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Commission 1

Commission 1. NSDS lll and Post School Education and Training system and Implications for the envisaged Mpumalanga University. Key issues. Ensuring the development of critical and scarce skills required for provincial growth plans. Improving collaboration between all key role-players

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Commission 1

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  1. Commission 1 NSDS lll and Post School Education and Training system and Implications for the envisaged Mpumalanga University

  2. Key issues • Ensuring the development of critical and scarce skills required for provincial growth plans. • Improving collaboration between all key role-players • Increasing participation of business in work-integrated learning programmes • Institutional arrangements to promote collaboration and to support monitoring

  3. Development of scarce and critical skills - tertiary • New University welcomed and will make a significant contribution to the skills base of the province • Proposal that the university should be a Comprehensive Institution • Noted that it will not only serve Mpumalanga youth • Province should influence the research agenda of the university

  4. Development of scarce and critical skills - FETs • Need to promote FETs as a learning path from Grade 10 • SETAs to assist with improving quality of provision to ensure that graduates are ready for the workplace • Province should support FETs to implement NSF-funded project effectively

  5. Development of scarce and critical skills – school level • General concern about the quality of maths and science teaching. • Noted that very few learners doing Maths, most doing Maths literacy • Strategies must be developed to improve quality of teaching eg intensive in-service training • Many creative ideas about how to provide supplementary information to learners using social media and internet • Intensive career guidance needed to inform youth about the needs of the country and available opportunities

  6. Improving collaboration • 15 key projects of the province should be used as a basis to seek partnerships. Could develop a skills plan for each project. • SETAs should be requested to synergise and avoid duplication. • DHET promoting greater collaboration between FETs, SETAs and Universities. Good opportunity to get it right in the establishment of the new university. • Model for artisan training (where there is an employer from the start of the programme) should be extended to other fields of study and for bursary programmes.

  7. Increasing participation of business in WIL programmes • Employers need to be supported to host learners by making sure that there are limited administrative requirements on the company. • Province should investigate models from other provinces eg Western Cape where mentors were appointed by provincial government to support work placements. • Intensive orientation and induction of learners to ensure they have the right attitude at the work place. • Funded placements will ensure that small business can participate in hosting learners.

  8. Institutional arrangements • Provincial HRDS should be the implementation plan for the province and should form the basis for monitoring. • Premiers Steering Committee should monitor the implementation of the strategy. • Role of PSDF needs to be clarified. • Premiers Steering Committee should interact with the NSF to secure funding for provincial strategic projects.

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