Table 5: NSDS Objectives and Fasset interventions # NSDS goal # Goal description Baseline Justification Links 1 Establish a institutional mechanism for skills planning 1.1 Produce research, such as the SSP and the grant analysis that is professionally provides a sound analysis of the and articulates an agreed sector strategy to address skills needs. SSP is professionally provides a sound analysis of the and articulates an agreed sector strategy to address skills needs. National need in relation to skills development is researched, documented and communicated to effective planning in the sector. This objective will towards establishing a credible institutional mechanism for skills planning in the sector and beyond in Fasset’s as the incubator sector for finance and skills. 2 Increase access to 2.1 Identify and address skills needs. 13 032 Learners and 12 773 completed on Lifelong Learning (LL), Bridging assessor and TVET Work Integrated Learning (WIL) placements. Conduct research, projects and identify middle-level skills needs in their sectors and put in strategies to them, particularly through the use of the public Technical Education and Training (TVET) colleges and universities of working in with employers providing training. This objective will enable the increase of new into the Fasset and beyond, and scarce skills as identified in the SSP. 2.2 High-level national scarce skills needs are being by work-ready 18 886 Learners and 17 728 Learners completed on Conduct research, projects, identify skills needs in the This objective will enable the development and maintaining the skills level able
graduates from higher education institutions. learnerships, Lifelong Learning (LL), Bridging Programmes, assessor interventions, PIVOTAL programmes and NSFAS Grants. sector and put in place strategies to address the high-level scarce skills gaps. base of the current within the sector and beyond as well as address the development of specialist skills needs as identified in the SSP. 2.3 Partnerships between DHET, the SETA, private providers and public TVET colleges are resulting in increased capacity to meet industry needs throughout the country. Placement of 300 TVET WIL learners and 1760 university learners into employment. CBAs increased to 25. Fasset will increase through funding learner placements and bridging projects. CBAs will also strengthen ties with TVETs, and learners. This objective will towards positioning TVET Colleges as a alternative that access into the Fasset sector. Partnerships with will also be strengthened to ensure increased availability of skills for the sector. 3 Address the low of youth and adult language and numeracy skills to enable additional 3.1 A national strategy is in place to provide all young people leaving school with an opportunity to in training or work experience, and improve their employability. No interventions have been undertaken within the NSDS III period A DHET-led process, stakeholders, a strategy by all A consumer education programme is currently being conceptualised aimed at contributing the general of financial literacy from a Fasset perspective. 4 Encourage better use of skills 4.1 Training of employed workers addresses critical skills, enabling improved 65 large firms and 90 firms submit Grants and attended SETA stakeholders agree on the provision of quality Employers will be through the Grant, various
productivity, economic growth and the ability of the work force to adapt to change in the labour Lifelong Learning events. for employed workers and report on the impact of the training. grant schemes and of Fasset benefits aimed at the training of employed workers in the sector. 5 Encourage and support small worker initiated, NGO and community training initiatives. 5.1 Co-operatives supported with skills training and expand and contribute to sector and employment growth. 650 small firms and 500 non-levy-paying firms in skills SETA identifies in the skills planning research, established and emergent cooperatives and their skills needs; Sector are established by sector stakeholders. Employers will be through various grant schemes and of Fasset benefits aimed at the training of employed workers in the sector and the upskilling of small firms and in the sector. 6 Increase public sector capacity for improved delivery and supporting the building of a state. 6.1 A thorough analysis and reflection is conducted on provision of education and training within the public sector and the of the various role players. 6 Government are encouraged to participate in skills through the of the 30% portion of the SDL, submission of grant applications and deriving benefit from initiatives. Conduct and analysis and reflection on and challenges for public sector training. Plans and funding are agreed between the relevant and the SETA, and are reported on. This objective will towards making the public space a training space. 7 Building career and vocational guidance. 7.1 Career paths are mapped to qualifications in the sector and sub-sectors, and communicated Career guide is and updated Career guides are with labour market information from the addressing Career guidance is embarked upon aimed at positioning as the sector of career
