What do we

In single feed indirect cylinder, e.g. 'Primatic' or similar, potable water chemicals must be used.We recommend untreated or sludged systems are thoroughly cleansed and flushed in accordance with BS7593 andBenchmark using Fernox Cleaner F3, before treating with Fernox Protector F1, as existing debris can damage the installation.Packaging, Handling and StorageFernox Superconcentrate Central Heating Protector F1 is supplied in 290 ml cartridges with a universal applicator set. Theyare available as blister packs with Euro-hook or in boxes.Fernox Superconcentrate Central Heating Protector F1 is classified as non-hazardous, but as with all chemicals: Keep out ofreach of children. Do not mix with other chemicals. Do not take internally. In case of contact with eyes or skin, rinseimmediately with plenty of water.Cookson Electronics, Forsyth Road, Sheerwater, Woking Surrey, GU21 5RZTel: +44 (0) 1483 793200 Fax: +44 (0) 1483 793201 Technical: +44 (0)870 870 0362Email: sales@fernox.com www.fernox.comCookson Electronics is a trading name of Alpha Fry Ltd. A Cookson Company. Registered in London No 208173 VAT No. GB 318 1766 52

Chapter 01DBSA VA's mission, vision, mandate,strategy and business plan(What do we stand for)5

1.1 DBSA VA and DBSA relationshipThe establishment of the DBSA Vulindlela Academy (DBSA VA) was part of the broader knowledge vision of theDevelopment Bank of Southern Africa (DBSA), ie “to be a centre of development knowledge excellence in SouthernAfrica”. CEO/MD Mandla Gantsho gave impetus to this vision by asserting that the only competitive advantage that allDevelopment Finance Institutions (DFIs) have, including the DBSA, lies in the ability to marry development knowledgewith finance to provide solutions to development challenges. Pursuant to this vision, the CEO directed that the DBSA VAbe established.The origins of the "DBSA Vulindlela Academy... The Pathway" lie in the difficulties experienced in fully deploying andexploiting development finance that arise out of limiting technical expertise of potential beneficiaries, as well asresponding to the challenges of a weak capacity to deliver. The Academy was established in 2004 under the auspices ofthe DBSA to build on its solid foundation of development intervention in the Southern African region.Currently the DBSA VA is a unit within the DBSA. The Academy is aimed at responding to the challenges of the nationalskills development strategy; DBSA knowledge management strategy; and the Bank's vision of furthering progressiverealisation of an empowered and integrated region free of poverty, inequity and dependency. Its role is to deliver relevantand practical capacity-building programmes to internal clients (all DBSA staff) and external clients, ie municipalities inSouth Africa and DFIs across the SADC region and beyond.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0161.2 DBSA vision & missionDBSA VA operates within the DBSA vision:"To further the progressive realisation of an empowered and integrated region, free of poverty, inequity and dependency;andTo be a leading change agent for socio-economic development in the SADC region and a strategic partner in Africa southof the Sahara."DBSA VA also operates within the DBSA mission:"To maximise our contribution to development by mobilising and providing finance and expertise; and by establishingpartnerships to develop infrastructure to improve the quality of life of the people of Africa."1.3 DBSA VA vision & missionThe vision of the Academy is to be "the leading empowering agent through training and capacity-building for sustainablesocio-economic development knowledge in Africa……by building operational capacity for community service delivery organisations through partnerships to grow the abilityfor service delivery primarily in Southern Africa." (mission).This will all be done in line with the main objects and mandate of the Bank provided for in the DBSA Act of 1997 (Act13 of 1997) which promotes economic development and growth, human resources development, institutional capacitybuilding(by mobilising financial and other resources) "to support sustainable development projects and programmes inthe region". In addition, the DBSA's vision, mission and triple role as a partner, advisor and financier further emphasisethe Bank's role not only in mobilising finance but also its expertise in addressing the development challenges facing theregion.DBSA VA alignment with "Vision 2010"In translating this mandate into reality, the Bank took a strategic decision as one of the strategic pillars of the Vision 2010to establish the Academy to facilitate, deliver and mobilise institutional capacity and associated human resources capacitydevelopment to, among others, the local authorities in line with this mandate.The Bank realised that the sustainable development of the region can only be achieved provided its people areempowered through the know-how.

1.3 DBSA VA vision & mission cont...DBSA VA alignment with "Vision 2014"The "Vision 2014's" ambition is to further the progressive realisation of an empowered and integrated region, free ofpoverty, inequity and dependency.The Academy's reason for existence is to assist the Bank in realising this vision through sustainable capacity-buildinginterventions delivered to current and potential clients in the region.DBSA VA alignment with the Development FundThe mission of the Development Fund is to capacitate municipalities and communities for effective service delivery andeconomic development in order to improve the quality of the people of South Africa.The Academy will complement the Development Fund by playing, where applicable, a facilitation role, partnering andimplementing of capacity-building interventions mainly in municipalities.1.4 DBSA VA Focus and strategic frameworkThe DBSA VA's mission is to provide cutting-edge, capacity-building interventions. The environment in which it operates isundergoing deep changes. Most importantly the DBSA's shareholder and other key government role players expect theDBSA to become more directly involved in strengthening the capacity of local authorities to improve their service delivery.The DBSA VA has become one of a number of important instruments for the DBSA to achieve this goal.The DBSA VA's development leadership and advantage will be realised by closing the gaps in the local authority capabilitybuilding market that are not occupied by the other academic and capacity-building institutions. Over and above continuingto strengthen the DBSA's internal strategic capability goals, the DBSA VA must also develop its own capacity to deliver abasket of innovative products and services that are aimed at accelerating the capacity of local authorities. It must alsocontinue to serve the Development Finance Institution (DFI) market in the SADC region.The DBSA VA's four primary strategic objectives are:1. To deliver a core capability learning programme to DBSA staff;2. To develop and deliver a basket of products and services which are aimed at accelerating the capability of SouthAfrican local authorities to improve their service delivery;3. To deliver selected public administration training programmes to DFIs in the SADC region; and4. To further gear up the DBSA VA's capacity to deliver its own strategy.1.5 DBSA VA values, principles and philosophyThe Academy's values are consistent with the DBSA's values. Since the Academy is a unit within the KM division, its valuestherefore have been changed to be congruent with the DBSA values.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 017The Academy seeks to promote the following values: Ubuntu (Integrity, Caring for People, Trust and Transparency);A Passion For Development ("Can Do" Attitude, Beneficiary and Customer Focused, Delivery Orientation);Professionalism (Innovation, Accountability and Commitment); andKnowledge Sharing (Teamwork, Collaboration and Communication).The DBSA Vulindlela Academy strives to be a leading empowering agent through training and capacity-building forsustainable socio-economic development knowledge in Africa. It seeks to build operational capacity for community servicedelivery organisations through partnerships to grow the ability for service delivery primarily in Southern Africa, but alsotrained delegates from the rest of Africa.

