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The Human Resources Development Strategy for South Africa (HRD)
No country can utilise its human resources to the optimum if there is no planning for the future demands to be made on human resources. Training and development of human resources is not a short-term process, nor is the planning of human resources. Briggs (1987: 1213) states that the effective planning of a country’s human resources will contribute much to national productivity, and as such lead to increased economic growth. A need has always existed for the South African government to devise a strategy for rigorous, constructive and focused programmes of study to prepare the large percentage of unemployed youth for employment. The majority of this group is constituted by the high school leavers who are not likely to pursue a university education programme but would like to join the workforce. Also included in this group is the current inadequately- skilled work force.
The Human Resources Development Strategy was identified by the Reconstruction and Development Programme as one of the core programmes to drive the implementation of the reconstruction and development in South Africa (HRD Strategy, 2009-2014: 12).
Coupled with the Government’s economic policies, the HRD Strategy requires human resource development at a large scale. Improved training and education are fundamental to higher employment, the introduction of more advanced technologies, and reduced inequalities (White paper on Reconstruction and Development, 1994). According to the White Paper on Reconstruction and Development (1994) higher labour productivity will be the result of new attitudes towards work and especially new skills in the context of overall economic reconstruction and development.
Human Capital theory explores the ways individuals and society derives economic benefits from investment in people. Analysis of most successful organisations will reveal that the source of that success rests on human capital. Phillips (2005: 1) describes human capital as representing the relationship between what organisations invest in employees and the emerging success. It is the people and how the organisation has attracted, maintained, motivated and retained the knowledge, skills, and creative capacity of those employees. It is important that there be greater understanding of this kind of investment in order to make the appropriate decisions on investment. From an economist’s point of view, human capital designates investments in improving competencies and skills (Phillips, 2005: 190). The Human Resources Development (HRD) Strategy concept was adopted to support a holistic approach to human resource training and development in the Public Service. To enable it to actualise its constitutional mandate of creating a better life for all, the government envisages a public service that is guided by the ethos of service and committed to the provision of high quality service (Human Resources Development Strategy, 2002/06:3). The Human Resources Development (HRD) Strategy for South Africa ensures that the various components of the state work together to deliver opportunities for human development and to ensure that relevant constitutional provisions are progressively implemented.
The National Skills Development Strategy (NSDS)
The second strategy, the National Skills Development Strategy (NSDS II; 2005/10), is aimed at addressing the structural problems of the labour market that were inherited from the past. It is also intended to transform the South African labour market from one with a low skills base to one characterised by rising skills and a commitment to lifelong learning.
The National Skills Development Strategy Implementation Report (NSDS; 2003/04) describes the strategy as an inclusive one, and that it addresses national sectoral, workplace and individual needs. The strategy identifies priorities for skills development and the contribution it makes towards an emerging national human resources development strategy. It then makes provision for a new system of learning, which combines structured learning and work experience, culminating in nationally recognised qualifications that signify job readiness within the National Qualifications Framework (NQF).
The South African Government’s commitment to promoting active labour market policies and strategies while guaranteeing the quality of training and education provided is demonstrated in the South African Qualifications Authority Act, 1995 (Act 58 of 1995); Skills Development Act, 1998 (Act 97 of 1998), and the Skills Development Levies Act, 1999 (Act 9 of 1999). Collectively, the legislation introduces new institutions, programmes and funding policies designed to increase investment in skills development. The overriding priorities include: the global economy and the imperative to increase skills within the country to improve productivity and the competitiveness of its industries, businesses, commerce and services; and the challenges of an unequal society, to make it more inclusive and to encourage greater cohesion (Human Resources Development Strategy for the Public Service, 2002/06: 6).
With the change in government, the Department of Education in response to the shortage of highly trained graduates in fields such as science, engineering, technology and commerce (largely as a result of discriminatory practices that limited access to black students) embarked on a plan to review the framework underpinning training legislation in Higher Education. The Higher Education Act, 1997 (Act 101 of 1997) was developed to articulate legislation for higher education provision of training for both public and private institutions. Subsequent to the development of the Higher Education Act, 1997 (Act 101 of 1997), the Human Resource Development Strategy for the Public Service, (2002/2006) was developed. It ensured that practical effect is given to both the National Skills Development Strategy and the Human Resource Development Strategy for South Africa (Human Resource Development Strategy for the Public Service, 2002/06:10).