contributing to relevance of and greater mobility and progression. within the sector. choice. A stakeholder programme is in place supported through various communication platforms such as print, online advertisements, website, social media. Sector stakeholders are engaged and are adjusted to meet the skills and needs to promote comprehensive career development. Stakeholders are in Fasset and projects. sectors
Table 6: Implementation Plan for 2016-2017 # 2016 to 2017 Fasset Output Fasset 2016 to 2017 Fasset 2011 to 2016 Output 2016 to 2017 Risks Mitigating Actions Target Budget Functional 1.1 Commission and conduct research on areas as agreed by Board, and distribute to The research includes the annual grant analysis, annual benchmarking of training in the sector, annual impact report, TVET research and six ad hoc reports. Commission and conduct research on relevant areas such as the annual grant analysis and others identified in Fasset’s research agenda, as agreed by Fasset Board, and distribute to relevant Commission and conduct research on relevant areas as agreed by Board, and to relevant stakeholders 2014/2015 (Year 15) Grant Report Impact assessment. Cohort study to trace learners who are passing through the career Tariffs Cohort study to trace employers that are passing through the benefit Tracer study on bridging learners for the employer and learners Tracer study on learners on Relevant within the Fasset focus, is not available. Research is not to DHET research Where possible align DHET and Fasset research agenda. Ensure that agenda is relevant to Fasset stakeholders. 10 R5 350 000 Research
for the employer and learners. Longitudinal M & E Report: 2000/2001 to 2015/2016. Training in the Fasset sector benchmarked against previous years and the sector. Recommended tariff value for qualifications and learnerships implemented by employers. Two research reports, still to be on. 1.2 Produce draft SSP Update for the 2016/2017 financial year for submission to DHET by the due date Produce Sector Skills Plan Update 2015/16 (for the 2016 to 2020 for submission to DHET as well as the annual grant analysis Fasset submits a Sector Skills Plan to the DHET - 2011/12 - 2012/13 - 2013/14 - 2014/15 Relevant within the Fasset focus, is not available. Research is not to DHET Where possible align DHET and Fasset research agenda. Ensure that agenda is relevant to Fasset stakeholders. 1 R 0 Research
- 2015/16 - 2016/17 research 2.1 Total no. of workers and unemployed people that have registered on Mid-level Learners on learnerships Entered/Registered 700 learners on learnerships Learners on learnerships Entered/Registered 3500 learners on learnerships Employers in the sector may not continue to offer learning to Publicise the grants scheme. Publicise and employers to recruit learners. Publicise learnership benefits including the tax deduction and BBBEE points that can be earned, as well as the availability of learners through bridging projects. 700 R 0 Processing and Quality
2.2 Total no. of workers and unemployed people that have completed Learners on learnerships Completed 450 learners on learnerships Learners on learnerships Completed 2250 learners on learnerships Employers in the sector may not continue to offer learning to Publicise the grants scheme. Publicise and employers to recruit learners. Publicise learnership benefits including the tax deduction and BBBEE points that can be earned, as well as the availability of learners through bridging projects. 450 R 0 Processing and Quality 2.3 Total no. of workers and unemployed people that have been funded on learnerships (LCG) Learnership Cash Grant 5 learners on learnerships (0 employed, 5 unemployed) (baseline = 0 5 Learnership Cash Grant 60 learners on learnerships Employers in the sector may not continue to offer learning to The supply of Black African learners is Inadequate to the grant. Grant application forms and Publicise the grants scheme. Publicise and employers to recruit learners. Publicise learnership benefits including the tax deduction and BBBEE points that can be earned, as well as the availability of learners through 5 R 100 000 Processing and Quality level level level
