Ent) EMP/ UN-EMP

40 43 150 350 400 940 43 -897

WIL (Comp.) 22 22 175 200 397 22 -375

INTERNSHIP / WORK EXPERI-ENCE (Ent.)

UN-EMP

90 28 50 27 333 250 250 973 55 -918

INT./WORK EXPE-RIENCE (Comp.)

166 125 125 416 0 -416


58

STRATEGIC OBJECTIVE



2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016

EMPL

OYM

ENT

STA-

TUS

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

5 YE

AR T

ARG

ET

PRO

GRE

SS 5

-YEA

R AC

HIEV

EMEN

T

5-YE

AR V

ARIA

NCE

LEARNERSHIPS (Ent.)

EMP 600 522 600 343 1000 700 700 3600 865 -2735

LEARNERSHIPS (Comp.)

300 329 300 356 500 350 350 1800 685 -1115

LEARNERSHIPS (Ent.)

UN-EMP

1200 978 1200 1235 1500 1040 1050 5990 2213 -3777

LEARNERSHIPS (Comp.)

600 567 600 711 750 520 525 2995 1278 -1717

APPRENTICESHIPS SECTION 13 (Ent)

EMP 100 47 180 79 200 150 175 805 126 -679


50 52 50 122 100 75 88 363 174 -189


UN-EMP

100 54 180 180 320 215 230 1045 234 -811


50 0 50 64 160 108 115 483 64 -419


EMP 50 2 50 28 50 150 30 -120


25 25 25 75 0 -75


59

STRATEGIC OBJECTIVE



2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016

EMPL

OYM

ENT

STA-

TUS

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

5 YE

AR T

ARG

ET

PRO

GRE

SS 5

-YEA

R AC

HIEV

EMEN

T

5-YE

AR V

ARIA

NCE

BURSARIES (Ent.) EMP 80 18 120 22 90 75 75 440 40 -400

BURSARIES (Comp.)

40 125 50 0 45 38 38 211 125 -86

BURSARIES (Ent.) UN-EMP

100 0 200 199 220 120 120 760 199 -561

BURSARIES (Comp.)

50 0 100 8 110 60 60 380 8 -372

POST-GRADUATE BURSARIES (Ent.)

EMP/ UN-EMP

15 8 5 15 10 5 5 40 23 -17

POST-GRADUATE BURSARIES (Comp.)

7 7 5 3 3 18 7 -11


4.3.2 Establish geo-graphic representa-tion in geographic areas where sector is economic and es-tablish relations with 10 FET colleges

FET-PARTNER-SHIPS

10 5 10 11 10 10 10 50 16 -34

4.4 Addressing the low level of youth and adult language and numeracy skills to enable addi-tional training.

4.4.1 .An analysis of the scale of young and adult low lan-guage and numer-acy levels con-

AET - 800 learn-ers entered AET programmes

800 320 800 320 -480

AET - 400 learners completed AET programmes

400 140 400 140 -260


60

STRATEGIC OBJECTIVE



2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016

EMPL

OYM

ENT

STA-

TUS

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

5 YE

AR T

ARG

ET

PRO

GRE

SS 5

-YEA

R AC

HIEV

EMEN

T

5-YE

AR V

ARIA

NCE

ducted and an ac-tion plan devel-oped.

4.5 Encouraging better use of work-place based skills development

4.5.1 Plan for opti-mum usage of workplaces formu-lated in collabora-tion with stakehold-ers.

4.5.1 (b) Increased rates (3%) of WSP and ATR submis-sion and disburse-ment of manda-tory grants.


340 0 340 340

60% + 3% Med-Firms

371 0 371 371


330 0 330 330

TOTAL 1055 1041 0 2096 2096

4.6 Encouraging and supporting co-operative, small en-terprise, worker ini-tiated, NGO and community training initiatives.

4.6.1 A plan put in place for identifying and supporting co-operatives, small enterprises, worker initiated, NGOs and community initia-tives within the FP&M sector.

4.6.1 (a)(b) Coop-erative, small en-terprise, worker initiated NGO and community train-ing initiatives eligi-ble for funding are identified and provided with the necessary sup-port.

