document type department document date document …€¦ · for 2013 – 2016 financial year: 01st...

DOCUMENT TYPE DEPARTMENT DOCUMENT DATE DOCUMENT STATUS FP&M SETA ANNUAL PERFORMANCE PLAN FOR 2014-2015 FP&M SETA 15th OCTOBER 2013 FIRST VERSION

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FIBRE PROCESSING AND MANUFACTURING SECTOR EDUCATION

AND TRAINING AUTHORITY (FP&M SETA)

ANNUAL PERFORMANCE PLAN

FOR 2013 – 2016 FINANCIAL YEAR: 01ST APRIL 2013 – 31ST MARCH 2014

NAME OF PROVINCE: GAUTENG

DATE OF TABLING: 15TH OCTOBER 2013 (AUDITOR’S COPY –BOARD APPROVED)


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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 2013 to 31st March 2014.

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 2013-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 ..........................................................................................................................................7

2. ORGANISATIONAL CHALLENGES ..............................................................................................................................................9

3. OVERVIEW OF 2013/14 TO 2015/16 BUDGET AND MTEF ESTIMATES ...........................................................................................9

3.1. Medium Term Income Estimates .......................................................................................................................................................................................9

3.2. Expenditure Estimates .................................................................................................................................................................................................... 10

4. STRATEGIC OBJECTIVES AND ESTIMATED PERFORMANCE FOR 2014/15 ..................................................................................... 15

5. PROGRAMME PERFORMANCE INDICATORS ......................................................................................................................... 17

6. QUARTERLY TARGETS FOR 2014/15 .................................................................................................................................... 31

7. HOW WILL THE LEVELS OF EDUCATION AND SKILLS BE IMPROVED AND ADDRESSED IN EACH SECTOR .................................... 45

7.1. Partnerships between FP&M Seta and Public FET Colleges & Promotion of FET Colleges within the FP&M Sector ......................................................... 45

7.2. Partnerships with Public Higher Education Institutions ................................................................................................................................................... 49

7.3. Public FET College and University Students Placed in Companies for Work-Integrated Learning (FET / Universities / UoT Graduate Placement) ........... 52

8. RURAL DEVELOPMENT STRATEGY ....................................................................................................................................... 52


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9. RECOGNITION OF PRIOR LEARNING (RPL) ............................................................................................................................ 53

11. FP&M SETA ALIGNMENT TO STRATEGIC INFRASTRUCTURE PROJECTS (SIPS) ....................................................................... 54


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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.

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).


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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 2013/14 TO 2015/16 BUDGET AND MTEF ESTIMATES

3.1. Medium Term Income Estimates

2013/14 2014/15 2015/16 Levy Income Based on Feb and March 13 scheme year 13 previous regu-

lations 54,023,865

Administration levy income 6,752,983.13

Mandatory grant Income 33,764,915.63 Discretionary income 13,505,966.25 Levy Income Based on new grant regulations 270,119,325 340,350,350 357,367,867 Administration levy income 35,453,161.41 44,670,983.37 46,904,532.54 Mandatory grant Income 67,529,831.25 85,087,587.38 89,341,966.74 Discretionary income 167,136,332.34 210,591,778.75 221,121,367.69 Investment income 18,499,622 17,500,000.00 18,000,000 SDL interest & penalties 3,048,901 3,231,834.90 3,425,745 Total Revenue 345,691,713 361,082,184 378,793,612


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

•

EXPENSES 2013/14 2014/15

2015/6 Less Expenses 796,174,713 362,876,004 380,913,578 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 59,561,311 62,539,377

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

230,262,385 259,205,802 272,484,847

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

170,394,165 191,812,294 201,638,787

Discretionary expenses - project costs ( 20% of total discretionary funds received) 42,598,541 47,953,073 50,409,697 Discretionary pivotal grant administration expenses 7.5% limit 13,815,743 15,552,348 16,349,091

Discretionary project administration expenses 7.5% limit 3,453,936 3,888,087 4,087,273

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

1450,483,000

Administration expenses 41,821,812 44,108,891 45,889,354 Surplus / (deficit) -450,483,000 -1,793,820 -2,119,966


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For the 2 year period it is projected that FP&M SETA will not exceed the 10.5% of the 100% skills development levy income for the total administration spending as reflected in the pie chart above. For the second year of NSDS III, this has been achieved in the budget by allocating certain expenses which are necessary for the administration of the discretionary funds and special projects to the project administration expense line item. There were also project administration expenses for certain discretionary grant funded projects which were committed during the 2011/12 and 2012/13 financial year but which will only be used for project administration expenses in 2013/14 as these projects were approved towards the end of the 2011/12 and 2012/13 financial year. Additional spending of the 2013/14 discretionary reserves is also anticipated to be spent in subsequent years for the same reason

The procurement of a new Management Information System (MIS) has been budgeted for in 2013 /14 as FP&M SETA was using an interim MIS system in 2011/12 and 2012/13, the tender process is taking place and a provider has been appointed . The exceptionally high audit fees charged by the Auditor-General of South Africa also place an added burden on the administration costs of the SETA. Another area of cost saving will be the procurement of video conferencing facilities to save on air flight costs and accommodation costs, this installation is taking place in 2013/14.