are not available for bridging projects. 2.4 Total no. of workers and unemployed people that have registered and completed Learning. Lifelong Learning 10 000 Mid-level Lifelong Learning delegates = 14000) Middle-level Learning 50 000 Lifelong Learning delegates Employers in the sector may not make use of Fasset Lifelong Learning events. Publicise Lifelong Learning events. Encourage in-house training events. Introduce new (such as webinars) to 10 000 R 12 500 000 Projects 2.5 Total no. of that have registered on Bridging - entry into higher Mid-level Bridging Projects Entered/Registered 200 Bridging learners = 100) Mid-level Bridging Projects Entered/Registered 1000 Bridging learners Projects fail to recruit required number of learners. Projects are according to monthly deliverables in the SLA. Fasset will take corrective action as soon as a deliverable is not met. Recruitment is linked to a payment. Failure to meet the deliverable will result in non-payment. Ensure that learners are upskilled in scarce skills areas. 200 R 12 200 000 Projects
2.6 Total no. of workers and unemployed people that have completed Bridging - entry into higher education Mid-level Bridging Projects Completed 115 Bridging learners = 70) Mid-level Bridging Projects Completed 575 Bridging learners High drop-out rates, and low pass rates. The supply of Black African learners is Projects are according to monthly deliverables in the SLA. Fasset will take corrective action as soon as a deliverable is not met. Placement is linked to a payment. to meet the will result in non-payment. Ensure that learners are upskilled in scarce skills areas. Manage placement into alternative routes of study. 115 R 0 Projects
2.8 Total no. of workers and unemployed people funded via PIVOTAL Grant: PIVOTAL Grant middle-level learnerships PIVOTAL Grant middle-level learnerships 1600 learners Employers in the sector may not continue to offer learning to The supply of Black African learners is Inadequate to the grant. Grant application forms and are not available for Publicise the grants scheme. Ensure forms and systems are for the financial year. Employers to claim points on BBBEE scorecard. 320 Included in 2.7 Processing and Quality 3.1 Total no. of workers and unemployed people that have registered on high-level Learnerships. Learners on learnerships Entered/Registered 3330 learners on learnerships (360 employed, 2970 unemployed) (baseline = 485 employed, 2085 unemployed) Learners on learnerships Entered/Registered 16 650 learners on learnerships 1800, 18 200) Employers in the sector may not continue to offer learning to Publicise the grants scheme. Publicise and employers to recruit learners. Publicise learnership benefits including the tax deduction and BBBEE points that can be earned, as well 3330 R 0 Processing and Quality employed
3.3 Total no. of workers and unemployed people that have been funded on high-level (LCG) High-level Cash Grant 345 learners on learnerships (0 employed, 215 = 45 170 High-level Cash Grant 975 learners on learnerships (0 employed, 1250 unemployed) The supply of Black African learners is Inadequate to the grant. Grant application forms and are not available for Publicise and employers to recruit learners. Publicise learnership benefits including the tax deduction and BBBEE points that can be earned, as well as the availability of learners through bridging projects. Ensure forms and systems are for the financial year. An increased tariff will encourage 195 R 3 900 000 Processing and Quality 3.4 Total no. of workers and unemployed people that have registered and completed on high-level Learning. High-level lifelong Learning 6500 Lifelong Learning delegates (baseline = 9500) High-level lifelong Learning 32 500 Lifelong Learning delegates Employers in the sector may not make use of Fasset Lifelong Learning events. Publicise Lifelong Learning events. Introduce new (such as webinars) to 6500 R 5 500 000 Projects
3.5 Total no. of that have registered on high-level Projects into employment (employment readiness High-level Bridging Projects Entered/Registered 2000 bridging learners for employment (baseline = 1300) High-level Bridging Projects Entered/Registered 8 800 Bridging learners, on employment readiness Projects fail to recruit required number of learners. Projects are according to monthly deliverables in the SLA. Fasset will take corrective action as soon as a deliverable is not met. Final recruitment is linked to a payment. Failure to meet the deliverable will result in non-payment. 1760 R 106 859 500 Projects 3.6 Total no. of that have completed Bridging Projects into employment (employment readiness High-level Bridging Projects Completed 1400 bridging learners for employment (baseline = 580) High-level Bridging Projects Completed 6 500 Bridging learners High drop-out rates and low pass rates. Failure to place 70% of the learners. The employers fail to provide employment to the learners. Projects are according to monthly deliverables in the SLA. Fasset will take corrective action as soon as a deliverable is not met. Final placement is linked to a payment. Failure to meet the deliverable will result in non-payment. Employers are by the Learnership Cash 1300 R 0 Projects level