20 co-opera-tives / worker organi-sa-tions, 20 small enter-prises, 3 NGOs, 3 CBOs and 5 NLPEs

20 1 20 27 20 20 20 100 28 -72


61

STRATEGIC OBJECTIVE



2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016

EMPL

OYM

ENT

STA-

TUS

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

ORI

GIN

AL T

ARG

ET

ACHI

EVED

5 YE

AR T

ARG

ET

PRO

GRE

SS 5

-YEA

R AC

HIEV

EMEN

T

5-YE

AR V

ARIA

NCE

sup-ported

20 small busi-nesses

20 8 20 31 20 20 20 100 39 -61

3 NGOs

29 3 3 3 9 29 20

3 CBOs 3 3 3 9 0 -9

5 NLPEs

5 5 5 15 0 -15

4.8 Building career and vocational guidance

4.8.2 Life Orienta-tion educators of schools target for the pipeline project and SDFs trained.

SECTORAL PRIORI-TIES

3 Ca-reer Exhi-bitions

3 7 7 7 1 5 5 21 14 -7

5 schools

20 79 2 30 30 82 79 -3


62

7. HOW WILL THE LEVELS OF EDUCATION AND SKILLS BE IMPROVED AND ADDRESSED IN EACH SECTOR All constituent skills levy-paying companies will receive 20% of their skills levy contributions as a mandatory grant for submission of an approved Workplace Skills Plan and Annual Training Report. Discretionary grants will be made available to all constituencies in the FP&M sector to address the scarce and critical skills of the sector, through private and public partnerships, with a focus on addressing sector needs through public education and training institutions.

7.1. Partnerships between FP&M Seta and Public FET Colleges & Promotion of FET Colleges within the FP&M Sector Purpose of FET Partnerships:

• FET Strategy in place aligned to: -NSDS III, FP&M SETA Sector Skills Plan & Strategic Plan Framework Objective 4.3

• Strategic objectives of partnership: • Expanding the footprint of SETAs in provinces and in particular rural areas and townships (physical presence); • Increasing access to SETA funded programmes with access being partly about the geographical location of training, but also the ease of access of the

venues and programmes; • Increasing the involvement of the public education system in the delivery of SETA funded skills development. This will involve aligning FETC pro-

grammes to sector and industry needs, developing new programmes to meet sector needs and putting in place appropriate quality assurance systems and processes;

• Improving the linkages between public education institutions and employers, particularly improving the industry knowledge and awareness of lectur-ers;

• Increasing access to occupationally directed or PIVOTAL programmes, including expanding the workplace component of training so as to improve em-ployability;

• Improving advice to learners on career and learning opportunities in various sectors; • Enabling the SETAs to align their programmes to the needs of local communities,; • Enabling SETAs to work with FETCs to develop skills plans in support of infrastructure projects being rolled out in provinces; • Coordinating the research and planning work of SETAs in a manner that assists the Provincial Government to produce and implement a provincial skills

development strategy; • Identifying relevant programmes & establish partnerships with ALL stakeholders (SETAs, FETCs, employers, Provincial FET Directorate & communities); • Facilitating collaboration to enable the following:


63

Forge partnerships between FETCs & industry and all 21 SETAs; -Increase access to intermediate / middle level skills through SETA-driven workplace agreements between FETs and employers:

o Support assessor/moderator development both in workplaces & at the FETCs; o Promote vocational/career guidance in scarce & critical skills; and o Support key training interventions through bursaries/grants –work experience, internships, bursaries

• National Strategy in place to provide work experience and internships for NCV graduates to improve employability through re-tooling and re-skilling of unemployed FET/HEI graduates

• Establishing offices for provincial SETA collaboration – co-ordinate activities & disseminate information pertaining to SETA initiatives & projects; • Promoting continuous professional development for FETCs for occupationally-directed programmes, & improvement of college management & admin-

istration; • Establishing strategic partnerships, including partnerships with local govt. (municipalities) & business sector; • Developing professional career pathways between FETCs & universities to improve access & entry to HET programmes; • Building SETA/FET infrastructure & capacity to promote project implementation with emphasis on rural community/township development; • Conducting monitoring & evaluation to determine impact of FET projects; • Accelerating accreditation & programme approval of FETCs to be preferred sites of learning for occupationally-directed programmes - Increase capac-

ity for quality learning provisioning for technical scarce and critical skills


64

NO NAME OF PUBLIC FET COLLEGE

SUB-SEC-TOR

PROGRAMME INTERVENTION NATURE OF AGREEMENT IN PLACE

1. WESTCOL FET COLLEGE Textiles Textile Trades -Artisan Development FET MoA – Partnership with FP&M SETA

2. UMFOLOZI FET COL-LEGE

Pulp & Pa-per

NCV: Plant and Process Operations;