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The Skills development levy income has been projected at a 23% increase in 2013/14, then a more stable increase of 5% in the next two years. The abnormal projected increase in 2013/14 is due to the following: In the 2011/12 financial year, a large portion of companies that were previously allocated SIC codes that fell within the jurisdiction of the three SETAs that were merged, namely FIETA, MAPPP-SETA and CTFL SETA, were allocated SIC codes that fell outside the ambit of FP&M SETA which led to their levies not being paid to this entity during 2011/12. The total quantum of these levies is estimated at R30 million over the three years of FP&M SETA not receiving the levies for 2011-2014- this additional income has been budgeted to be received in 2013/14. The projected deficit in the 2013 to 2015/16 is due to committed unspent discretionary reserves from the previous financial years being committed and spent in that year - this is less than the 5% which can be carried over to the next financial year from 2013/14 onwards. 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 (2013/14-2015/16) excluding reserves carried over from 2012/13

2013/14 2014/15 2015/16 R 230,262,285 R 241 453 895-46 R 256 829 801-28


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R 0.00 R 50,000,000.00 R 100,000,000.00 R 150,000,000.00 R 200,000,000.00 R 250,000,000.00 R 300,000,000.00

2015

2014

2013

2012

2011

R 256,829,801.28

R 241,453,895.46

R 230,262,285.00

R 263,705,025.00

R 96,380,677.00

DISCRETIONARY GRANT BUDGET NSDS III


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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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4. STRATEGIC OBJECTIVES AND ESTIMATED PERFORMANCE FOR 2013/14 .

STRATEGIC OBJECTIVES ESTIMATED PERFOR-MANCE 2013/2014

MEDIUM-TERM TARGETS

2012/13 2014/2015 2015/2016 4.1 Establishing a credible institu-tional mechanism for skills plan-ning

The skills matrix is bench-marked locally.

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

The skills matrix is bench-marked internationally.

An assessment instrument is devel-oped to evaluate employees against the matrix to identify skills gaps.

4.2 Increasing access to occupa-tionally-directed programmes

Conduct comprehensive recognition of Prior Learn-ing (RPL) of employees with no minimum education en-try qualifications.

Establish occupational levels in each sector complete with their respective profi-ciency/development stand-ards.

Develop a comprehensive ed-ucation and occupational pro-file of employees in the sector.

Develop lead occupational learning programmes in each sector and match employees accordingly.

4.3 Promoting the growth of a re-sponsive public FET college system

Establish geographic repre-sentation in geographic ar-eas where sector is eco-nomic and establish rela-tions with the FET colleges.

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

Work with FET’s in all geo-graphical areas to promote the selection of FET qualifications amongst schools in the respec-tive geographical areas.

Create link between FET colleges and local skills development initia-tives e.g. sewing clubs, small scale furniture repairs etc.

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

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

An analysis of the scale of young and adult low language and numeracy levels con-ducted and an action plan de-veloped. Working partners identified and collaborative partnerships forged.

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

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


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STRATEGIC OBJECTIVES ESTIMATED PERFOR-MANCE 2013/2014

MEDIUM-TERM TARGETS

2012/13 2014/2015 2015/2016 4.5 Encouraging better use of workplace based skills develop-ment

Career management pro-moted at workplaces

Plan for optimum usage of workplaces formulated in col-laboration with stakeholders.

Agreements put in place at the workplace for active participa-tion in ensuring the implemen-tation of accredited training.

Impact assessment.

4.6 Encouraging and supporting cooperative, small enterprise, worker initiated, NGO and com-munity training initiatives.

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

A plan put in place for identi-fying and supporting cooper-atives, small enterprises, worker initiated, NGOs and community initiatives within the FP&M sector

SETA support is rolled out.

Impact assessment.

4.8 Building career and vocational guidance

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

A career management and vocational guidance strategy is developed.

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

Impact assessment.


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5. PROGRAMME PERFORMANCE INDICATORS

STRATEGIC OBJECTIVES

ESTIMATED

PERFORMANCE PER PRO-GRAMME FOR

2013/14

ANNUAL YEAR-ON-YEAR PERFORMANCE TARGETS PER PROGRAMME FOR NSDS III (2012-2016)

ANNUAL SECTORAL TAR-GETS IN ADDITION TO NSDS

III

2014/2015 2015/2016

4.1. Establishing a credible institutional mechanism for skills planning

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

4.1.1 (a) A matrix covering both horizontal and vertical skills is completed by the 3rd quarter of 2013.

- Updated SSP, Strategic Plan, Annual Performance Plan sub-mitted to DHET by 31 August 2013.

- Visible improvement of work-place learning to develop porta-ble 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 31 August 2013.

4.1.2 Pilot an assessment instru-ment to evaluate employees in 4 subsectors against the matrix to identify skills gaps.

4.1.2 (b)(i) Vertical skills are benchmarked locally to help establish a norm for the South African Landscape. 4.1.2 (b)(ii) Updated SSP incor-porating findings on horizontal skills submitted to DHET by 31 August.

Develop targeted projects to address the gaps revealed by the assessment report

Impact of targeted projects leading to a measureable up skilled workforce


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ESTIMATED


2013/14



III

2014/2015 2015/2016

4.1.3 An assessment instrument is developed to evaluate employ-ees 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.

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 each sector complete with their respective proficiency/ de-velopment standards.