Grant. 3.7 Total no. of that have registered on high-level Projects (academic and professional body High-level Bridging Projects Entered/Registered 1600 learners on academic and (baseline = 1800) High-level Bridging Projects Entered/Registered 8 800 learners on academic programmes and 3000 learners on incubator programmes Projects fail to recruit required number of learners. Projects are according to monthly deliverables in the SLA. Fasset will take corrective action as soon as a deliverable is not met. Ensure that learners recruited in line with scarce skills areas. 1760 R 106 859 500 Projects 3.8 Total no. of that have completed Bridging Projects and professional body High-level Bridging Projects Completed 1120 learners on academic and (baseline = 1590) High-level Bridging Projects Completed 7 000 learners on academic Projects fail to place 70% of the learners. Projects are according to monthly deliverables in the SLA. Fasset will take corrective action as soon as a deliverable is not met. Ensure that learners are upskilled in scarce skills areas. 1400 R 0 Projects 3.10 Total no. of workers and unemployed people funded via PIVOTAL PIVOTAL Grant high-level Bursaries 550 bursaries 100 PIVOTAL Grant high-level Bursaries 2 775 bursaries Employers in the sector may not continue to offer learning to Publicise the grants scheme. Ensure forms and systems are for the financial 555 Included in 2.7 Processing and Quality
Grant: Bursaries high-level bursaries and 450 external bursaries (unemployed)) (baseline = 554 bursaries) The supply of Black African learners is Inadequate to the grant. Grant application forms and are not available for year. Employers able to claim points on BBBEE scorecard. 3.11 Total no. of learners on learnerships via PIVOTAL Grant high-level Learners on learnerships 700 learners on learnerships (0 employed, 700 via the PIVOTAL Grant (baseline = 726) Learners on learnerships 3 500 learners on learnerships via the PIVOTAL Grant Employers in the sector may not continue to offer learning to The supply of Black African learners is Inadequate to the grant. Grant application forms and are not available for Publicise the grants scheme. Publicise and employers to recruit learners. Publicise learnership benefits including the tax deduction and BBBEE points that can be earned, as well as the availability of learners through bridging projects. Ensure forms and systems are 700 Included in 2.7 Processing and Quality
service 4.2 Total number of TVET graduates completing training. 1000 TVET completing training for the purposes of completing the NDip qualification (baseline 0 - new target) 500 TVET completing training for the purposes of completing the NDip qualification Lower rates due to resignations and/or Regular employer meetings to monitor progress. 100 R 0 Projects 5.1 Large firms WSP/ATRs and LL attendance 65 large firms in skills development (baseline = 65 firms) 65 large firms in skills development Grant application forms and are not available for Inadequate to the grant. The drop in the grant payment percentage may affect uptake rate. Publicise the grants scheme. Ensure forms and systems are for the financial year. Employers are with grant completion and the firm’s strategic via the Employer Grant Support programme. Lifelong Learning topics are linked to employer critical skills needs. 65 R74 800 000 (total Grant Processing and Quality service service
5.2 Medium firms WSP/ATRs and LL attendance 90 medium firms participate in skills development (baseline = 160 firms) 90 medium firms participate in skills development Grant application forms and are not available for Inadequate to the grant. The drop in the grant payment percentage may affect uptake rate. Publicise the grants scheme. Ensure forms and systems are for the financial year. Employers are with grant completion and the firm’s strategic via the Employer Grant Support programme. Lifelong Learning topics are linked to employer critical skills needs. 90 Included in 5.1 Processing and Quality 5.3 Support to small levy firms includes Mandatory Grants LL the uptake of project learners 650 levy-paying small firms in skills (baseline = 1600 firms) 650 levy-paying small firms in skills Grant application forms and are not available for Inadequate to the grant. Publicise the grants scheme. Ensure forms and systems are for the financial year. Employers are with grant completion and the firm’s strategic via the Employer Grant Support programme. 650 Included in 5.1 Processing and Quality