Accredited – NQF level 1 – clothing manufacturing – garment construction

i. Partnership with PAMSA

ii. Accredited with ETQA

4. UMGUNGUNDLOVU FET COLLEGE

Clothing i. Accredited – NQF level 1 – clothing manufacturing – garment construction

ii. Learnerships-Upholstery & furniture making.

i.2 Project MoAs


6. ESAYIDI FET COLLEGE Furniture i. Accredited -Skills programmes: Furniture & Cabinet Making

i. Project MoA – Skills programmes

7. EKURHULENI-EAST FET COLLEGE

Pulp & Pa-per

NCV: Plant and Process Operations i. Partnership with PAMSA


8. SEKHUKHUNE FET COL-LEGE

Furniture i. Learnerships -Furniture Making 2 Project MoAs

9. WEST COAST FET COL-LEGE

Textiles & Printing & Packaging

i. Internships for Apprentices -

ii. To provide for workplace experience for NCV level 4 graduates of 2011 that are unemployed in the West Coast. These learners to be placed in relevant work-places within the industry or within the college struc-ture.

Project MoAs

10. CAPE TOWN FET COL-LEGE

Furniture Learnerships: Furniture Making DG Project MoA.


65

NO NAME OF PUBLIC FET COLLEGE

SUB-SEC-TOR


11 FALSE BAY FET COL-LEGE

FP&M SETA Lead SETA FET Project FET collaboration / partnership

12 SOUTH CAPE FET COL-LEGE

FP&M SETA Lead SETA FET Project FET collaboration / partnership

7.2. Partnerships with Public Higher Education Institutions • Alignment to NSDS III & Strategic Plan Framework Objective 4.2 • Strategic objectives of partnership:

i. Increase access to middle and high level skills ii. Strategy in place to Increase access for work experience / internships by work-ready graduates iii. Develop research and development capacity within the sector iv. Encourage continuous professional development of workers in the sector.

NO NAME OF PUBLIC HEI

SUB-SEC-TOR


1. DURBAN UNIVER-SITY OF TECHNOL-OGY

Clothing & Textiles;

Pulp & Pa-per

i. Diploma in Pulp and Paper and Tissue Produc-tion

ii. Pulp Technologist programmes,

iii. Diploma in Clothing Management

iv. Diploma in Textile Technology

v. Diploma in Fashion Design

i. Bursary MoA – Clothing & Textile Technology

ii. Skills Programmes MoA

iii. Diploma in Pulp & Paper Technology


66


SUB-SEC-TOR


vi. B. Tech Clothing Management

vii. Skills programme: Patternmaking & Work Study

2. CAPE PENINSULA UNIVERSITY OF TECHNOLOGY

Clothing & Textiles

i. NVC: Emerging Fashion Designer. The devel-opment of Fashion Entrepreneurs.

Diploma in Clothing Management

Diploma in Textile Technology

Diploma in Fashion Design

B. Tech Clothing Management

i. Partnership projects to provide training and development support to small busi-ness are established in all sectors.

ii. Bursary MoA – Clothing & Textile Technology

3. UNIVERSITY OF JO-HANNESBURG

Clothing & Textiles

Diploma in Clothing Management

Diploma in Fashion Design

Diploma in Journalism

i. Bursary MoA

3. TSHWANE UNIVER-SITY OF TECHNOL-OGY

Print Media Diplomas and Degrees, Honours, Masters, Doc-toral, post-doctoral degrees in Journalism

Partnership with Lin Media

4. Witwatersrand Uni-versity

Publishing Curriculum Development Partnership with Publishers Association of South Africa

5. RHODES UNIVERSITY Print Media i. Diploma in Journalism.

ii. Management training for independent news-paper leaders,

i.2 Partnerships through Grocotts Mail & Sol Plaatje Institute for Media Leadership, School of Journalism and Media Studies, Rhodes University