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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ESTIMATED


2013/14



III

2014/2015 2015/2016

OTHER DISCRETIONARY PROJECT TARGETS

AET 200 learners entered AET programmes

AET 100 learners completed AET programmes

DISCRETIONARY PIVOTAL TARGETS

APPRENTICESHIPS - Section 13: 200 employed learners entered apprentice-ship programmes and 100 em-ployed apprentices certifi-cated on completion of ap-prenticeship programmes

320 unemployed learners en-tered apprenticeship pro-grammes and 160 unem-ployed apprentices certifi-cated on completion of ap-prenticeship programmes APPRENTICESHIPS – Section 28 (RPL): 50 employed




DISCRETIONARY PIVOTAL TAR-GETS

APPRENTICESHIPS - Section 13: 200 employed learners entered apprentice-ship programmes and 100 em-ployed apprentices certificated on completion of apprentice-ship programmes

330 unemployed learners en-tered apprenticeship pro-grammes and 165 unemployed apprentices certificated on completion of apprenticeship programmes APPRENTICESHIPS – Section 28 (RPL): 50 employed




DISCRETIONARY PIVOTAL TAR-GETS

APPRENTICESHIPS - Section 13: 250 employed learn-ers entered apprenticeship pro-grammes and 125 employed ap-prentices certificated on com-pletion of apprenticeship pro-grammes

350 unemployed learners en-tered apprenticeship pro-grammes and 175 unemployed apprentices certificated on com-pletion of apprenticeship pro-grammes APPRENTICESHIPS – Section 28 (RPL): 51 employed

TARGETS

AET Levels 1 – 4: 1000 em-ployed learners.

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

Apprenticeships –


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ESTIMATED


2013/14



III

2014/2015 2015/2016

learners registered for Ap-prenticeship Trade Test and 25 certificated on completion

LEARNERSHIPS:

1000 employed learners enter learnership programmes and 500 employed learners certifi-cated on completion of learn-erships

1500 unemployed learners enter learnership programmes and 750 unemployed learners certificated on completion of learnerships

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

1600 employed learners enter skills programmes and 800 employed learners are certifi-cated on skills programmes

learners registered for Appren-ticeship Trade Test and are cer-tificated on completion

LEARNERSHIPS:

1150 employed learners enter learnership programmes and 575 employed learners certifi-cated on completion of learn-erships

1800 unemployed learners en-ter learnership programmes and 900 unemployed learners certificated on completion of learnerships

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

2300 employed learners enter skills programmes and 1150 employed learners are certifi-cated on skills programmes

1000 unemployed learners are registered on skills pro-grammes and 500 unemployed

learners registered for Appren-ticeship Trade Test and are cer-tificated on completion

LEARNERSHIPS:

1200 employed learners enter learnership programmes and 600 employed learners certifi-cated on completion of learner-ships

1800 unemployed learners en-ter learnership programmes and 900 unemployed learners certifi-cated on completion of learner-ships

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

2588 employed learners enter skills programmes and 1294 em-ployed learners are certificated on skills programmes

1000 unemployed learners are registered on skills programmes and 500 unemployed learners

Section 28: 100 employed learners.

Learnerships: 1000 employed and 1500 unemployed learn-ers.

Skills programmes (Manage-ment / Technical Skills): 500 employed and 1000 unem-ployed learners.


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ESTIMATED


2013/14



III

2014/2015 2015/2016

900 unemployed learners are registered on skills pro-grammes and 450 unem-ployed learners are certifi-cated on completion of skills programmes

BURSARY PROGRAMMES-

(HET / FET Institutions):

90 employed learners enter bursary programmes at FET/HET Institutions and 45 employed learners complete bursary programmes at these institutions

220 unemployed learners en-ter bursary programmes at FET/HET Institutions and 110 complete bursary pro-grammes at these institutions

WORKPLACE EXPERIENCE-

(3-6 months duration):

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

learners are certificated on completion of skills pro-grammes

BURSARY PROGRAMMES-


100 employed learners enter bursary programmes at FET/HET Institutions and 50 employed learners complete bursary programmes at these institutions

230 unemployed learners en-ter bursary programmes at FET/HET Institutions and 115 complete bursary programmes at these institutions



390 unemployed learners enter structured work integrated learning programmes

are certificated on completion of skills programmes

BURSARY PROGRAMMES-


100 employed learners enter bursary programmes at FET/HET Institutions and 50 employed learners complete bursary pro-grammes at these institutions

230 unemployed learners enter bursary programmes at FET/HET Institutions and 115 complete bursary programmes at these in-stitutions



420 unemployed learners enter structured work integrated learning programmes

210 unemployed learners com-plete structured work integrated

Bursary Programmes (HET/FET Institutions): 50 employed and 100 unemployed learners.

Workplace Experience and In-ternships (6 months duration): 150 unemployed learners


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ESTIMATED


2013/14



III

2014/2015 2015/2016

166 unemployed learners complete structured work in-tegrated learning programmes

INTERNSHIPS: WORK INTE-GRATED LEARNING - (UNI-VERSITIES/UOTS + FET GRAD-UATE PLACEMENT)-


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

POST-GRADUATE BURSARY PROGRAMMES –

(Honours, Masters and Doc-toral degrees):

10 employed/unemployed learners enter post-graduate bursary programmes

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

195 unemployed learners com-plete structured work inte-grated learning programmes

INTERNSHIPS:WORK INTE-GRATED LEARNING - (UNIVER-SITIES/UOTS + FET GRADUATE PLACEMENT)-


170 unemployed learners enter work-integrated internship programmes post completion of qualification.




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

learning programmes INTERNSHIPS: WORK INTE-GRATED LEARNING - (UNIVERSI-TIES/UOTS + FET GRADUATE PLACEMENT)-


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




5 employed/unemployed learn-ers complete post-graduate bur-sary programmes

Post-graduate Programmes (Honours, Masters and Doc-toral degrees): 5 employed and 15 unemployed learners.


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ESTIMATED


2013/14



III

2014/2015 2015/2016

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

4.2.2 (a) Develop & Approve RPL strategy

(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.

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

(d)Establish RPL pilot projects with employers

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.

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


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,



RPL: 250 employed learners entered on programmes and assessed through RPL method-ology.


RPL: 250 employed learners entered on programmes and assessed through RPL method-ology.