CHAPTER 1
BACKGROUND TO THE STUDY
1.1 INTRODUCTION
1.2 VALUE OF THE RESEARCH
1.3 HISTORICAL DEVELOPMENT OF PRIVATE SECURITY INDUSTRY
1.4 THE DEVELOPMENT AND PROFILE OF THE PRIVATE SECURITY INDUSTRY IN SOUTH AFRICA
1.5 LABOUR MARKETS
1.6 SKILLS AND SKILLS SHORTAGES
1.7 SCOPE OF THE INDUSTRY
1.8 CONCLUSION
CHAPTER 2
RESEARCH METHODOLOGY
2.1 INTRODUCTION
2.2 DESCRIPTION OF RESEARCH PROCESS AND DELINEATION OF STUDY
2.3 CLARIFICATION OF KEY CONCEPTS AND TERMS
2.4 STATEMENT OF THE RESEARCH PROBLEM
2.5 RESEARCH QUESTIONS
2.6 RESEARCH AIMS AND OBJECTIVES
2.7 RESEARCH METHODS CHOSEN FOR THIS STUDY
2.8 RESEARCH DESIGN
2.9 DATA COLLECTION TECHNIQUES
2.10 SAMPLING METHOD AND SAMPLE SIZE
2.11 MOTIVATION FOR THE RESEARCH
2.12 SIGNIFICANCE OF THE STUDY
2.13 LIMITATIONS OF THE STUDY
2.14 CONCLUSION
CHAPTER 3
REVIEW OF RELATED LITERATURE ON POLICY IMPLEMENTATION
3.1 INTRODUCTION
3.2 POLICY IMPLEMENTATION AS CORE FUNCTION OF PUBLIC ADMINISTRATION
3.3 STATUTORY FRAMEWORK REGULATING THE PRIVATE SECURITY -SECTOR IN SOUTH AFRICA
3.4 THE REGULATION OF PRIVATE SECURITY SUB-SECTOR: INTERNATIONAL PERSPECTIVE
3.5 CONCLUSION
CHAPTER 4
AN OVERVIEW OF RELEVANT SKILLS DEVELOPMENT LEGISLATION IN SOUTH AFRICA
4.1 INTRODUCTION
4.2 THE CONCEPT OF TRAINING
4.3 HISTORY OF TRAINING IN SOUTH AFRICA: STRATEGIC CONTEXT
4.4 NEW FORMS OF PROFESSIONAL AND VOCATIONAL EDUCATION AND TRAINING
4.5 THE PRIVATE SECURITY INDUSTRY REGULATORY AUTHORITY (PSIRA) AND THE SAFETY AND SECURITY SECTOR EDUCATION AND TRAINING AUTHORITY (SASSETA)
4.6 CONCLUSION
CHAPTER 5
ANALYSIS OF SELECTED CASES IN THE SOUTH AFRICAN PRIVATE SECURITY SUB-SECTOR
5.1 INTRODUCTION
5.2 AN OVERVIEW OF THE SKILLS DEVELOPMENT LEGISLATION IMPLEMENTATION EFFORTS IN INCREASING PRIVATE ENTERPRISE TRAINING IN SOUTH AFRICA IN THE POST-1994 ERA
5.3 SKILLS DEVELOPMENT STAKEHOLDER ANALYSIS
5.4 NATURE OF THE SELECTED SOUTH AFRICAN CASE STUDIES
5.5 CONCLUSION
CHAPTER 6
RESEARCH FINDINGS, RECOMMENDATIONS AND CONCLUSION
6.1 INTRODUCTION
6.2 SUMMARY OF RESEARCH FINDINGS
6.3 RECOMMENDATIONS
6.4 POSSIBILITIES FOR FURTHER INVESTIGATION
6.5 CONCLUSION
LIST OF REFERENCES