67


SUB-SEC-TOR


iii. Developing a dedicated curriculum and train-ing team for independent newspapers,

iv. Developing of curriculum, Training of Train-ers, Ongoing Training

6. NELSON MANDELA METROPOLITAN UNIVERSITY

Pulp & Pa-per & For-estry

National Diploma: Pulp & Paper Technology

i. Partnership with Saasveld –training of Forestry & Wood Technologist.

ii. Foundation programme( course literacy and language plus experiential training), to enable students to enter the national diploma in forestry and wood technology. iii. Being supported by FIETA for the past five years.

iv. Tutoring - Math's science and engineerging for the UNISA National Diploma Learners

Diploma in Nature Conservation,

v. Other Programmes:

BA Agriculture Management,

Fashion, Design, BA: Media & Communication, Wood Technology, B. Tech Forestry, Management

7. UNIVERSITY OF STEL-LENBOSCH

Forestry Diploma in Forestry Bursary Partnership with Saasveld –training of Forestry & Wood Technologist.

8. VALL UNIVERSITY OF TECHNOLOGY

Forestry B. Tech. Industrial Engineering Bursary MoA

9. UNIVERSITY OF VENDA

Forestry Diploma in Basic Forestry, BSc Forestry Bursary MoA


68


SUB-SEC-TOR


10. WALTER SISULU UNI-VERSITY

Clothing Diploma Clothing Management

Diploma Fashion Design

Bursary intervention – special projects to be implemented in 2014-2017.

8. RURAL DEVELOPMENT STRATEGY The FP&M SETA has ring fenced 20% of its discretionary grant budget dedicated towards rural development. This budget will be disbursed directly on special projects in the rural areas through co-operatives, NGOs, CBOs and non-levy paying enterprises assisting approximately upskilling learners in entrepreneurship, life skills and technical occupationally-directed programmes. The objective is mainly to address Government’s MTEF targets addressing poverty alleviation and unemployment in rural areas. Rural areas, more especially in KwaZulu-Natal, received discretionary grants for upskilling in upholstery, furniture making, siviculture and new venture creation programmes to support their skills in enterprise development. FP&M SETA Rural Development Strategy to be reviewed for closer alignment with MTEF Government and sector priorities with a view of supporting government initiatives regarding poverty alleviation.

9. ADDRESSING DISABILITY WITHIN THE FP&M SECTOR

8% of the Discretionary Special Projects Budget is allocated to address the disability mandate of the sector- this is to be addressed through spe-cial projects addressing the scarce and critical skills needs of the sector. Disabled learners will complete technical occupationally-directed pro-grammes, entrepreneurship programmes and life skills programmes. An additional R 5000-00 is added to the standardized costs of programmes to assist skill development providers to purchase special adaptations for equipment and resources to train disabled learners.


69

10. FP&M SETA ALIGNMENT TO STRATEGIC INFRASTRUCTURE PROJECTS (SIPS)

The Special Projects Unit in DHET that coordinates the Strategic Integrated Projects (SIPs) has engaged FP&M SETA regarding grants allocated for workplace learning for the identified SIPS scarce skills.

FP&M SETA approved the number of structured workplace learning grants that they are in a position to allocate in the next financial year to each of the following SIP scarce skills. The FP&M SETA has provisionally committed the following number of structured workplace learning grants for the identified SIPS scarce skills:

OFO CODE SCARCE SKILL TOTAL REQUIRED FP&M SETA COMMITMENT (2014-2017)

314301 Forestry Technician 150 60

671101 Electrician 1200 10

671202 Millwright 600 10

641501 Carpenter & Joiner 1500 10

641502 Carpenter 150 10

TOTAL 100

Total Cost of Project: R 3 million


70

11. Links to other Policies and Plans

GOVERNMENT DEPART-MENT / PUBLIC ENTITY

POLICIES & PLANS BUDGET 2013-2014 BUDGET 2014-2015 BUDGET 2015-2016

DHET FET Refurbishment / Infra-structure

R16,593,700 R13,274,960

QCTO (O.5%) 0.5% QCTO Administration R843,844 R2,110,316

W&R SETA Training Layoff Scheme –Payment of training costs

CTFL companies

Dependent on training costs lodged for TLS with FP&M SETA by companies

Dependent on training costs lodged for TLS with FP&M SETA by compa-nies

Dependent on training costs lodged for TLS with FP&M SETA by companies

document type department document date document … · the highlight for the fp&m seta’s...

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