RPL: 250 employed learners en-tered on programmes and as-sessed through RPL methodol-ogy.

4.2.3 Develop a comprehensive education and occupational pro-file of employees in the sector.

4.2.3 (a) A profile of employees that is applicable across a vari-ety of SETAs is compiled.


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ESTIMATED


2013/14



III

2014/2015 2015/2016

4.2.4 Develop lead occupational learning programmes in each sector and match employees ac-cordingly.

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

4.3.1 Draw up a geographic pro-file of each sector in the FP&M SETA and link this to the FET col-lege representation.

4.3.1 (b) Information on the enrolment capacity of each FET together with its pro-gramme offering is compiled and verified.

4.3.2 EStablish geographic repre-sentation in geographic areas where sector is economic and es-tablish relations with the 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.


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ESTIMATED


2013/14



III

2014/2015 2015/2016

-Finalize FET/HEI Strategy:

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

ii. FET/HEI – Employer/lec-turer exchange programmes

iii. Work Experience /Intern-ships

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

NON-PIVOTAL DISCRETION-ARY GRANT TARGET:

10 FET Colleges accredited and/or supported through project collaboration.

-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.


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.

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

Expansion of national SETA presence in rural areas & townships through FETs through support of lead SETA FET model

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


26


ESTIMATED


2013/14



III

2014/2015 2015/2016

Marketing and Promotion of FP&M programmes delivered via FETs

4.3.1 (b) Plans put in place to ensure that FET intakes favour artisanal programmes

4.3.4 Create link between 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 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) A detailed report on 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.

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

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 nu-meracy levels compiled.

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


27


ESTIMATED


2013/14



III

2014/2015 2015/2016


AET Levels 1 – 4:

800 learners entered AET pro-grammes

400 learners complete AET programmes


AET Levels 1 – 4:


425 learners complete AET pro-grammes


AET Levels 1 – 4:


425 learners complete AET pro-grammes

4.4.2 Working partners identified and collaborative partnerships forged.

(3) (a) Partnerships agree-ments put in place.

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

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

Impact of intervention evalu-ated.

4.5.1 Plan for optimum usage of workplaces formulated in collab-oration with stakeholders.

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


40% Small Firms

60% Medium Firms

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


43% + 3% Small Firms

63% + 3% Medium Firms

4.5.1 (b) Increased rates (4%) of WSP and ATR submission and disbursement of mandatory grants.


46% + 4% Small Firms

66% + 4% Medium Firms


28


ESTIMATED


2013/14



III

2014/2015 2015/2016

80% Large Firms

83% + 3% Large Firms 86% + 4% Large Firms

4.5.2 Career Management pro-moted at workplaces

4.5.2 (a) Career Management Implementation Agreements put in place.

4.5.2 (a) Career Management Implementation Agreements put in place.

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-crease.

4.5.3 (b) Impact study reports shows increased contribution to the GDP by the FP&M sector, an expanding workforce and chang-ing demographics at senior lev-els

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 rural development and poverty alleviation pro-grammes

ii. Rural development Strategy to be reviewed for closer

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 disability development promoting technical skills and new venture creations.

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

ii. Rural development Strategy to be reviewed for closer align-

30 cluster of cooperatives, small enterprises, worker or-ganizations, NGOs CBOs sup-port


29


ESTIMATED


2013/14



III

2014/2015 2015/2016

alignment with Government and sector priorities

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


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

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


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

ment with Government and sec-tor priorities

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


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

4.6.2 (a) M&E / Impact study re-ports 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 people through an increased

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

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


30


ESTIMATED


2013/14



III

2014/2015 2015/2016

demand for support by con-stituent stakeholders.

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.


Career information made available to 1 secondary school.

FP&M SETA to participate in 2 identified career exhibitions


Career information made avail-able to 30 secondary schools.

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


Career information made availa-ble to 30 secondary schools.


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

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 Dependant 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 KwaZulu 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.


31

6. QUARTERLY TARGETS FOR 2014/15

STRATEGIC OBJECTIVES ESTIMATED

PERFORMANCE 2013/14

TARGETS QUARTERLY TARGETS

1ST 2ND 3RD 4TH 4.1 Establishing a credible institu-tional mechanism for skills plan-ning

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

4.1.1 (a) A matrix covering both hori-zontal and vertical skills is completed by the 3rd quarter of 2013.

- Updated SSP, Strategic Plan, An-nual Performance Plan submitted to DHET by 31 August 2013.

Updated SSP with baseline information submitted to DHET by 31 August.

A matrix covering both horizontal and vertical skills is completed

4.1.2 Pilot an assessment instru-ment to evaluate employees in 4 subsectors against the matrix to identify skills gaps.

4.1.2 (b)(i) Vertical skills are bench-marked locally to help establish a norm for the South African Landscape. 4.1.2 (b)(ii) Up-dated SSP incorpo-rating findings on horizontal skills submitted to DHET by 31 August.

(i) Skills audit re-search survey/fo-cused group skills planning sessions for all 13 sub sec-tors undertaken.

Updated SSP incor-porating findings on horizontal skills sub-mitted to DHET by 31 August.

Assessor, Modera-tor, SDF training implemented. – addressing train-ing needs analysis methodologies in workplaces

4.1.3 (a) An assess-ment instrument is

Electronic Assess-ment developed –


32


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH developed to en-sure electronic (self-help) and guided evaluation.

outcome of SDF training/toolkit

4.2 Increasing access to occupa-tionally-directed programmes

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

4.2.1 (b) (i) The fol-lowing pro-grammes, which meet QCTO re-quirements are put in place for specific FP&M sub-sectors:

3 QCTO Occupa-tional Qualifica-tions Develop-ment Projects im-plemented, aligned to key ac-tion programmes of industrial strategies:

1 QCTO Occupa-tional Qualifica-tions in targeted subsectors regis-tered with QCTO


• An intermedi-ary programme to cater for em-ployees with less than a Grade 12 quali-fication.