1.6 The DBSA VA business planThe DBSA VA's business plan covers key tasks and deliverables aimed at achieving its strategic objectives.The initial strategic focus of the DBSA VA will be based on an 80:20 principle, that is: 80% internally – DBSA staffmembers20% externally – Hot Spots and SADC-DFIsThis focus is changing rapidly with the growing demand and expectations from DBSA VA's clients and stakeholders toplay a more direct role in strengthening the capacity of local government. DBSA VA is also gearing up its capacity todeliver fully on its mandate.Core Capability Learning ProgrammeThe aim of the Core Capability Learning Programme is to build the knowledge and skills of the DBSA staff in the sevencore capability areas that will provide the DBSA with a unique development advantage and leadership in thedevelopment arena. These core capabilities are defined in the DBSA's "Skills and Competency Strategy Framework" whichaligns with the DBSA's Human Capital Strategy to achieve Vision 2014.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 018Products and services for the SA local authority capacity-building marketThe DBSA VA aims to develop and deliver unique products and services that will fill the market gaps and complementthe activities of the other highly competent academic and capacity-building organisations that operate in this market.The products and services will consist of formal training programmes and innovative training delivery mechanisms tomaximise the impact of the DBSA VA and accelerate long-term skills development. The DBSA VA also continue to workvery closely with other institutions (eg DPLG, National Treasury, SALGA, DPW and municipalities themselves) on a numberof capacity-building projects. The DBSA VA manages and owns the intellectual property of its high priority or "flagship"programmes, but facilitates and brings in suitable partners to deliver the other programmes In order to achieve thesegoals the DBSA VA undertook the following progress in order to refine the business plan.Review the market to refine its "operating space" and rationalise its basket of products and services.Speed up the development, accreditation and delivery of its flagship training courses for local governmentofficials, and any other training programmes that may be identified through the refinement exercises andupdated business plan.Deliver a number of conferences, knowledge seminars and workshops (including the DBSA VA Conference andSeminar Week) to promote dialogue between all local government stakeholders. The aim of this dialogue is toshape a "Shared Purpose/Vision" which will reduce duplication of efforts and resources by the many players inthe local government capacity-building arena.Develop a partnership model to provide policy and guidance around the acquisition and building of the DBSAVA's intellectual property, as well as its facilitation and partnership approaches to share and disseminateknowledge. This model will also review and refine the DBSA VA's current national and internationalpartnerships to achieve maximum impact.Develop and implement the "Train the Trainer" or "Training Multiplier" Programme which aims to train andsupport trainers in local authorities to deliver the DBSA VA flagship training programmes.Continue its long-term skills development programmes for young graduates, which include the YoungProfessionals Programme, the Internship Programme and the Training Outside Public Practice (TOPP)Programme to provide work experience opportunities.SADC DFI capacity-building programmeThe Japanese International Co-operation Agency (JICA) and the DBSA VA will continue to collaboratively organise regionaltraining in the field of public finance management, with a particular focus on SMME and infrastructure development. TheDBSA VA will deliver the programme, with the support, technical cooperation and input of JICA.

DBSA Vulindlela Academy in Perspective June 2006 | Chapter 019Vulindlela AcademyEntrance to theDBSA VulindlelaAcademy

1.6 The DBSA VA business plan cont...Gear up the DBSA VA's internal capacityDuring the last period substantial progress was made in the strategic objective to transform the DBSA's training unit into atraining academy which continues to strengthen its capacity to deliver training programmes and knowledge sharing eventsto its expanding external client base. The DBSA VA is now a fully accredited service provider, with a curriculum of trainingprogrammes and world-class training and conference facilities.The focus for the next period will be to gear up the DBSA VA's capacity to accelerate and streamline its delivery and toachieve a demonstrable impact. This will require a review and re-organisation of the DBSA VA in order to: restructure the positions and portfolio's of the DBSA VA staff;raise the DBSA VA's specialist capability in the areas of financial planning and Municipal organisationdevelopment;review and remodel the DBSA VA's delivery chain and business processes for maximum and streamlineddelivery; andimprove the usage level of the new DBSA VA premises.1.7 The name "Vulindlela"DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0110The full name, "DBSA Vulindlela Academy... The Pathway" was approved by Exco in August 2003 after a selection of staffproposals for a new name for the new training unit.The word "Vulindlela" is an Nguni word that means "pave the way". This "pathway" is linked to the DBSA vision of beingthe leading change agent. It is believed that this Academy will bring about empowerment, enlightenment anddevelopment of capacity for the road ahead.DBSA VA Building underconstruction 2004.

Chapter 02Organisational policy and structure(Who we are)11

2.1 DBSA VA within DBSA structureCurrently DBSA VA is a unit within DBSA.The DBSA governance structure comprises: Sole owner: South African GovernmentShareholder Representative: Mr T A Manuel, MP and Minister of FinanceChairman of the Board: Mr Jay NaidooChief Executive Officer and Managing Director: Mr Mandla Gantsho15 Board Members14 Non-Executive Members2.2 Advisory board and their short CVsDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0212BackgroundFor the period September 2004 to March 2005, the Academy had an interim advisory committee. Its role was to providestrategic support to the Academy. This committee had two internal advisors and three external advisors. For this period,they gave advice on issues like the Academy legal structure, accreditation, course development, interim sustainabilitymodel and the definition and identification of the niche market for the Academy.In 2005 based on the lessons learnt from the interim advisory committee, the Academy established a permanent advisorycommittee of three people.The three members appointed to the permanent advisory committee are: Mr O T MlabaDr R KfirMr M S SilingaMr Obed Thembinkosi MlabaCouncillor Obed Mlaba, Mayor of eThekwini Municipality (formerly Durban Metropolitan Unicity Council), KwaZulu-Natal,South Africa, has an MBA in Strategic Marketing Management from the International Management Centre, Buckingham, inthe United Kingdom. He came to local government in 1994, in the transitional phase of governance during thedemocratisation process of local government. Initially he was appointed Chair of the Council's Executive Committee. Duringthe 1995/96 municipal year, he was elected Metropolitan Mayor, in which capacity he has served twosuccessful terms.In 2000, after the local government elections, he was elected the first Durban Unicity Mayor, a position that brought withit an added responsibility of Chairing the Executive Committee. With his extensive job-related experience, ranging fromsocial work, human resource management and industrial relations, business development and marketing, Mayor Mlaba hasdemonstrated unparalleled leadership skills that resulted in Durban being voted "The Best Managed City in Africa" (1998)and "The Best Performing City and Councillors in South Africa" in 1999 and 2000. He also sits on various boards as a director,some of which he also serves as chairperson. Councillor Mlaba brings a strong network into the local government whichcan open up market opportunities for Vulindlela.Dr Rivkar KfirDr Kfir was one of the members of the interim committee and DBSA VA proposed that she comes back to serve on thepermanent committee (in the interest of continuity and because of her strong understanding of training and development).Dr Kfir is the Chief Executive Officer for the Water Research Commission (WRC), and was Knowledge Management andStrategy Executive Director for the National Research Foundation (NRF). She has been involved in a number of strategicprojects, including:

2.3 Hierarchical structure of staffCEO/MDMandla GantshoDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0214O T Mlaba R Kfir M S SilingaAdvisory Committee MembersExecutive ManagerSnowy Khoza (KM)ManagerDennis ThabanengProgramme ManagerNomhle MakabaneProgramme ManagerJim LizamoreProgramme ManagerBabani XabaProgramme ManagerTobie VerweyProgramme ManagerThami DlalisaProgramme ManagerPenny BowerTRaining CoordinatorMarijke TelferManager's SecretaryJulie MkhasibeUnit SecretaryGrace Mothapo

