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The National School of Government

This presentation outlines the process of redesigning curriculum programmes for the public sector to align with the National Development Plan: Vision 2030. It highlights the importance of building a capable developmental state and the role of the National School of Government in achieving this. The presentation discusses the curriculum programmes, articulation pathways, and the future piloting options. The aim is to create a centre of excellence and enhance the capacity of the public sector to deliver services effectively.

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The National School of Government

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  1. Redesigning new curriculum programmes for the public sector to implement the National Development Plan: Vision 2030 The National School of Government

  2. Presentation Outline • Building a Capable Developmental State • The National Development Plan • Defining NSG role under the NDP • Outlining the curriculum programmes • Articulation Pathways • The NSG: Building a Centre of Excellence • Piloting options for the future • Conclusion

  3. Building a Capable Developmental State • The National Development Plan commits South Africa to building a capable developmental state. • Developmental states establish capable institutions giving them the capacity for effective, selective and sustained interventions to positively alter their countries’ development trajectories. • Education and learning do not happen in a void. • Capacity building occurs in a social environment which brings with it a particular history, traditions and knowledge. • Capacity building requires “embeddedness” • coordinated action by the executive, judiciary, legislative sector, independent constitutional bodies and the public service to create platforms for civic voice and action through integrating and facilitating programmes and the availability of resources for people-led development

  4. The National Development Plan • Given the complexity of national development, the NDP sets out interlinked priorities. • These priorities are aligned with the 5-year government priorities • Improving education • Improving healthcare • Creating decent work • Fighting crime and corruption • Rural development and land reform • Serve constitutional priorities • People-centred public service. • Promote a high standard of professional ethics. • Be development oriented. • Be accountable. • Maximise human potential. Promoting gender equality and greater opportunities for young people are integrated themes that run throughout the NDP. GMP and BB2E courses of NSG talk to this

  5. Defining NSG role under NDP Three NDP priorities stand out. Raising employment through faster economic growth Improving the quality of education, skills development and innovation Building the capability of the state to play a developmental, transformative role The NSG is mandated to promote the progressive realisation of the values and principles governing public administration and enhance the quality, extent and impact of the development of human resource capacity in institutions.

  6. Defining NSG role under NDP “If we are to address the twin challenges of poverty and inequality, a state is needed that is capable of playing a developmental and transformative role.” skilled public servants who are committed to the public good and capable of delivering consistently high-quality services to all South Africans Performance results from the interplay between a complex set of factors: political-administrative interface leadership staffing accountability organisational design morale Government must pursue a long-term sustained focus on tackling major obstacles to improving performance of the public service.

  7. Defining NSG role under NDP • The NDP identifies critical interventions to build a professional public service and consequently a capable state. The anticipation of well-run departments staffed by skilled public servants, who are capable, motivated and ethical have significant implications for public sector curricula, which include the following: • Providing education and learning for recruits into the public sector. • Developing technical skills, which are essential to fulfil the core functions of the State. • Creating an in-depth understanding of the sections of society in which public servants work and connecting them to the community they serve. • A proactive approach to identifying and solving problems. • A vision of public sector career paths and a long term perspective on learning and development. • Widened access to education and learning. • In order to develop public servants at all levels (authority, experience, competence and support), requires a curriculum focused on public service learning and development needs. Such a curriculum is specialised in the following respects: • Has a specific philosophical underpinning; • Is linked to occupational, proficiency and performance levels in public sector; • Promotes practical, relevant and embedded delivery; • Contributes towards building the capacity of the State to deliver services; and • Promotes continuous professional development.

  8. Defining NSG role under NDP(cont.) • Further to the NDP, the curriculum development process is guided by an integrated learning framework which - • Provides the basis to systematically map courses, programmes and qualifications. • Is based on three key components inclusive of • three broad competency types (generic, functional and sectoral); • competency clusters aligned to existing DPSA competency frameworks; and • expected levels of performance (basic to advanced) • Provides a clear articulation pathway for progression in the public sector. • The target audience is categorised in terms of occupational level, proficiency level and performance level, which aims to promote the usefulness and relevance of education and learning. • In order to provide flexibility with respect to addressing learning and development needs in the public sector to develop a caring and capable workforce, the NSG implements a hybrid curriculum model with two orientations. • The curriculum is occupational to provide public servants with the knowledge, skills and values required for improved performance in the work place. • The curriculum caters for academic and professional development in order to provide public servants with theoretically grounded knowledge, skills and experiences that make them suitable to do a particular job.

  9. Defining NSG role under NDP(cont.) • Focus areas of education and learning - • Pre-service education and learning; • Induction and reorientation; • In-service education and learning; • Administration and Support • Management • Leadership • Oversight • Continuous Professional Development • Diagnostics and Organisational Development The NSG prospectus provides detailed information about available courses, programmes and qualifications at the NSG.