Lifelong Learning topics are linked to employer critical skills needs. 5.4 Support to paying firms includes attendance at LL events, grant approvals, the uptake of project learners 500 non firms in skills (baseline = 1100 500 non firms in skills (baseline = 1 100) Grant application forms and are not available for The grant schemes are not adequately to. An insufficient number of choose to with Fasset. Publicise the grants scheme and other Fasset benefits e.g. Lifelong Learning. Ensure forms and systems are for the financial year. Employers are with grant completion and the firm’s strategic via the Employer Grant Support programme. Lifelong Learning topics are linked to employer critical skills needs. 500 R0 Processing and Quality
6.1 Career Guide updated a guide to bursaries in the sector Career Guide is updated including a guide to available in the Fasset sector Information is in line with the approved communication plan and strategy Comprehensive occupational profile of the sector, and guide to opportunities in the sector made available Not all are listed in the career guide. Information listed in the guide is outdated. In-depth research into careers in the Fasset sector is Draft brochure is distributed to Fasset Working Committee members for input. 1 R 4 173 000 Communications 6.2 National learner print media and online campaign update National learner print media and online campaign is updated Information is in line with the approved communication plan and strategy Negative print, online and social Publicity plan and programme and Return on (ROI) tools in place. 1 Included in 6.1 Communications 6.3 Total no. of learner placed 32 learner placed Information is in line with the approved communication plan and strategy Negative print, online and social Publicity plan and programme and Return on (ROI) tools in place. 32 Included in 6.1 Communications
6.4 Total no. of events supported 325 career events supported Information is in with the approved communication plan and strategy Brand do not against their respective schedules and the drop-off is higher than 7%. Brand Ambassadors are tracked and monitored on an ongoing basis. is with Brand as well as respective 325 Included in 6.1 Communications 6.5 Establish and upskill career guidance/ support offices at HETs/ TVETs Establish and upskill career guidance/ student support offices at 15 HETs/ TVETs Information is in line with the approved communication plan and strategy Resources for effective with TVETs and in the various does not Support and from TVET colleges is not in place. New relationships will be developed through lead Setas at institutions and through existing New relationships will be developed through networking. 15 Included in 6.1 Communications 6.6 Total no. of Brand 25 Fasset brand ambassadors at FET/HET Information is in line with the approved communication plan and strategy Support and from institutions is not in place. Planning for this target will begin in November 2014 for March 2015 24 institutions have already been 25 Included in 6.1 Communications
to achieve the 20 appointments. 6.7 Production of learner e-zine to be distributed to learner Production of learner e-zine to be distributed to learner database on a quarterly Information is in line with the approved communication plan and strategy Database is not up-to-date. Mailing list rules will be developed and monitored on a quarterly basis. 4 Included in 6.1 Communications
managed within the 10.5% budget. 5 Operations No direct outputs linked to NSDS III Manage the Supply Chain Management function Manage office infrastructure Office infrastructure and the function will continue to be for the overall effectiveness of Fasset. The Administration Budget for is expected to remain constant over the 5-year period and increase proportionally in line with inflationary There is no strategic budget for this function. Refer to 8.11. 6 Executive Office No direct outputs linked to NSDS III Manage statutory requirements HR, IT, Finance, External and Internal Audit function Perform the Company Secretarial Strategic management Overall SETA management Overall SETA management will to be performed in line with the set performance indicators. Inflationary increases over the 5-year period have also been effected into our budgeting for the period. There is no strategic budget for this function. Administration costs will be managed within the 10.5% budget. Refer to 8.11.