AET 200 learners entered AET pro-grammes

10 learners. 50 learners. 70 learners. 70 learners.


5 learners 25 learners 35 learners 35 learners

DISCRETIONARY PIVOTAL PRO-GRAMMES

• A standard pro-gramme for matric and equivalent learnership.

LEARNERSHIPS:

1OO0 employed learners enter learnership pro-grammes

200 employed

200 employed

300 unemployed

300 employed


33


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH 500 employed learners certifi-cated on comple-tion of learner-ships

100 employed 100 employed 150 employed 150 employed

1500 unemployed learners enter learnership pro-grammes

350 unemployed 350 unemployed 400 unemployed 400 unemployed

750 unemployed learners certifi-cated on comple-tion of learner-ships


• An artisanal level pro-gramme.

APPRENTICE-SHIPS - Section 13: 200 employed learn-ers entered ap-prenticeship pro-grammes

30 employed

30 employed

70 employed

70 employed

100 employed ap-prentices certifi-cated on comple-tion of appren-ticeship pro-grammes



34


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH 320 unemployed learners entered apprenticeship programmes


160 unemployed apprentices cer-tificated on com-pletion of appren-ticeship pro-grammes


APPRENTICE-SHIPS –

Section 28 (RPL): 50 employed learners regis-tered for Appren-ticeship Trade Test and are cer-tificated on com-pletion

30 Section 28 arti-sans applied for trade tests

20 Section 28 arti-sans applied for trade tests


35


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH BURSARY PRO-

GRAMMES-

(HET / FET Insti-tutions):

90 employed learners enter bursary pro-grammes at FET/HET Institu-tions

50 employed 40 employed

45 employed learners complete bursary pro-grammes at these institutions

25 employed 20 employed

220 unemployed learners enter bursary pro-grammes at FET/HET Institu-tions

110 unemployed 110 unemployed

110 complete bursary pro-grammes at these institutions

50 unemployed 60 unemployed


36


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH WORKPLACE EX-PERIENCE-

(3-6 months du-ration):

333 unemployed learners enter structured work integrated learn-ing programmes


166 unemployed learners complete structured work integrated learn-ing programmes


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

(3-6 months du-ration):

150 unemployed learners enter work-integrated internship pro-grammes

75 unemployed

75 unemployed


37


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH POST-GRADUATE

BURSARY PRO-GRAMMES –

(Honours, Mas-ters and Doctoral degrees):

10 employed/un-employed learn-ers enter post-graduate bursary programmes

10 employed/un-employed gradu-ates recruited and registered

5 employed/un-employed learn-ers complete post-graduate bursary pro-grammes

5 employed/un-employed learners complete post-graduate bursary programmes

4.2.2 Conduct comprehensive Recognition of Prior Learning (RPL) of employees with no minimum ed-ucation entry qualifications.

4.2.2 (a) Develop & Approve RPL strat-egy

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

i. Approve RPL strategy ii. RPL: 250 em-ployed learners assessed through RPL methodology

i.Approve RPL strat-egy ii.National roll-out of RPL strategy

i. Establish pilot projects through DG funding window ii.150 employed learners assessed through RPL meth-odology

100 employed learners assessed through RPL meth-odology


38


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH (c)Market & Pro-mote RPL – na-tional roll-out,

(d)Establish RPL pi-lot projects with employers

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

OFOs reviewed & submissions made to DHET for amendments to occupational titles & job profiles

OFOs reviewed & submissions made to DHET for amend-ments to occupa-tional titles & job profiles

OFOs for all occu-pations in the sec-tor finalized & in-cluded in latest it-eration of OFO version of DHET

4.2.4 Develop a lead occupational learning programmes in each sec-tor and match employees accord-ingly.

Register one occu-pational learning qualification as per QCTO require-ments.

4.3 Promoting the growth of a re-sponsive public FET college system

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

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

Undertake FET Re-search Survey

4.3.2 Establish geographic repre-sentation in geographic areas

4.3.2 (a) Strong working relation-ships with FET col-

i.FET Strategy in place ii.10 FET Colleges accredited and/or

2 FET Colleges ac-credited and/or supported

2 FET Colleges ac-credited and/or sup-ported through pro-ject collaboration

3 FET Colleges ac-credited and/or supported through

3 FET Colleges ac-credited and/or supported through


39


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH where sector is economic and es-tablish relations with the FET col-leges

leges deemed rele-vant to FP&M sec-tors needs estab-lished and assis-tance with the de-sign of pro-grammes that suit the needs of the SETA provided to these FET colleges.


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

ii. FET/HEI – Em-ployer/lecturer ex-change pro-grammes

iii. Work Experi-ence /Internships

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

supported through project collaboration iii.SETA-driven workplace agree-ments between FETs/HEIs & em-ployers

through project collaboration

project collabora-tion. 1 FET recog-nized as ISOE.

project collabora-tion.


40


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH 4.3.3 Work with FET’s in all geo-graphical areas to promote the se-lection of FET qualifications amongst schools in the respective geographical areas.

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

Marketing and Pro-motion of FP&M programmes deliv-ered via FETs

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

4.3.4 Create link between FET col-leges and local skills development initiatives e.g. sewing clubs, small scale furniture repairs etc.

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

1 (a) Measure the scale of young and adult low language and numeracy lev-els .

1 (b) An Action Plan linked to a budget for addressing the low levels of lan-guage and numer-acy levels com-piled.