  10. Curriculum programmesPre-service education and learning • Expand the opportunities for youth by offering a Cadet Graduate Programme to give young graduates the opportunity to learn more about the operations of government and to equip them for the world of work • Mentoring and Coaching for Public Service Managers • Mentoring Skills for Supervisors

  11. Curriculum programmesInduction and Reorientation

  12. Curriculum programmesIn-service education and learning: administration and support • Undertake studies to understand the education and learning needs of this target group • Use the competency framework for this occupational level, established by the NSG, to develop relevant and useful capacity building interventions, e.g. Adult Basic Education and Training • Recognise the experience and knowledge of this target group through recognition of prior learning (RPL) processes

  13. Curriculum programmesIn-service education and learning: management • Enhancing management and leadership training • 3 Functional area learning frameworks are in place

  14. Curriculum programmesIn-service education and learning: leadership • Focused leadership one of the critical success factors for the NDP • Leadership programmes are offered in partnership with HEIs

  15. Curriculum programmesIn-service education and learning: oversight • The NDP identifies legislative oversight as an area that requires attention in order to achieve the aspiration of a capable and developmental state • Oversight programmes are offered in partnership with HEIs

  16. Articulation pathways • The NDP identifies career pathing as an area of particular importance. • A matrix of qualifications for career pathing in the public service has been developed in partnership with the South African Qualifications Authority, Quality Council for Trades and Occupations, DPSA and the Public Service Sector Education and Training Assurer.

  17. Articulation pathways

  18. The NSG: Building a Centre of Excellence • The NSG seeks to build an effective and professional public sector. • This implies, firstly, the development of public servants who display the knowledge, skills and values necessary to diligently and with commitment serve the citizens of South Africa. • Over and above developing public servants who are self-motivated, committed and ready to work with, and motivate others, the NSG seeks to enable the development of required competences for improved performance in the work place. • A competent work force is required to build a caring and capable state.

  19. Piloting options for the future • Understanding curriculum as broader than just the “what” (content), but equally inclusive of the “to whom” (community), the “conditions” (context), the “purpose” (commitments), and the “effect” (desired outcomes) – the NSG is undergoing a regeneration of the way it works to further align it to meeting the NDP objectives. • The organisation is currently piloting an integrated delivery model that seeks to test: • Embracing provision and /or facilitation according to programme intervention need • An integrated capacity development model, including planning, design, development, delivery and evaluation • A hybrid funding model including voted funds, the skills development levy through PSETA, cost recovery and donors • Multi-mode delivery with enhanced eLearning presence • Mix of mandatory and voluntary programme provision • Four pilots are planned: • Government Leadership Platform • Performance Management Development System • Induction- CIP 13-14 • Partnerships – China-SA relations

  20. Government Leadership Platform • The NSGLP is integrative by design and focuses on: • Key priorities of government and the leadership obligation of all mangers in realising national developmental goals; • Administrative and occupational requirements of heads of departments and executives, and of the senior and middle managers who support them; • The complex and necessary relationships within the spheres of government and across sectors, including political, business, and civil society; and • Support strategies to leverage individual and collective learning and leadership.

  21. Government Leadership Platform

  22. Performance Management Development System • Performance management is one of the key areas requiring improvement in the public service • Target pilot of levels 1-12 • Pilot of integrated delivery mode combining face to face with online • Linked to temporary placement at NSG and related recognition

  23. Compulsory Induction Programme 13-14 • Compulsory Induction Programme for newly appointed Directors and Chief Directors • Linked to the Ministerial Directive of MPSA • 3 modules( Mentoring and Coaching and peer learning) to be offered over 3 days • Infusion of African Leadership values and ethos

  24. Partnerships – China-SA relations • International Exchange Programme • Pilot exchange programme with China Academy of Governance (CAG) • Short learning programme for +- 30 sms • Target areas on - planning, economic development, resource nationalism, infrastructure, integrated rural development, industrialisation, governance and building human capabilities, performance management, and evaluation • Malaysia academy on Operation Phakisa lessons • Harvard School of Government exchange

  25. Conclusion • Consistent with its curriculum philosophy and approach, the NSG adopts a strategy that is designed to ensure that the whole system of learning and development is geared to improving public sector performance and promoting development and increasing impact. • Through a combination of interventions, services and processes, the NSG will give attention to the pre-service, induction and in-service professional development needs of public servants and the legislature. • The NSG will serve a uniform public service in all aspects of implementation of an overarching strategy, guided by well-defined ETD norms and standards. • Strategically partnering with provincial academies and human resource development units at multiple and geographically dispersed sites of delivery will give due regard to priorities of all spheres of government, as well as the needs and plans of specific sectors, institutions and individuals. • Other role players and partners locally and internationally will include higher education institutions (HEIs), further education and training institutions (FETs), prominent academics and private sector institutions based on their ability to respond to the strategic, political and economic demands of the public service.

  26. Skills, knowledge and competence Ability Commitment, culture and ethos Will PERFORMANCE Space A supportive institutional environment Conclusion I want! I can! • An organisational culture and ethos that define the ways things are done: • norms to support delivery • supportive leadership • value driven delivery • Build knowledge and skills through: • skills development • educationand learning • networks • research • sharing knowledge I am allowed! Legislation and regulations enable or limit participation and engagement to move beyond policy to practice.

  27. The National School of Government – A Centre of ExcellenceSiyabongaThank youRealeboha

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