3 Priority 4: Decent employment through inclusive growth Providing training opportunities that will enable learners to become more employable and obtain decent work. Provision of grants to employers who train learners. 4 Priority 5: A skilled and capable to support an inclusive growth path Ensuring the flow of finance and accounting skills into the market through a variety of programmes such as grant schemes and Bridging Projects. Providing lifelong learning opportunities to employees in the sector Provision of grants to employers who train learners. 5 Priority 6: An competitive and responsive economic network Accounting standards are aligned to international standards. Several Professional Bodies are members of international bodies and involved in the development of professionals in other African countries. 6 Priority 9: accountable, effective and local Fasset works closely with the following institutions in the to strengthen their capacity. National Treasury AGSA SARS Provincial Treasuries National Development Plan (NDP) In addition to the NSDS, the NDP forms an important government policy against which Setas should align their strategies. As mentioned in Section 4.3, the NDP is one of the key policy documents that influenced Fasset’s skills planning as reflected in this SSP update. Various aspects of the NDP were considered, the most important of which are the following: The NDP states that “South Africa needs a post-school system that provides a range of accessible options for younger and older people. The system should be capable of adapting to changes in technology, industry, population dynamics and global trends. Accelerating economic growth requires science, technology, vocational and technical skills, and they need to be produced quickly. To promote LL, post-school institutions should accept students who are academically less prepared and provide them with targeted support.” Fasset’s skills development programmes provide support to students and learners across the total skills formation pipeline – i.e. Younger and older people. The NDP requires the post-school education and training system to respond to the skills needs of all of society, including business, industry and government. Fasset’s skills interventions are specifically designed to reach beyond its own sector to develop financial skills for all sectors of the economy.
Annexure 4: Technical Indicators Strategic Outcome Oriented Goal Definition Purpose/ Data Source Method of Data Type of Type Cycle New Desired Indicator Establish a credible for skills National need in to skills is documented and to enable effective sector skills planning Produce research, such as the SSP update and the grant analysis to present a sound analysis of the sector and articulate an agreed sector to address skills needs Sector Skills Plan and Annual Training Reports including PIVOTAL plan and report and qualitative analysis Accuracy of data on the and obtained from the sector Output Annual Update Annual No Produce research that enables sector skills planning and presents a sound analysis of the to inform sector strategy aimed at addressing skills needs Research Director Middle skills Increase programmes at Middle-level skills needs are identified and strategies in place to address them Registration and records of learners on SETA programmes Each learner is counted once for the entry and of SETA Accuracy of data on the from the learners and partners Output for the year No Number of middle level skills PQA and Projects Manager High level skills Increase access to programmes at high-level High-level scarce skills needs are and addressed by work-ready from higher education institutions Registration and records of learners on SETA programmes Each learner is counted once for the entry and Accuracy of data on the from Output for the year No Number of high level skills addressed PQA and Projects Manager
programmes Reports submitted by is counted once and supporting small worker initiated, NGO and community training initiatives Number of small firms supported Small firms with skills training and contribute to sector economic and employment growth Records of small firms participating in SETA programmes Each is counted once for in SETA Accuracy of data on the from the small firms Output for the year No Increased number of small firms PQA Increase public for delivery and the building of a state Number of government supported Increase public capacity for and supporting the building of a state Records of government departments participating in SETA programmes Each is counted once for in Accuracy of data on the from the Output for the year No Increased number of government PQA Build Develop Career paths are Record of Each Accuracy of Output No Increased number