Research Reports Analysed: DHET re-ports; Labour Force Surveys, DG Applica-tions for AET – Com-pile trend anlaysis report

Develop Action Plan based on trend analysis re-port & implement findings


41


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH 4.4.1 .An analysis of the scale of young and adult low language and numeracy levels conducted and an action plan developed.

AET Levels 1 – 4:

800 learners en-tered AET pro-grammes


400 learners com-plete AET pro-grammes


4.4.2 Working partners identi-fied and collaborative partnerships forged.

(3) (a) Partnerships agreements put in place.

DG funding windows advertised –Occupa-tionally-directed AET programmes rolled out

4.5 Encouraging better use of workplace based skills develop-ment

4.5.1 Plan for optimum usage of workplaces formulated in collabo-ration with stakeholders.

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

40% Small Firms 60% Medium Firms 80% Large Firms

Submissions re-ceived by 30 June 2014 40% Small Firms 60% Medium Firms 80% Large Firms

Statistical & Diag-nostic Analysis of WSP/ATR/PIVOTAL Reports – findings 7 recommendations addressing scarce & critical skills of the FP&M sector Quarterly Manda-tory Grant pay-ments effected.


42


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH 4.5.2 Career management pro-moted at workplaces DISCRETIONARY PIVOTAL PRO-GRAMMES

4.5.2 (a) Career Management Im-plementation Agreements put in place.

SKILLS PRO-GRAMMES: (Management / Technical Skills / Entrepreneurship / Life Skills):

1600 employed learners enter skills programmes

500 employed

500 employed

300 employed

300 employed

800 employed learners are cer-tificated on skills programmes


900 unemployed learners are regis-tered on skills programmes


450 unemployed learners are cer-tificated on com-pletion of skills programmes


4.5.3 Agreements put in place with established bodies at the work-place for active participation in en-suring the implementation of ac-credited training.

4.6 Encouraging and supporting cooperative, small enterprise,

4.6.1 (a) Coopera-tive, small enter-

Review Rural De-velopment Strat-egy & Disability

DG Funding win-dows opened –fund-


43


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH worker initiated, NGO and com-munity training initiatives.

prise, worker initi-ated NGO and community training initiatives eligible for funding are identified and pro-vided with the nec-essary support.

i.8% of DG Budget (20%) allocated to disability to sup-port organizations addressing the needs of the disa-bled within the sec-tor – promoting small venture crea-tion projects & technical skills.

ii. Rural develop-ment Strategy to be reviewed for closer alignment with Government and sector priori-ties

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

Strategy within the sector. i.8% of DG Budget (20%) allocated to rural development and poverty alleviation programmes

ii. Rural develop-ment Strategy to be reviewed for closer alignment with Government and sector priori-ties

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

ing window to sup-port Co-operatives, small enterprises


44


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH programmes -En-trepreneurship

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

4.6.1 (a) (b) Cooperative, small enterprise, worker initiated NGO and commu-nity training initia-tives eligible for funding are identi-fied and provided with the necessary support.

i. 20 co-opera-tives / worker or-ganizations, 20 small enterprises, 3 NGOs, 3CBOs and 5 NLPEs sup-ported.

i.Review FP&M SETA rural devel-opment strategy for closer align-ment with Gov-ernment & sector priorities

5 Co-operatives / worker organiza-tions, 5 SMMEs / 1 NGOs / 1 CBOs / 2 NLPEs



4.8 Building career and vocational guidance

4.8.1 A career management and vo-cational guidance strategy is devel-oped.

4.8.1 (a) Increased interest in FP&M SETA training pro-grammes shown by young people through an in-creased demand for support by con-stituent stakehold-ers.

4.8.2 Life Orientation educators of schools target for the pipeline pro-ject and SDFs trained.

Career information made available to 30 secondary schools.

Career infor-mation made available to 1 sec-ondary school.

1 Secondary School 2 Exhibitions


45


PERFORMANCE 2013/14


1ST 2ND 3RD 4TH

FP&M SETA to par-ticipate in 5 identi-fied career exhibi-tions.


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;


46

• 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:

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 capacity

for quality learning provisioning for technical scarce and critical skills


47

NO NAME OF PUBLIC FET COLLEGE

SUB-SEC-TOR

PROGRAMME INTERVENTION NATURE OF AGREEMENT IN PLACE

NO. OF PROJECTS/BUR-SARIES AWARDED

NO. OF LEARNERS

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

Textile Apprenticeships 100

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

45 grants.

Total Project Value: R 225 000

45

4. UMGUNGUNDLOVU FET COLLEGE

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

ii. Learnerships-Upholstery

i.2 Project MoAs


9 grants.

Total Project Value:

R 225 000

9

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

i. Project MoA – Skills pro-grammes

15 grants.


R 108 000

15

7. EKURHULENI-EAST FET COLLEGE

Pulp & Pa-per

NCV: Plant and Process Operations i. Partnership with PAMSA


45 bursaries.


R 225 000

45

8. SEKHUKHUNE FET COL-LEGE

Furniture i. Learnerships -Furniture Making 2 Project MoAs 88 Learners.


R 2 200 000

88


48


SUB-SEC-TOR

PROGRAMME INTERVENTION NATURE OF AGREEMENT IN PLACE

NO. OF PROJECTS/BUR-SARIES AWARDED

NO. OF LEARNERS

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 15 bursaries.


R 225 000

15

10. CAPE TOWN FET COL-LEGE

Furniture Learnerships: Furniture Making DG Project MoA. 6 grants.