2.4 Short CVs of staffMr D Thabaneng, the DBSA VA Manager, did a Master of Science Degree in Management at Arthur D Little ManagementInstitute in the USA. He has worked as a marketing officer at Unilever group of companies, then became a senior lectureron business management at the University of Transkei. He joined DBSA in 1988 as a project leader and was promoted toDivisional Manager for the Business and Entrepreneurial Division, after which he was appointed Regional Manager for theSouthern Region in Operations. He has attended various training courses, conferences and workshops on development topicsover the years. After many years in Operations he joined the Knowledge Management Division as the Unit Manager for theDBSA Vulindlela Academy.Dr Jim Lizamore, a programme manager at DBSA VA, has extensive experience in the disciplines of Organisation and HumanResources Development Psychology. His qualifications include Honours in Industrial Psychology, Masters and Doctorate inBusiness Administration and a National Certificate in Education and Training. He is a SAQA accredited education training anddevelopment practitioner and is registered with the South African Board for Personnel Practice. To date his career hascovered the business sectors of earth moving, food processing, paper and packaging, mining, education and training anddevelopment finance. Over the years Jim has developed competencies in strategic planning and alignment, organisationand management development and human resources capacity-building. Jim is the Bank's Skills Development Facilitator andhas led a project team to the accreditation of Vulindlela with the LG Seta ETQA.Ms Nomhle Makabane is a programme manager at DBSA VA. Prior to joining the DBSA, Nomhle Makabane has worked forfive years in Mmabatho City Council (which now falls under the North West Province). She has been in the trainingenvironment for 10 years within DBSA and the private sector. Her current geographic areas of operation as a DBSA VulindlelaAcademy programme manager are both South Africa and the SADC region. She obtained a Masters in BusinessAdministration (MBA) in 2004, Municipal Governance Diploma in 2005, Post Graduate Diploma in Strategic HumanResources, HR Management Degree and Project Management.Ms Babani Xaba is a programme manager at the DBSA Vulindlela Academy. She has 18 years experience in higher education;personnel and student development; counselling; training and facilitation; human resources development (HRD); HRD policymaking and management, and a wide range of organisational HRD systems development and management. She has beeninvolved and build experience in business planning facilitation; learning programmes development and customisation;organisational BSC development and reviews; counselling; mentoring and coaching; DBSA policy making. She has also ledthe design and implementation of the following organisation-wide projects: competency development & managementsystem; NQF alignment of learning interventions; graduates skills development programmes; various organizational /strategic HRD frameworks; operational HRM & HRD policies; women development programme. She holds a Masters ofScience in Education from the University of Kentucky in the US, an All But Dissertation (ABD) status in PHD level courses &seminars in Education, completed at the University of Kentucky in the US; a BA Honours in Counselling from the Universityof Zululand, and a BA in Psychology and Industrial Sociology from Fort Hare University. She is currently working on a Masterslevel Women Leadership Development Programme with the Da Vinci Institute of Technology which she is also programmemanaging for the DBSA.Dr Tobie Verwey, a VA programme manager, has also served as both professor and researcher of economics, finance,development, business management, entrepreneurship, statistics, evaluation and education at the Universities of Pretoria,London, Stanford, Carleton and Free State. He left the university arena after 10 years to join DBSA in 1985 where he workedin six different units as manager, coordinator and specialist. With 30 years of higher education experience, he was part ofthe India, Egypt, Israel, Namibia and Zimbabwe research team that developed Education Management Information Systems(EMIS) for DoE in 1995; member of the Future Needs Group of the 1996 National Council on Higher Education (NCHE);established the secretariat of the Council for Higher Education (CHE) in 1998 with Prof Nkuhlu; and served on Mpumalanga'sUTEC. He has published more than 60 papers and reports on education, economics, development and evaluation andreceived three merit awards for his contributions to development. Academically he holds a BCom, BCom-Hons, MCom, DCom(Economics) Degrees, and fulfilled the requirements for MBA to complete a second doctorate, DBA (Business Managementand Entrepreneurship). On the teaching side he obtained a Higher Education Diploma (HED) and a Master of Education(MEd), both 'Cum Laude'.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0215

DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0216Vulindlela AcademyExternal artworkwith cementplaster

2.4 Short CVs of staff cont...Mr Thami Dlalisa is currently a programme manager at DBSA VA with 12 years experience in the fields of humanresources, industrial relations and training. During this period he was responsible for negotiations, training, contracting,company audits, legal compliance with national labour legislation, and policy formulation on all aspects of humanresource management. Thami is busy with his Master of Public Administration Degree at Stellenbosch University. He holdsHonours in Municipal Governance from the University of Johannesburg, Management Advancement Programme (MAP)from Wits Business School, National Diploma in Human Resources from the then Technikon South Africa, a Diploma inIndustrial Relations and is a fully accredited OD ETDP practitioner in terms of South Africa Qualifications Authority (SAQA).Ms Penny Bower is currently employed as an HRD practitioner / programme manager in the DBSA Vulindlela Academy.Penny's career at DBSA began on 1 August 1988. Prior to joining DBSA she worked as a credit controller for Nedbank CardDivision. Penny has experience in property management, credit control, personal assistance, business unit administrationand now, through utilising the study opportunities of the DBSA, has progressed to a programme manager within theAcademy. Penny is responsible for the training needs of the general assistants, the technical services staff, the secretarialstaff and the administration staff. In addition to this, Penny is also responsible for the computer training needs of all DBSAstaff. Penny has completed a Diploma in Human Resource Management from the University of Pretoria; the Institute ofPeople Development's ETDP training which includes ETD management and quality management: skills planning and theSDF; assessment, moderation and evaluation; learning program design and materials development and facilitation,coaching and mentoring. In addition, Penny is a registered Neuro-Linguistic practitioner and Neuro-Semantic coach,specialising in personal and performance coaching.Ms Marijke Telfer is the Training Course Coordinator at the DBSA Vulindlela Academy. Courses, conferences and eventsthat she has handled are: Women Leadership Development Programme; Financial Analysis Valuation Techniques; TargetedSelection; Project Finance Sector Skills; Risk Management for Municipalities; Portfolio Management; Lessons in Leadership(satellite event); Emotional Intelligence; Partnership; The Japan International Cooperation Agency (JICA) and DBSA SMMETraining Programme to SADC. Marijke has 20 years experience in various fields both within the DBSA and the privatesector. She has held different positions which include administrator and executive personal assistant. She holdscertificates in Professional Event Coordination from Knowledge Resources, Train-the-Trainer from the Institute of PersonnelManagement; and Targeted Selection from FSA Contact. She has also been involved in sales and marketing, and holdsthe official Estate Agency Board Exam certificate.Ms Julie Mkhasibe is currently Personal Assistant to the Manager of the DBSA Vulindlela Academy. She has 10 yearsworking experience as a secretary, senior secretary and personal assistant. She has worked as a sales consultant for acompany which sold cleaning products for a year before working for the DBSA. She holds a Secretarial Diploma from theKMT Commercial College. She completed a Business & Life Skills course from the Centre for Opportunity Development.She has held different positions from senior secretary to general manager, divisional managers, cluster secretary andpersonal assistant. During her stay at the DBSA she has acquired various training in computer skills and life skills. Havingworked in the Operations Division for years she joined the Knowledge Management Division as Personal Assistant to theUnit Manager, responsible for the smooth running of his office. She is currently planning to study Business Administrationwith Unisa.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0217Ms Grace Emma Mothapo is currently working as a unit secretary at DBSA Vulindlela Academy. She has seven yearsworking experience in different positions, including an administration & accounts officer, personal assistant, executiveassistant and senior secretary. She worked at Multi-Skills Business College, Independent Complaints Directorate (ICD), TheDepartment of Environmental Affairs and Tourism, Sebros Telecommunications Solutions (Pty) Ltd, CompetitionCommission and Nepad. She holds a diploma in Secretarial Studies from Dynamic Secretarial and Computer Training;Certificate in Executive Secretarial Studies from the National Council for Business Training Standards; English for BusinessCommunications (Level I,II III) and a certificate in Office Procedures, both from Pitman Qualifications. She also holds aHigher Diploma in Business Studies from the Institute of Business Studies (IBS); Diploma in Payroll Administration fromDamelin Management School and Certificate in Life Skills from Multi Skills Business College. She is presently planning onstudying a BCom with Unisa.

