Systemic Reform: A Transformative Framework

for the Institutes of Sectoral or Occupational Excellence

Daryl McLeaneQuality Solutions

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Outline of presentation DoL Guidelines on Institutes of Excellence

Defining an ISOE Minimum requirements Establishing an ISOE Fasset perspective

The thinking behind ISOEs The transformation agenda The concept of systemic reform

What is systemic reform? Elements of systemic reform and the relationship to ISOEs

The human and socioeconomic purposes that skills development serves The national development strategy Particular socioeconomic development strategies

Current issues in provider capacity across sectors The “mixed skills” model Supply-side vs demand-led Measurement Other issues…?

What does this mean for initiating, planning and proposing an Institute of Excellence?

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Defining an ISOE

“An ISOE is a provider institution, or body (cluster) of provider institutions, that offers training and learning opportunities within an occupational

area and, over a period of time, becomes known as a centre of excellence. The provider

institution or cluster respond to specific labour market needs and demands within a particular

economic sector”.

Draft Framework for Institutes of Sectoral or Occupational Excellence

Department of Labour 2006

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ISOE Purposes/Functions“These institutions are recognised because they are capable of

any one the following: designing, developing, delivering and reporting on training in

specific sectoral or occupational areas where scarce and/or critical skills have been identified, and are accompanied by cutting edge or best practice and transformational objectives;

simulating workplace application scenarios and work practices to ensure that successful learners have as seamless as possible a transition into jobs;

providing access to technologically advanced equipment; providing access to emerging best practice in training, and

related to the specific occupations, as well as with regional and international training institutes, practitioner and/or research bodies;

delivering training that meets industry demands in terms of relevance and quality; and

co-operating with and acknowledged by employers or employer bodies (at implementation level) in a way which ensures a high intake and placement rate of learners”.

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Possible Institutional Forms for ISOEs

“An ISOE could

arise from a collaboration of providers across a sector or an occupation.

be an occupationally based teaching and learning institution, faculty, or department within the FET or HET bands, as a single entity, or consortium of providers.

be a work-based, or college or university-based provider.

be a centre of innovation and research that supports growth and development of skills within a sector”.

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ISOEs must have demonstrated that

they are or can become an industry-centred institute of training excellence.

have a commitment to excellence and innovation and that their practices support this (eg. have a research institute)

capacity and engagement with the sector, to date. provide training…preferably in those areas where scarce

and/or critical skills have been identified. – linked to “relevant economic drivers”

they are able to deliver learning programmes against various levels in the specified occupation and not only a single level qualification - a one- stop-shop for a career path for a specific occupation or occupational group

they will co-operate with a SETA or SETAs; employers or employer bodies; function as a hub in co operation with, and drawing on, established partnerships and to network with other centres of excellence in support of transformation in the country (i.e. equity, partnerships with emerging providers, CBOs, NGOs co operatives, rural participation, etc).

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ISOEs must also… “Have a placement strategy and mechanisms to track

learners and report on learner placements, promotions, etc.

Be accredited (as a provider of education and training programmes, as well as have approval for specific programmes or qualifications).

Practice good corporate governance; and comply with all relevant legislation (i.e. BBBEE, EE, etc.).

Demonstrate proof of implementation of a quality management system (QMS).

Have an efficient reporting, administrative, technological, communication and financial systems in place, including separate accounts for SETA funding.

Reach (geographical) and sustainability (sufficient financial and human resources)”.

Can encompass established and emerging providers

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FASSET Perspective

FASSET will be issuing more detailed guidance on the sectoral ISOEs by 31 March. However, the overall approach that will

be taken is:

“Only universities that have been accredited by Professional Bodies will be recognised.

Fasset will support and uplift these ISOEs indirectly, through the Development Projects and through our partnership model with our Quality Assurance Partners (Professional Bodies).

As we are only working with universities, who have been accredited by the Council of Higher Education (CHE), we can safely assume that all the corporate governance and legislative requirements are in place as this is already a CHE requirement for universities.

The tracking and placement of learners will be closely monitored with Professional Bodies.

Fasset Submission to DoL

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What is Systemic Reform?

“Simply stated, systemic reform is a process that extends over a long period of time and that has to

engage a number of people in system improvement through changing multiple system

components and their interconnections concurrently”.

This meansCreate a vision of the sectoral

transformation you will achieve, with specific (measurable) goals

Plan all the elements, and work out how this will contribute to transforming the sector

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ISOEs?ISOEs?

Elements of System Reform for NSDS?

EmployersEmployers

Research agenciesResearch agencies

Professional bodiesProfessional bodies

Technology innovationTechnology innovation

Labour recruitment (…etc…)Labour recruitment (…etc…)

ProvidersProviders

Desired Social Desired Social and Economic and Economic Development Development

Goals Goals

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The National Development Strategy

The 2005 Development Report details three pillars of the state’s strategy

Continue to support growth in the “first” economy

Significantly increase and improve activities to support growth in the “second” economy

Improve the welfare net to support those people who are not managing to survive or get into the economy at all

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Various Socioeconomic Development “Projects” that

Skills Development Serves The Accelerated and Shared Growth

Initiative for South Africa (Asgisa) Expanded Public Works Programs

(EPWP) Spatial Development Initiatives and

Industrial Development Zones Urban Renewal Strategy Rural Development Strategy

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Current Issues in Provision: 1 - The “Mixed Skills” Model

The HRD Review 2003 distinguishes between High skills Intermediate skills Low skills

It makes the argument for a “mixed skills” model Where will these skills be learned and applied? Who will make up the bulk of the learners? What needs to be learned and how will differ in each

case…

What implications will a mixed skills model have for training providers?

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2 - Shifting from Supply-Side to Demand-Led Provision

Current strategies often identify sectoral priorities, then train against these

Consequence across many sectors is that people trained on learnerships are still sitting without jobs

What needs to change to ensure provision becomes “demand-led”?

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3 - Measuring the Impact of Training

Level Quality Objectives Quality Indicators

1 Learner satisfaction• Course evaluation forms

completed by learners

2 Learner achievement • Assessor and moderator reports

3 Transfer to workplace

• Evaluation forms completed by learners, supervisors and managers

4Improved productivity /

service delivery

• Performance appraisal questionnaires completed by learners and supervisors

5 Organisational impact• Evaluation forms completed by

training committees

6Contribution to NQF and

NSDS objectives

• Analysis of data collated at previous levels

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Discussion

What socioeconomic development projects are taking place in our sector/province/region/city?

What challenges do providers face in adequately servicing such projects?

What does this mean for planning an Institute of Excellence?

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What Does This Mean For Initiating/ Planning an Institute of

Excellence? Analyse the sector skills plan (SSP) and current problems of

provider capacity within the sector with respect to delivering the SSP

Formulate proposals and initiate partnerships that creatively build on strengths/address weaknesses

Embed proposals within the socioeconomic and human “projects” they will serve (eg. look at regional as well as sectoral strategies)

Specify the vision/goals and plan for ongoing measurement against these (this may be done by FASSET itself)

Take into consideration all the system components that will influence success – including “assumptions”

Look to system-level, sectoral interests (not simply your own!)

Get real…but be enthusiastic!