graduates from higher learnerships, Lifelong sector and put in place base of the current education institutions. Learning (LL), Bridging strategies to address the within the sector Programmes, assessor high-level scarce skills and beyond as well as interventions, PIVOTAL gaps. address the development programmes and NSFAS of specialist skills needs Grants. as identified in the SSP. 2.3 Partnerships between Placement of 300 TVET Fasset will increase This objective will DHET, the SETA, WIL learners and 1760 through funding towards positioning private providers university learners into learner placements and TVET Colleges as a and public TVET colleges employment. bridging projects. alternative that are resulting in increased access into the CBAs increased to 25. CBAs will also strengthen capacity to meet industry Fasset sector. ties with TVETs, needs throughout the and learners. Partnerships with country. will also be strengthened to ensure increased availability of skills for the sector. 3 Address the low 3.1 A national strategy is in No interventions have A DHET-led process, A consumer education of youth and place to provide all young been undertaken within stakeholders, programme is currently adult language people leaving school the NSDS III period a strategy being conceptualised and numeracy with an opportunity to by all aimed at contributing skills to enable in training or work the general additional experience, and improve of financial their employability. literacy from a Fasset perspective. 4 Encourage better 4.1 Training of employed 65 large firms and 90 SETA stakeholders agree Employers will be use of workers addresses critical firms submit on the provision of through the skills skills, enabling improved Grants and attended quality Grant, various
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
Fasset%20Strategic%20Plan%202016-2021%20DRAFT%20v4_31Aug2015.docx