2.4 Short CVs of staff cont...Ms Patience Mthembu is the unit secretary on a temporary basis. She has eight years experience in administration. Shewas employed by Greater Midrand Security Services for seven years as an administrator and later promoted to anadministration manager. She was then employed by Ekurhuleni Municipality as an administrative officer for fourmonths on a temporary basis. She also worked for Policy Research Unit (DBSA) as a publication coordinator for threemonths.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0218Cement plaster engravingtechniques skillfully doneby South African Womenin Construction (SAWiC)

Chapter 03New building and facilities(Where we are and what we have)19

3.1 The construction process & historyIt was a design requirement for the Vulindlela Academy that the buildingsshould resemble the existing look of the bank. Based on this, the buildingwas designed to accommodate the face brick and roof tiles of the mainbuilding.The design of the Academy was adapted to incorporate a skylight as a mainfeature, which was in line with the dome in the main building. This skylightis lit up by means of floodlights at night. The skylight serves a doubletechnical function,separating the building from the auditorium andminimising sound transmission through the structure into the auditorium.The floor tiles, which were chosen for the foyer and the bathrooms, are cutfrom sandstone and are relatively inexpensive. This particular sandstonewas sourced from Botswana. What makes this particular choice of sandstonespecial is that they have been cut across the grain. By cutting across thegrain the sandstone flooring exposes, in several cases, fossilised plantmatter which has been ingrained into the sandstone during its formationthousands of years ago.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 03203.2 Art features and women in constructionWhat sets the Academy apart from other buildings is the unusual and attractive detail it possesses on the interior andexterior walls of the auditorium, with some eye-catching murals of African designs carved into the wet plaster.This process was identified during the building process as a valuable training component for "women in construction". Localwomen were trained by Tineke Meijer, a well-known South African artist, in plaster texturing craft on the Academy site.The "Women in Construction" association, founded by Dr Ingrid Verwey from DBSA, used conventional cement plaster whichwas then hand-textured into patterns. They experimented with various mixtures of sand and cement to create murals thatecho the spirit of old traditional clay huts.The end result from the work of the South African Women in Construction (SAWiC) has given the Vulindlela Academy anattractive and innovative design feature on the exterior wall of the auditorium and doubles as a focal point when enteringthe foyer of the building. This team will embark on a series of workshops in the coming year to share their skills andinnovative techniques with more of the South African Women in Construction members.3.3 Up-to-date conferencing features and teleconferencingThe DBSA Vulindlela Academy offers training interventions by expert lecturers who are seasoned development practitionersthat understand the needs for adult education and the professional as learner, taking into consideration the maturity andwork experience of the learner. The Vulindlela Academy has complementary and flexible teaching methods and allreference materials and lectures are conducted in English. The auditorium is however equipped with translation booths.The Academy runs many training interventions with small classes and peer interaction. Distance and campus education withsatellite and video conferencing strategies are in the process of being developed in order to make the Academy moreserviceable to all its clients.The DBSA Vulindlela Academy is conveniently located in the growing business area of Midrand, midway betweenJohannesburg and Pretoria. The Academy has been built on the grounds of the Development Bank of Southern Africa.The Academy's facilities have been designed to incorporate the most up-to-date, state of the art conferencing facilities andequipment. There is also an internet café within the Academy to allow delegates the freedom during breaks to check theiremail, attend to their business, and search the web for materials to assist them with the training intervention they areattending. There are 12 computers set up in the internet café and the computers are maintained by the Development Bank'sIT Department.

3.3 Up-to-date conferencing features and teleconferencing cont...Each and every training room, as well as the break-away rooms, have been equipped with plasma screens and ceilingmountedproxima projectors. In addition, plasma screens have also been installed in the Academy foyer, as well as in thedining room. The foyer and dining room screens can be used to promote future training interventions, play music orproject any intervention taking place in the auditorium or training rooms, should the need arise.The Academy dining room can accommodate 120 seated delegates and has the capacity to accommodate a further 30delegates. The foyer can accommodate additional delegates should the need arise. The Academy has a large, modernand fully equipped kitchen attached to the dining room in order to cater for any large or small training interventions orfunctions. Over and above the dining room, the Academy has a bar area that can be utilised for functions and/or cocktailevents.3.4 Training facilities availableAuditoriumThe Academy auditorium has been designed to accommodate 150 seated delegates, as well four wheelchairs. Because alot of high-tech equipment was incorporated into the main auditorium, it was considered appropriate to contrast theseelements with a handmade quality, the main feature being the textured plastered wall surrounding the auditorium doneby "Women in Construction".Staying with the handmade quality, the acoustic panelling in the auditorium and training rooms have been covered with amaterial made from reeds that have been woven by a self-help employment company based in White River, Mpumalanga.The chairs in the auditorium were designed and supplied by a local company who won a SABS Design and Innovation prizefor them. An additional benefit is that each of these chairs has been designed and manufactured locally. Every seat,including the wheelchair areas, has control panels and a flip-up writing table. On the control panel there is a microphoneand a plug for headphones, for those delegates requiring simultaneous translation services.At the rear of the auditorium there is a control booth, as well as three simultaneous translation booths. In the front of theauditorium the design allows for a drop-down movie screen, a stage and a podium designed for panel discussions.Training and break-away roomsThe Academy has two main training rooms which can be opened up and combined into one training room. Each trainingroom has the capacity to accommodate 32 to 34 delegates. When combined, this training room can comfortably seat andaccommodate 74 to 76 delegates at tables.Over and above the two main training rooms the Academy has four break-away or small training rooms. The two larger ofthe break-away rooms can seat 12 to 14 people while the two smaller break-away rooms can accommodate six to eightpeople at tables. These break-away rooms are fully equipped with all the features of the larger training rooms, and canalso be opened up and extended to form two larger rooms if needed.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0321The training and break-away rooms have all been equipped with modern furniture that can be changed and set up in allthe usual training formations such as cinema, the U-Shape, boardroom, etc. The walls of the training and break-away roomsare unique in that they have a natural raffia finish which is in line with the natural feel. The raffia boards were installedfor a dual purpose - to give the room a unique look as well as to be used for the displaying of flip chart paper, postersand/or training materials The wood-finish walls in the training and break-away rooms have been designed to hostconcealed cupboards which can be used to store training materials, electrical cords, training aids and the like.Computer training roomsThe Academy has two computer training rooms which are located at the back of the building near the offices of theAcademy staff. Both of the computer training rooms have been set up to accommodate 14 to 16 delegates, each seated attheir own computer station. In addition to this, each of the computer training rooms has been equipped with their ownplasma screens.

DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0322Vulindlela AcademyThe foyer with itsunique sandstonefloor tiles

3.5 Lessons learned and the way forwardStructural lessons learnedThe new DBSA Vulindlela Academy auditorium, while wonderful and modern, is quite small in terms of the number ofdelegates it is able to accommodate. A larger and more spacious conference hall, with a bigger stage area, is beingplanned. This would be an additional asset to the Academy.The Academy was designed and built around the old technical building which housed the DBSA's printing and publishingdepartment, stores and stationery department, and maintenance department. The Academy staff will be moved downto the offices that were converted from the technical buildings. The offices are not entirely suitable to be utilised for thenature of business that the Academy conducts and will require intervention.Operational Lessons and planned challengesThe Academy plans to have a credit card facility installed to keep up with market demand. During the first externaltraining session, many delegates wanted to pay their registration fees by credit card. Furthermore, most delegates donot carry cash and would wish to purchase the DBSA publications, research and training materials on offer by credit card.Delegates who attend conferences often need to make use of a telephone to call their offices and/or families. With theAcademy hosting learners from across our borders, having a telephone line for external use would be beneficial for boththe learners and the Academy. The different options that the Academy explores will look into installing a public payphoneor switchboard that can track and bill calls.As a suggested improvement, and based on delegate feedback, the Academy will set up an outside garden area as analternative option to the break-away rooms. Delegates felt that to get some fresh air and natural light while seated atgarden tables conducting their group work would go a long way to reviving them. Learners felt that being outside forshort breaks during the day and getting exposure to the warmth of the sun, natural light and fresh air is crucial tomaintaining their interest and concentration in the learning intervention.The plasma screens will be utilised to advertise forthcoming training events, however delegates indicated that anadvertisement board would also be beneficial to visitors. As the Academy has quite a number of events taking place, a"Smart Board" placed near the entrance would ensure that all visitors are made aware of all the training interventionsthe Academy has to offer.3.6 Where is DBSA VA?Physical address:Development Bank of Southern Africa (DBSA)1258 Lever RoadHeadway HillMidrandSouth AfricaDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0323Telephone: +27 11 313 3911Fax: +27 11 313 3086Postal Address:P O Box 1234Halfway HouseMidrand1685South Africa