R 210 000

6

In order to address the strategic objectives of promoting public FET colleges the FP&M SETA has ring fenced funding as follows:

STRATEGIC OBJECTIVE PERFORMANCE INDICATOR 2013-2014 2014-2015 2015-2016

NSDS Objective 4.3 Promot-ing the growth of a public FET college system that is respon-sive to sector, local, regional and national skills needs and priorities

4.3.2 Establish geographic representation in geo-graphic areas where sector is economic and estab-lish relations with the FET colleges

R 2 000 000-00 R 2 000 000-00 R 2 000 000-00

4.3.3 Work with FET’s in all geographics to promote the selection of FET qualifications amongst schools in the respective geographics.

R 500 000-00 R 500 000-00 R 500 000-00


49

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.


SUB-SEC-TOR

PROGRAMME INTERVENTION NATURE OF AGREEMENT IN PLACE NO. OF PROJECTS/BURSARIES AWARDED

NO. OF LEARN-ERS

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

vi. B. Tech Clothing Management

vii. Skills programme: Patternmaking & Work Study

i. MoA -Centre of Excellence

ii. Partnership with Sari’s for Good Karma

iii. Bursary MoA – Clothing & Textile Technology

iv. Skills Programmes MoA

v. Diploma in Pulp & Paper Technol-ogy

i. R 90 000.

Ii 75 grants R 540 000

iii. 45 bursaries. R 875 000

222

2. CAPE PENINSULA UNIVERSITY OF TECHNOLOGY

Clothing & Textiles

i. NVC : Emerging Fashion Designer. The devel-opment of 10 Fashion Entrepreneurs.

Diploma in Clothing Management

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

i. 7 grants. Total value – R 70 000

ii. 18 bursaries. Total Project Value: R 630 000

25


50


SUB-SEC-TOR


NO. OF LEARN-ERS

Diploma in Textile Technology

Diploma in Fashion Design

B. Tech Clothing Management

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 26 bursaries.


R 910 000

25

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 10 bursaries. Total Project Value: R 150 000

10

4. Witwatersrand Uni-versity

Publishing Curriculum Development Partnership with Publishers Associ-ation of South Africa

Special Project: Develop of Learner-ship for Copyright.

-

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

ii. Management training for independent news-paper leaders,

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

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

i.2 Partnerships through Grocotts Mail & Sol Plaatje Institute for Me-dia Leadership, School of Journalism and Media Studies, Rhodes Univer-sity

16 grants.

Total project Value:

R 480 000

16


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SUB-SEC-TOR


NO. OF LEARN-ERS

6. NELSON MANDELA METROPOLITAN UNIVERSITY

Pulp & Pa-per & For-estry

National Diploma: Pulp & Paper Technology

i. Partnership with Saasveld –train-ing of Forestry & Wood Technolo-gist.

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

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

Diploma in Nature Conservation,

v. Other Programmes:

BA Agriculture Management,

Fashion, Design, BA: Media & Com-munication, Wood Technology, B. Tech Forestry, Management

i.73 bursaries.

Total Project Value – R 2 555 000.

ii. 54 grants. Total project Value: R 1505 000

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7. UNIVERSITY OF STEL-LENBOSCH

Forestry Diploma in Forestry Bursary Partnership with Saasveld –training of Forestry & Wood Tech-nologist.

1 bursary – R 35 000 1

8. VALL UNIVERSITY OF TECHNOLOGY

Forestry B. Tech. Industrial Engineering Bursary MoA 1 bursary – R 35 000. 1


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SUB-SEC-TOR


NO. OF LEARN-ERS

9. UNIVERSITY OF VENDA

Forestry Diploma in Basic Forestry, BSc Forestry Bursary MoA 5 bursaries

Total Project Value: R 175 000

5

7.3. Public FET College and University Students Placed in Companies for Work-Integrated Learning (FET / Universities / UoT Graduate Placement)

Approximately, 90 companies received internship/work experience grants to support college/university students/graduates to obtain experiential training on occupationally-directed programmes.

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.

BUDGET ALLOCATION FOR RURAL DEVELOPMENT STRATEGY

YEAR % AMOUNT 2013-2014 20% R 8 579 708 2014-2015 20% R 9 590 605 2015-2016 20% R 10 081 921


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9. RECOGNITION OF PRIOR LEARNING (RPL) RPL Strategy to be developed and aligned to SAQA Strategy. National roll-out of strategy and pilot projects to be established in partnership with employers. BUDGET ALLOCATION TO IMPLEMENT RECOGNITION OF PRIOR LEARNING (RPL) IN THE FP&M SECTOR

FUNDING YEAR TARGET BUDGET 2013-2014 250 R 1 250 000 -00

2014-2015 250 R 1 250 000 -00

2015-2016 250 R 1 250 000 -00

10. ADULT EDUCATION AND TRAINING Given the low level of literacy and numeracy in the FP&M sector, the FP&M SETA has an operational budget as per the table below to implement adult and education training programmes in the sector: BUDGET ALLOCATION TO IMPLEMENT ADULT EDUCATION AND TRAINING (AET) PROGRAMMES IN THE FP&M SECTOR

FUNDING YEAR TARGET BUDGET 2013-2014 1000 R 3 000 000-00

2014-2015 1000 R 3 000 000-00

2015-2016 1000 R 3 000 000-00


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

SIP 3: South Eastern node & corridor development

In order to help improve the industrial and agricultural development and export capacity of the Eastern Cape Region the following forestry and wood products projects have being approved by the FP&M SETA Board. It is anticipated that that the FP&M SETA rural development projects located in the Eastern Cape will be located close to the new dam and irrigation systems to be built at Umzimvubu and will provide secondary support for this project.

