WSPs/ATRs are to be submitted online via the MIS, whilst the PIVOTAL Training Plan will for this year be submitted manually as an annexure to the WSP
Late submissions will not be accepted. The MIS will automatically shutdown at midnight on 30 June 2013. The URL number for logging on is still http://196.4.89.14/cdas/pseta.asp
In accordance with the SETA Grant Regulations R990 of 03 December 2012, a SETA Accounting Authority may grant an extension up to a maximum period of one month from the legislated date (30 June 2013) for late submission of WSP/ATR, subject to a written request by the relevant Director General/ Head of Department. All requests for extension must reach the PSETA no later than 31 May 2013, for submission to the Accounting Authority for a decision.
Should a department or entity fail to submit its WSP/ATR/PIVOTAL Training Plan on or before 30 June 2013, the said department or entity will not benefit from the PSETA Discretionary Grants process
Non-compliant departments will be reported to their respective Portfolio Committees in Parliament.For further clarity in this regard, please contact Mr. Mcebisi Mazwi or Ms. Siviwe Tywabi on 012 423 5716 / 012 423 5706 or at mcebisim@pseta.gov.za or siviwet@pseta.gov.za respectively.

The primary role of the PSETA is to develop and promote skills and competencies that will ensure that public servants are able to perform the business of government.

The PSETA has thus far made substantial progress in:
• identifying and developing qualifications required in our sectors;
• provider accreditation and programme approval;
• assessor and moderator registration.

However, our SSP research findings indicate that there are still serious gaps between skills demand and supply in the sector and that a substantial number of beneficiaries of our programmes do not complete their training leading to poor return on investment.

In order to address some of these challenges we have crafted the skills development strategy for the public service sector which identifies the systematic and specific interventions required to improve the stock and flow of skills in the sector.

These are priority skills interventions that will systematically address the needs of the sectors rather than a shopping list of qualifications.

The priority interventions will be implemented through the strategic framework for skills development in the public service sector through:
• defining the impact of skills development;
• building the demand- side capacity to plan, implement and manage skills development better;
• building the supply-side capacity to deliver the demand-side needs better; and
• bridging the existing mismatch between supply and demand.

With these interventions we believe we are getting closer to our vision of ‘cutting edge skills for quality public services’.

In 2011 the PSETA launched three skills development projects in four provinces namely; Limpopo, Northern Cape, North West and KwaZulu-Natal through funding from the National Skills Fund.
The projects are aimed at providing the unemployed, marginalised and disabled youth, as well as under-graduate learners, in the rural, peri-urban and urban communities with skills development opportunities.
Rural Youth Development Project
The project is aimed at providing young people in rural communities with skills to secure formal workplace employment and create a livelihood for themselves.
To date 41 learners enrolled in Public Finance Management and Administration in Limpopo and KwaZulu Natal respectively have completed the theory component of the courses and have started with work integrated learning (WIL) in host departments in the two provinces.
Twenty four (24) learners commenced with the Public Management Level 5 course in KwaZulu Natal province. Two interns were placed at Church of Scotland Hospital and three in Msinga Municipality completed their internship programme in January and March 2013 respectively.
North-West Youth Empowerment
Project
The project is aimed at empowering economically marginalized groups. On this particular project, twenty five (25) interns were placed at the Department of Sports, Arts and Culture in various disciplines in the North West province.
Twenty one (21) interns were deployed at the Department of Economic Development and Tourism. A further one hundred and three (103) learners will do a Library Practice Learnership andfinancial year.
Co-operatives Project
The purpose of this project is to increase the capacity of the PSETA to partner with the public service sector in its drive to create a skills base essential for improved service delivery.
To date three phases of the project have been completed and the training provider responsible is currently rolling out phase four which focuses on capacity building on areas such as: general business and compliance with legislation, basic business management skills, marketing and selling skills, customer service and basic financial management skills.

Will be placed at all libraries in the province. Full implementation of the learnership programme will be concluded during the 2013/14

Since its establishment over a decade ago PSETA was funded through a National Treasury Grant, transferred as part of the Department of Public Service and Administration’s (DPSA) budget vote.This arrangement posed a number of challenges for the PSETA as the funds were not enough to fund operational projects. The projects had to be funded through a grant from the National Skills Fund (NSF). In order to address this challenge an inter-ministerial task team comprising of the Department of Public Service and Administration (DPSA), National Treasury, PSETA and Department of Higher Education and Training was established to formulate and recommend a sustainable funding model for the PSETA. This process culminated in a cabinet memorandum which approved the new model.

The Skills Development Levies Act has since the establishment of the SETAs exempted the Public Service as an employer in the National and Provincial sphere of government from paying the skills development levies. However, this is now a thing of the past as each government department shall set aside a minimum of one percent (1%) of it’s total annual personnel budget for training and development.

Thirty percent (30%) of the 1% will be transferred to line function SETA’s (GSETA). The PSETA will be allocated 1/3 of the 30% to fund the administration of the entity and the remaining 2/3 will be used to fund special projects as approved by the PSETA Board. Such projects shall be in line with the scope and mandate of the PSETA and will seek to advance the skills development ofthe sector. Furthermore, 20% of the 1% shall be set aside for the training and development of unemployed youth and the remaining 50% of the 1% for the capacity development of serving public service employees. The changes will be effective on 1st April 2013.

There is an intensive and extensive consultation process underway to inform the stakeholders on the new funding model. The DPSA in collaboration with the PSETA will from time to time issue directives detailing the utilisation of the 1%.

The White Paper on Public Service Training and Education (1997) emphasises the need for ongoing staff development and life-long learning. The Paper recognises that learning does not “culminate” at any point but must be considered a permanent process. Essentially it recognises the need to address the legacies of under-development and inequitable development as well as the provision of learning opportunities to all, based principally on the constitutional guarantees of equal educational rights and non-discrimination for all persons.
The white paper defines Recognition of Prior Learning (RPL) as a practice that gives currency and recognition to a person’s previous learning, regardless of how and where that learning was acquired. In principle, the notion of the classroom as the sole site of learning is challenged to accommodate adult learners who have mastered particular skills through applied work without necessarily having studied to acquire such skills.

Therefore with RPL, people can earn a full or partial qualification without setting foot in a classroom as long as they are able to prove to an assessor that they have achieved the learning outcomes required by a qualification.

According to SAQA Act 58 of 1995 RPL is about identifying what a person knows and can do; matching these skills and knowledge to specific qualification requirements; assessing the person against the qualification requirements; awarding credits where the person’s skills/knowledge match the qualification requirements and finally recording the credits awarded.

The PSETA ETQA, as a quality assurance body within the public sector has a responsibility to ensure that RPL implementation is facilitated in an accessible and efficient manner and that all RPL interventions conducted by the constituent providers are quality assured before a formal recognition is awarded.

Moreover, the PSETA conducts quality assurance of learner achievements obtained through the RPL assessment. Normal verification process therefore substantiates the learners’ achievements and it entails:- daily attendance registers; attendance of all RPL meetings; learners portfolios; assessor report; moderator report; learners achievement database and sample of tools and memorandum. Recognition of Prior Learning guidelines may be obtained from PSETA.