DBSA Vulindlela Academy in Perspective June 2006 | Chapter 03243.6 Where is DBSA VA? cont...Directions to DBSAThe SAWiC teamresponsible for theartworkFrom PretoriaTake the N1/Ben Schoeman Highway to Johannesburg.Take the SAMRAND off-ramp. At the traffic lights (1st set) turn right into Samrand Avenue.Pass the next set of traffic lights (2nd set).At the 3rd set of traffic lights, turn left into Rietspruit Road and proceed in a northerly direction. This road will flow intoRooihuiskraal Road.At the T-junction (corner of Rooihuiskraal and Lever Roads) turn left into Lever Road. This will lead you to the DBSA building.It is not necessary to arrange for parking as there is ample parking in front of the main building. Please report at Receptionon arrival (011) 313-3500.From JohannesburgTake the N1/Ben Schoeman Highway to Pretoria.Take the Olifantsfontein off-ramp. The Midrand Protea Hotel is on the left-hand side of the off-ramp.At the traffic lights (1st set) turn left into the R562.At the next set of traffic lights (2nd set) turn right into Lever Road. This road takes you to the DBSA building. Just keep onstraight; you will pass the stop sign. There will be a block of new townhouses on your left-hand side, just keep straight.It is not necessary to arrange for parking as there is ample parking in front of the main building. Please report at Receptionon arrival (011) 313-3500.

Chapter 04Stakeholders, partnerships and MOUs(With whom do we associate?)25

4.1 Why does DBSA VA need to establish and work through partnerships?The DBSA has identified "smart partnerships" as one of the strategic thrusts that are required to achieve "Vision 2014".Partnerships are central to the achievement of the DBSA vision, mission and objectives. Hence, to this end, the Bank hasnot only developed various partnerships but also has a framework in place that provides an integrated rationale, criteriaand guideline for the Bank's entering into partnerships.4.2 What partnerships for the DBSA?In order to enhance the establishment and optimal use of partnerships, the Bank defines a partnership, its origins and formas:A voluntary, negotiated and collaborative agreement between one or more parts of the DBSA Group and external entities,in which all participants agree to work together to achieve a common purpose or undertake a specific task and share risks,responsibilities, resources, competencies and benefits.A partnership can be developed from various types of relationships – suppliers, client and customers, competitors, ordifferent industry/ diversification relations.A partnership can also take a number of structural forms, ranging from a joint-venture, minority equity holding, licensing,non-equity agreements or special purpose contracts. Partnership functions can hence vary from product co-development,technology development, risk-sharing financial access, market access; strengthening of knowledge capacity, and promotionof knowledge exchange and services.4.3 Benefits of partnerships26As partnerships are not ends in themselves and need to benefit those involved in them, what follows are some of the keybenefits the Bank wishes to derive from such partnerships:Assist the Bank to coordinate its efforts and make greater development impacts.Increase operational efficiency and quality.Build better understanding, trust and relationships with key stakeholders.Enhance the Bank's reputation and license to operate, in the country and region.Support strategic market positioning and market entry in new/emerging markets.Promote better risk management.Encourage innovation and new ways of thinking.4.4 Some principles to guide partnershipsThe following are some of the principles that need to be observed for partnerships to achieve their set objectives:Common/mutual interest and value-add to each others' strategic intents.Clarity of the partnership's purpose and objectives. There needs to be a clear understanding of the problem athand, of common interests, as well as an agreement on the roles and responsibilities of the various participants.Capacity-building: although the purpose of some partnerships may be purely that of shared information andcapacity-building, all smart partnerships should have some element of learning and the potential to shareknowledge.Opportunities for additionality (adding value through partnership other than competition only).Informed partnership based on research and analysis of the Bank's markets.

4.4 Some principles to guide partnerships cont...Avoiding conflicts of interest. For example, there may be a conflict of interest between different types ofcommercial or non-commercial relationships that an entity has with the DBSA, its clients, competitors orsuppliers.The partnership should involve a shared process of decision-making and joint problem solving.Evaluation and monitoring: all partnerships need to involve regular evaluation of progress made and willingnessto adapt to and learn from the experience.4.5 Examples of strategic partnershipsIn order to strengthen knowledge capacity and promote knowledge exchange, the Bank signed strategic partnershipagreements/memoranda of understanding (MOU) with a number of universities in South Africa and beyond, and withother Development Finance Institutions across SADC. These partnerships were aimed at promoting joint research, eventsand networking opportunities, knowledge exchange and broad capacity-building.So far, since 2003, the Bank has concluded a number of partnerships with the following universities: Zululand, Wits,Stellenbosch, Limpopo, ISCTEM, Da Vinci and Johannesburg. DBSA VA also has an agreement with UNISA for thedevelopment and delivery of a municipal finance course. In addition, DBSA VA trains staff from the East AfricanDevelopment Bank, Development Bank of Namibia, Tanzania-National Development Cooperation, Development FinanceInstitution and Rwanda Development Bank (RDB). The Vulindlela team is exploring possibilities of partnering with theUniversity of Michigan which promises to be a success.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 04274.6 Progress and to dateThrough the Bank's partnerships with key institutions (see below), training programmes such as Preferential Procurement,Community Leadership Development, Municipal Finance Management and Integrated Development Planning (IDP) havebeen developed for Vulindlela.

4.6 Progress and to date cont...University of ZululandA course on IDP was developed during 2004 to address the need for IDP planning in local government. This manual wassubsequently augmented by the School of Public Management and Planning at Wits University to address the latestdevelopments in the area of IDP planning. DBSA VA piloted this programme within the DBSA and the feedback waspositive from staff. Some DBSA operations managers and also the municipalities who attended this course gave positivefeedback. The plan is to aggressively take it to the DBSA VA's external clients, with the first group scheduled for 21-22September 2006.University of StellenboschDBSA staffmembers have been invited to present papers at some of the conferences arranged by the University ofStellenbosch Business School. In addition, two DBSA research fellows have also been appointed and are based at theuniversity. In the year 2006, the research focus of these fellows is being aligned to the DBSA research agenda. However,the position of the chair was reconsidered and funds were channelled to further strengthen the Masters in DevelopmentProgramme. DBSA VA is exploring the possibility of extending the collaboration to include other areas.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0428University of LimpopoA course on community leadership has been developed for the Academy. This programme is targeting community leadersand traditional leaders. This community leadership advancement programme is aimed at people who are in a communityleadership role and will be piloted from March to July 2006.University of South AfricaA course on Municipal Finance Management is being developed and at least two modules will be piloted this year. Thistraining is in high demand after the introduction of the Municipal Finance Management Act and the national treasury hasapproached DBSA Vulindlela Academy to assist in the design and delivery of this programme to municipalities.University of JohannesburgA course on municipal governance has been delivered in the Bank, through this university, for the past three years withfeedback being generally good. The Academy is now taking it to external clients as it is in high demand among DBSAVA's municipal clients. In addition, a number of projects were undertaken with the university, including the organisationaldesign / restructuring of the Newcastle municipality. This partnership is proving very useful in assisting DBSA VA toimplement its delivery strategy.Institute of Science and Technology Mozambique (Isctem)This is a relatively new partnership which was signed in 2005 and so far has not been implemented. The main thrust ofthis partnership is to gear up the delivery of the Academy and take its products into SADC using e-learning systems.Da Vinci InstituteThe Women's Leadership Development Programme (WLDP) is developed and delivered through Da Vinci and a numberof DBSA staff are currently undergoing training on this programme. It seems there might be a huge interest for it, evenoutside the Bank. It is too early to assess the success of this partnership, but looks very promising based on the feedbackfrom the WLDP.University of WitwatersrandA course on procurement has been developed by Wits University and was piloted internally last year. Due to high demandand positive feedback, the programme will be repeated this year. The plan is to take it to DBSA VA's external market asit has proved to be a success internally. In addition, Wits University has assisted DBSA VA in the review of the IDP modulein line with recent developments. This partnership is proving to be very useful.

DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0429Vulindlela AcademyInternet Café atDBSA VA

Digging foundations forthe new DBSA VulindlelaAcademy building in2004 west of the mainbuildingDBSA Vulindlela Academy in Perspective June 2006 | Chapter 04304.7 Lessons learned and the way forwardIt is almost two years since some of these partnerships were signed. The Academy is in the process of reconsidering someof these MOUs with a view to either expanding or reducing its engagements with them.Secondly, DBSA VA's general assessment is that universities are sometimes slow in course development. For its part, DBSAVA should also accept that this can be a very cumbersome process, especially if the programme has to go through a lengthyaccreditation process.Thirdly, it is evident that some of the previously disadvantaged universities are experiencing challenges on the projectsDBSA VA conduct with them.

Chapter 05South African Qualifications Authority(SAQA), accreditation and the NationalQualifications Framework (NQF)(How good are we?)31

5.1 DBSA VA and accreditation"DBSA Vulindlela Academy...The Pathway" is a fully accredited training provider, with the Local Government Sector Trainingand Education Authority (LGSETA) as a training provider. Many of the courses on offer are linked to unit standards asrequired by the South Africa Qualifications Authority (SAQA). Those not within this ambit, like 'Engineering for Non-Engineers', are currently receiving attention. Quality assurance is at the centre of curriculum design and materialsdevelopment.The DBSA Vulindlela Academy embraces all the principles and guidelines of the South African Qualifications Act No 58 of1995 (SAQA), the National Qualifications Framework (NQF) and all its quality assurance provisions. As a result, Vulindlelais an accredited training provider which means full compliance with the relevant Sector Education Training Authority (SETA)and requirements of the Education Training Quality Assurance (ETQA). The DBSA Vulindlela Academy has met with all theaccreditation requirements of the LGSETA and full accreditation was granted.5.2 SAQAThe South African Qualifications Authority is a body of 29 members appointed by the Ministers of Education and Labour.The members are nominated by identified national stakeholders in education and training. The functions of SAQA areessentially two fold:DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0532To oversee the development of the NQF by formulating and publishing policies and criteria for the registrationof bodies responsible for establishing education and training standards or qualifications, and for theaccreditation of bodies responsible for monitoring and auditing achievements in terms of such standardsand qualifications.To oversee the implementation of the NQF by ensuring the registration, accreditation and assignment offunctions to the bodies referred to above, as well as the registration of national standards and qualificationson the framework. It must also take steps to ensure that provisions for accreditation are complied with and,where appropriate, that registered standards and qualifications are internationally comparable.SAQA must advise the Ministers of Education and Labour. The authority is required to perform its tasks after consultation,and in co-operation with all bodies and institutions responsible for education, training and the certification of standardswhich will be affected by the NQF. It must also comply with the various rights and powers of bodies in terms of theConstitution and Acts of Parliament. The office of SAQA is responsible for implementing the policies and decisions of theauthority.In 1998 SAQA published the National Standards Bodies (NSB) Regulations whereby provision was made for the registrationof National Standards Bodies and Standards Generating Bodies. These bodies are responsible for the generation andrecommendation of qualifications and standards or registration on the NQF. The Education and Training Quality Assurance(ETQA) regulations were also published in 1998 and provided for the accreditation of ETQA bodies. These bodies areresponsible for accrediting providers of education and training with standards and qualifications registered on the NQF, aswell as monitoring provision, evaluating assessment and facilitating moderation across providers, and registering assessors.5.3 NQFWhat is a National Qualifications Framework?In short, the NQF is the set of principles and guidelines by which records of learner achievement are registered to enablenational recognition of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-longlearning.It is a framework because it sets the boundaries, ie a set of principles and guidelines which provide a vision, a philosophicalbase and an organisational structure, for construction, in this case, of a qualifications system. Detailed development andimplementation is carried out within these boundaries.

5.3 NQF cont...It is national because it is a national resource, representing a national effort at integrating education and training into aunified structure of recognised qualifications. It is a framework of qualifications, ie records of learner achievement.The objectives of the NQF, as outlined in the SAQA Act No 58 of 1995, are to: create an integrated national framework for learning achievements;facilitate access to, as well as mobility and progression within, education, training and career paths;enhance the quality of education and training;accelerate the redress of past unfair discrimination in education, training and employment opportunities; andcontribute to the full personal development of each learner and the social and economic development of thenation at large.5.4 NQF levelsLEVELS OF THE NATIONAL QUALIFICATIONS FRAMEWORKNQF Level8 Post-doctoral research degrees | Doctorates | Masters Degrees765432BandHIGHER EDUCATION& TRAININGFURTHER EDUCATION& TRAININGProfessional Qualifications | Honours DegreesNational first degrees | Higher diplomasNational diplomasQualification Type| National certificatesFURTHER EDUCATION & TRAINING CERTIFICATENational certificatesNational certificatesNational certificatesGENERAL EDUCATION & TRAINING CERTIFICATEDBSA Vulindlela Academy in Perspective June 2006 | Chapter 05331GENERALEDUCATION& TRAININGGrade 9 ABET Level 4National certificates5.5 Understanding registration, accreditation and certificationThere is a tendency to use the terms registration and accreditation interchangeably as if they carry the same meaning inthe fields of education and training. There are three types of accreditation, perhaps even more. These three are: institutionalaccreditation, learning programme accreditation and facilitator accreditation. The processes involved in these threeaccreditations also differ.

DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0534Vulindlela AcademyA training room atDBSA VA