L290721127 PG Bison Eastern Cape - Ugie. Full Learnership. Rural Devevelopment. General Forestry ac-credited programme.Train youth & women & prepare unemployed youth for em-ployment.

30 R 750,000.00

N000000185 Sappi Southern Africa

New Venture Creation in Forestry in the Eastern Cape - Deep Rural to expand our forestry process to the Eastern Cape and to recruit and develop local communities to join the company.

100 R 720,000.00

SIP 7: Integrated Urban Space and Public Transport Programme

It is anticipated that key stakeholders will collaborate with the FP&M SETA to provide skills that relate to development of human settlements, more especially in the sphere of joinery the manufacturing of trusses) and furniture-making. The training of these skills to be promoted through the development of QCTO registered sector trades for these occupations.

SIP 8: Green Energy in support of the South African Economy

Greener production concept to be promoted within FP&M SETA industries. FP&M SETA occupationally-directed qualifications and OFO profiling to make provision for cleaner production and a sustainable enviro-friendly production environment.


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SIP 11: Agri-logistics and rural infrastructure

10% of FP&M SETA Discretionary Grant Budget to be invested in skills development initiatives for rural infrastructure. Projects to be approved to support the expansion of production and employment and rural development that relate to forestry , furniture making and clothing production initiatives.

SIP 12: Revitalisation of public hospitals and other health facilities

Projects in furniture making, uniform production etc that relate to the refurbishment of hospitals and other public health facilities to be sup-ported.

SIP 13: National School Build Programme

Projects in furniture production of school desks and chairs that supports the national school build programme to be supported.

L140725690 Singisi Forest Products

To educate Grade 12 learners in 20 rural high schools on career opportunities in forestry, sawmill-ing and engineering sectors. Involving scarce skills which will allow for them to pursue careers in which they are likely to find employment. To give them information which will empower them to make informed career choices. to encourage them to pursue careers which involve scarce skills and where they are likely to find employment.

R 22,230.00

L140725690 Singisi Forest Products

To educate primary school children with regard to protecting and conserving our natural herit-age/environment and to lead them to value of conserving our indigenous forests

R 22,230.00

NLPE Edupeg Support primary schools in Eastern Cape, Western Cape and KZN to improve learner performance & teacher performance in numeracy & literacy. Project Reach: 152 schools, Under 52 700 & access to 1511

R 1,800,000.00

SIP 14: Higher Education Infrastructure

Infrastructure development for higher education focusing on lecture rooms, libraries and laboratories to become part of FP&M SETA focus. Pro-jects that support internships and work experience related to journalism, book production. Writing skills (publishing) & newspapers (print media)


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etc to be supported. Higher education infrastructure to also be supported through furniture making, upholstery and clothing (uniforms) produc-tion in order for higher education to meet their social responsibility targets.

HET University of Stellenbosch (Dept. of Forest & Wood Science)

Kwanothemba Carpentry Workshop for Disabled. The aim of the project is to provide training for 12 learners but also to establish a business that will pro-vide a platform where for ever more individuals can be trained and given work opportunities for the future. The facility is in Khayelitsha and was estab-lished in 1998. Machines require minor repairs and basically the workshop has been abandoned. New equipment will also need to be purchased. The objective is to assist Kwanothemba Carpentry Workshop to be re-established and for it to become a sustainabale profitable business. In doing so, the workshop can become the cornerstone of the community , teaching wood working and production skills to the disabled as well a youth and generating income for those involved in production. Training will be done by Furntech. A post graduate student who holds a MSc in wood science will assist the Kwanothemba Workshop for the full project duration.

Het Forestry R 500,000.00

Higher Education Infrastructure to also be supported in the following ways:

• To become research partners with industrial sectors in the SETA • Bursaries , Work Experience, Internships to be provided for development of technologists, engineers and journalists • To address the promotion of medium and high level skills in the FP&M sector. • To implement pilot projects that relate to CPD for lecturer development

12. 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.


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BUDGET ALLOCATION FOR ADDRESSING DISABILITY WITHIN THE SECTOR

YEAR % AMOUNT

2013-2014 8% R 3 431 883

2014-2015 8% R 3 836 246

2015-2016 8% R 4 032 769

13. SPECIAL PROJECTS TO ADDRESS SECTORAL PRIORITIES WITHIN THE SECTOR

In order to address the sectoral priorities of the FP&M sector, and to address the objectives of the FP&M SETA Strategic Plan, budgetary provi-sion has being made as per the table below. This funding will be allocated to prioritized sectoral priorities that would enhance the competiveness and sustainability of FP&M industrial sectors in the medium to long term:

YEAR BUDGET FOR SECTORAL PRIORITY PROJECTS

2013-2014 R 15 386 950-00

2014-2015 R 19 526 913-00

2015-2016 R 21 794 917-00


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14. RESEARCH & DEVELOPMENT IN THE FP&M SECTOR

In order to address the key strategic objectives of establishing a credible mechanism for skills planning and addressing OFO scoping and QCTO qualifications development within the sector, the following budgetary allocation was ring-fenced:

STRATEGIC OBJECTIVE PERFORMANCE INDICATOR 2013-2014 2014-2015 2015-2016

NSDS Objective 4.1 Establish-ing a credible institutional mechanism for skills planning

4.1.2 (a)(ii) Updated SSP / Strategic Plan with base-line information submitted to DHET within required timeframes

R 2 000 000 -00 R 1 500 000-00 R 1 000 000-00

4.2.1 Establish occupational levels in each sector com-plete with their respective proficiency/ development standards.

OFO Scoping & QCTO Qualifications Occupational Development

R 1 500 000-00 R 1 500 000-00 R 1 500 000-00

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