5.5 Understanding registration, accreditation and certification cont...Institutional accreditationThis refers to a process where the SETA ETQA or the Council for Higher Education conducts a comprehensive assessment onthe service to ensure that they have all the facilities, equipment and resources to deliver the training they wish to offer.This includes an assessment/site visit to the offices of the provider to check the training rooms and their compliance withthe health and safety legislation, as well as the availability of human (ie competent staff or subject matter experts) andfinancial resources to deliver the training.Learning programme accreditationIn DBSA VA's experience, this is one of the most difficult types of accreditation. It means a complete alignment of learningprogramme outcomes to the specific outcomes in the SAQA unit standard/s. This is often linked to the critical cross-fieldoutcomes linked to those learning outcomes. For lack of a better word, critical cross-field outcomes are those outcomes thatmust be covered in most if not all learning fields (eg communication, teamwork, listening skills, etc). They are sometimescalled life skills.Facilitator accreditationAny learning facilitator of a learning programme must be a subject matter expert, at least at one level (ie NQF level) higherthan the class. In other words, if you are offering a training programme at NQF level 5, the facilitator must be accreditedat NQF level 6 in order to ensure that the class benefits from such training. Secondly, in addition to being a subject matterexpert, the facilitator must be a SETA-ETQA accredited facilitator. If the facilitator is also involved in assessing learners, theyalso need accreditation as an assessor. If they are involved in learner moderation, they need to be accredited moderators.Certification essentially means the issuing of a certificate. This certificate could be a certificate of attendance or a certificateof competence.5.6 The role of Recognition of Prior Learning (RPL)Due to South Africa's history, some individuals have acquired skills over time but do not have a formal qualification to proveit. Therefore the new education system came up with recognition of prior learning, so that those who have the skills butdo not have the qualification can be recognised for it after a summative assessment is done on them by way of a portfolioof evidence.A general assessment has both the formative and summative components. With a RPL assessment, it is mostly thesummative component that is conducted with the formative component being done only to a learner where further actionis taken after the advisory session. When assessing candidates for RPL, they are assessed against the same unit standardsand exit level outcomes of qualifications using the same assessment criteria as for other full-time learners. What isdemanded of a full-time learner has to be met fully by an RPL learner during assessment.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0535Assessment of RPL learners can be done on a one-to-one basis or even on group basis just like full time learners. If 50%is demanded as a pass mark for full-time learners, the same should apply for RPL learners.Certificates obtained through RPL should be the same as those obtained through full-time learning so as to preventdiscrimination of RPL learners. However, recording of RPL learners and their achievements should be kept by the respectiveETQAs and providers involved. This will help track the success or failure of RPL implementation in South Africa.5.7 Certificate of attendance vs certificate of competencyAny certificate for a training course, which is not linked to any SAQA unit standards, should be regarded as a certificate ofattendance. This means that, though there are learning outcomes covered by the course, these are not linked to any unitstandard/s. On the other hand, a certificate of competence means that the learning programme outcomes are linked toSAQA unit standards.

5.8 How to become an OD ETDP trainerOD ETDP means Organisational Development Education Training and Development Practice. In the spirit of outcomes-basededucation and the principles of SAQA, the NQF and broader transformation of our education system, all trainers must beaccredited. This has become very important in terms of ensuring high quality education and training.The OD ETDP programme entails the following aspects: How to design learning programmes and align them to the unit standards.How to draft quality management system/s for your training programme/s.How to deliver your training programme (ie how to facilitate a training programme).How to align training to strategy and how to assess your training programme.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0536DBSA VA main entrance

Chapter 06DBSA VA product mix for thetraining market(What, where and how?)37

6.1 The development training marketAlthough it is changing rapidly, the initial strategic focus of the Academy is based on an 80:20 principle, that is:80% internally – DBSA staffmembers; and20% externally – Hot Spots and SADC-DFIsIn order to effectively deliver to its niche market in the Hot Spots, it is important to refine it based on the 80:20 principle(as described above).6.2 Internal training marketThe primary focus of DBSA VA is to deliver cutting-edge products to its internal clients and staff. The intention is to ensurethat the DBSA maintains its competitive edge and remains a leader in the development finance industry through the rightcompetencies at the right time.6.3 External training marketDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0638In the external environment, the Academy will operate in the three spheres of government, with special emphasis on thepoorest municipalities:Hot Spots initially. This is in line with the Bank's value to be developmental in its approach.The SADC-DFIs cannot be ignored in the process due to commitments already made by the DBSA to assist the SADCDevelopment Finance Resource Centre (DFRC) Network.6.4 The external training market: local authorities (municipalities)The market size and training funds availabilityLGWSETAThere are 284 municipalities contributing a collective R122,2 million to the LGWSETA in levy payments (2001/2002 AnnualReport). The R122 million implies that some training programmes delivered by the Academy can be claimed back fromSETA by the municipalities. There is a view that most municipalities lack the ability to consolidate and design appropriateworkplace skills plans, as required by the SETA. As a result, some of these funds remain unclaimed.Development FundThe Development Fund has disbursed more than R41 million towards capacity-building initiatives in the local government.Other donorsThere is also donor funding available to the local government from other institutions that are based locally andinternationally.Demand analysisThree broad areas highlighted below are considered critical to the survival of the local authorities:Financial TrainingInstitutional TrainingTechnical Training/Environmental TrainingThis study was based on 36 local authorities and includes categories A, B and C.

6.4 The external training market: local authorities (municipalities) cont...Supply analysisThere is no lack of training, as most training needs are provided for in the municipalities. The problems municipalities faceare around having time to attend training, the quality of training offered, the lack of customisation, and training that is notlinked to the Integrated Development Plans (IDP). Unfortunately this is what is termed 'training for the sake of training'.With respect to financial courses, although there are many good courses on offer, these are presented by a multitude ofdifferent providers in a fragmented and ad hoc manner. There is a pressing need for greater coordination within the sectorto avoid duplication and enable quality control.6.5 The external training market: DFIs in SADCThe SADC has developed a regional integration programme that provides member states with a consistent andcomprehensive framework of long-term economic and social policies. It also provides the SADC Secretariat and other SADCinstitutions with a clear view of SADC's approved economic and social policies and priorities. The challenge for the region,which is consistent with NEPAD, is to create an environment that is conducive to the attainment of high and sustained ratesof equitable economic growth and poverty reduction. A key expression of this challenge is the Regional IndicativeDevelopment Plan (RISDP), which calls on financial institutions such as DFIs to support enterprise development and smallbusinesses. The majority of DFIs in the region need assistance in developing their capacities to fulfil their roles.The market size and training funds availabilityOf the 23 Development Finance Institutions (DFIs) in SADC, 16 were studied including the IDC and the LandBank. TheDevelopment Finance Resource Centre (DFRC), which is largely driven by membership and which is based in Botswana,reflected a R569 413 membership contribution in May 2004. These funds are purely reserved for capacity-buildinginterventions taking into consideration the operational costs. In addition to this there are large sums of donor fundingsourced from, among others, international institutions.Demand analysisVirtually all DFIs have a need for the 6 DBSA appraisal modules as well as project finance, risk management, prevention ofmoney laundering, treasury, cost benefit analysis, macro analysis, legal agreements and term sheets, strategy formulation,performance management, and corporate governance.Supply analysisAlthough no supply analysis was conducted for SADC DFIs, through observations, their preferred service providers are Euromoney, KPMG.It is assumed that, over and above donor funding that is available from the SADC DFRC-Network, there are funds allocatedto training and development interventions through their internal budgets.The DBSA is currently offering courses "in-kind" to SADC-DFI members through the following methodologies:DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0639Skills transfer in the BankSkills transfer at their workplacesSkills transfer at selected venues outside South Africa (through workshops)There is a need to deliver courses on a cost-recovery basis, particularly where donor funding is available.

DBSA VA WesternentranceDBSA Vulindlela Academy in Perspective June 2006 | Chapter 06406.6 The training opportunityIt is clear from the above market analysis that, despite the many capacity-building interventions in the local authorities,these are not delivered in a sustainable manner. It is therefore concluded that there is still an unmet need.This presents an opportunity for the Academy to define its product niche and deliver on its brand promise.Against this background, Tables 1 and 2 (depicted below) present the Academy's core product offering for the Hot Spotsand SADC-DFIs, both in the short and long term.Strong capabilities which cannot be duplicated by competitors will be built around these core products to form a niche forthe Academy in the long-term.

6.7 Core coursesTable 1: Product Offering – HOT SPOTSMunicipal Financial Management Specialist issue-specific (shorter term)training in municipal finance Includes: GAMAP,GRAP and GAAP training Target: Mid to high-level officials, possibly somesenior councillors Financial literacy for non-finance people. Includes: General financial literacy Target: Mid-level officials and senior councillors Financial administrative skills Includes: Day-to-day operational requirements,financial administration, billing, new accountingsystems and procedures Target: All levels of bureaucratic staff Financial and legislative awareness Includes: Financial planning, IDP planning, legislation Target: All levels of council, ie ward committeemembers and ward councillors through to the seniorpersonnel and councillorsProject Finance Specific Issues relevant to DFIs: Intro to project finance Legal agreements/term sheets Sector skillsCorporate Governance Pertinent issues to municipalities Target: Mid – to high-level officials andcouncillorsTable 2: Product Offering – SADC DFIs Target: Management and project teamsRisk Management Specific issues relevant to municipalities: Include: Relevant Acts Target: Mid – to high-level officials andcouncillorsProject Management Generic Project Management including LogFrame Approach Target: Mid – to high-level officials, and projectmanagement officesCost Benefit Analysis Target: Mid – to high-level officials, possibly somesenior and project management officeResponsible Tourism Responsible Tourism Principles and guidelines Target: Mid – to high-level officials andcouncillorsOthers Level D Programmes: e.g. Sector Skills Target: Mid – to high-level officials andcouncillorsRisk Management Specific Issues relevant to DFIs: Includes: Operational risk, market risk andcredit risk Target: Management and professional staffDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0641Appraisal Guidelines DBSA 6 Appraisal Module Guidelines: Target: Project teams

6.8 Method of engagementThe Academy's strategy to deliver on its training and development is two-fold, as highlighted below:Direct method: the Academy will use its own facilitators where it has a strong capability. For example in riskmanagement, project finance, responsible tourism, municipal finance and project management.Indirect method: where it does not have a strong capability the Academy will draw on some of the competenciesfrom its partnerships and alumni.It should be noted that the Skills Development Act requires facilitators to be accredited in their areas of speciality. This willbe an added advantage to the Academy from a marketing point of view. This implies that, while the Academy is stillpreparing its facilitators, there might be a need to deliver through partnerships. This is not applicable to SADC although itis an advantage.6.9 Method of delivery and distributionThe Academy uses a variety of flexible distribution methods based on client preference, convenience and affordability.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0642The internal market (DBSA)Courses for DBSA staffmembers are delivered at the Academy and in some cases off-site if the training rooms are fullybooked or a change of environment is required.The three spheres of governmentCourses for Hot Spots are delivered at the Academy, off-site (closer to the client), on-site through experiential learning,e-learning and via satellite technology.Other Development Finance Institutions (DFIs)DFI training is delivered at the Academy and in some cases off-site (closer to their locations).6.10 Differentiation strategy for local authoritiesCustomised learning materialThe Academy is aware that it will be operating in competitive and saturated markets, which is why it is critical that itgenerates perceived value to its clients, which differs from that of its competitors.A gap that creates an opportunity for the Academy with local authorities, is the off-the shelf courses which are not tailored tosuit their environment. These courses result in learning interventions that are partially relevant and unsustainable.The Academy will capitalise on this weakness by providing customised learning material.Perceived qualityThe DBSA's brand is well established and respected within the local authorities. approximately 85 percent of localauthorities are DBSA clients who already associate with the brand. In addition to this, the Academy has made provision inits structure for a quality assurance position. This will lead to superior quality products.Mode of deliveryThe Academy will have a blended method of delivery aimed at promoting the retention of learning through practicalsolutions such as:Case studiesSimulationPractical projectsOne-on-one coaching

6.10 Differentiation strategy for local authorities cont...Continued support/adviceThe Academy and other parts of the Bank, through the knowledge it has invested in the municipalities, will providecontinued support and advice to support learning back in the workplace.6.11 Differentiation strategy for SADC DFIsBrand awarenessThe Academy's product attributes and benefits will be associated with the DBSA's brand, which is already well establishedin the minds of SADC DFIs. DBSA is respected and regarded as a centre of knowledge. For this to be sustainable, qualityfacilitators are critical.PriceCourses delivered by the Academy will be relatively cheaper than international courses and more valuable due to the modeof delivery, which tends to be client-focused and based on smaller groups. It should be noted, however, that the businessmodel of the Academy is based on the DBSA's vision, mission and overall goals, which is to improve the quality of life forthe people of the region and to accelerate the sustainable reduction of poverty and inequality. Based on this belief, it istherefore not the intention of the Academy to make a profit but it should ensure that it remains competitive and recoversits opportunity costs.Competitive advantageFor the Academy to maintain its position in its chosen markets, the creation of a sustainable competitive advantage iscritical. The following dimensions form the basis for the Academy's competitive advantage:Passion for developmentDevelopment expertise and sector experienceAppropriate development technologyDevelopment informationLessons of experienceTailored appropriate solutions6.12 How to go about in attending internal coursesProcedure for all DBSA staffmembers who wish to attend local training from Jan 2006:These procedures include the following training:In-house courses delivered by the DBSADBSA Vulindlela Academy in Perspective June 2006 | Chapter 0643External courses delivered by external organisationsConferences delivered by external organisationsSeminars delivered by external organisationsWorkshops delivered by external organisationsThese procedures exclude:Unit teambuilding workshopsUnit business planningWorkshopsOverseas training

6.12 How to go about in attending internal courses cont...DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0644Step-by-step procedures for internal staff to attend courses:1. Staffmember/manager identifies relevant training course, conference, seminar or workshop.2. Staffmember completes nomination to attend training-conference-seminar-workshop form, available from thetraining coordinator or intranet.3. Staffmember attaches the relevant service provider's brochure to the nomination form.4. Staffmember forwards the documentation to their manager or delegated authority for approval.5. Staffmember and manager to ensure they complete the motivation section to attend.6. Manager approves or rejects nomination to attend training (approval should be based on the staffmember'spersonal development plan).7. If approved, staffmember makes photocopies of all relevant documentation for their own records.8. Staffmember forwards all the completed original documentation to the HRD training coordinator, room G84.9. Note: in order to meet cheque run deadlines and to ensure that registration and payment takes place timeously,approved documentation to be with training Co-ordinator 10 working days before the course takes place.10. Training coordinator registers staffmember on the training course, conference, seminar or workshop.11. Training coordinator completes the "request for payment", allocating the applicable accounting codes.12. Training coordinator forwards documentation to finance for processing and payment.13. Staffmember is responsible for their own flight and accommodation arrangements.DBSA VA reception deskin foyer

Chapter 07The pit stop en route to the corporatetraining and development plan(How to?)45

7.1 Backdrop"Structure follows strategy" – this is a well known organisational structure/restructure truism, and so it should be with thestructuring/restructuring of training and development plans (T&D plans) be they for a corporate business unit or personaltraining and development.This chapter will focus on the corporate side of T&D plans. There is undoubtedly a structured way or process, some slightlydifferent from the other but nevertheless structured, leading to a specific destination which should support the organisationstrategy. It is also useful to understand that the business unit charged with growing human capital is a strategic businesspartner, a learner champion and a change agent. This chapter will meander through some of the major pitstops which needto be visited en route to the destination: T & D plan:DBSA Vulindlela Academy in Perspective June 2006 | Chapter 07461. Backdrop5. Evaluate4.5 Execute4.4 OrganisationBundle theneed:the "plan"2. What is atraining plan?Beaver away:collect needs3. Why do weneed training?4. Starting thejourney4.2 The currentstatus4.3 Going forwardto the next pit stopTest theentry criteria4.1 Theintegrativepit stop7.2 What are T & D plans?At the starting point, long before any other pit stop, we need to find about what destination and how we can we describeor define it:What training and development interventions will be delivered at the different heirarchical levels and jobcategories according to Corporate Strategy, Human Capital Strategy etc.

7.3 Why do we need a T&D plan? (still at the starting point)Put another way, what do we hope to achieve by having a plan? A similar question may be asked in other contexts, forexample a visit to a financial advisor is always preceded by some questions: why are we visiting? what prompted the visit?and what are our expectations/what do we want from the advisor? In other words: what is the objective of the visit?Unless we have an objective, we may be faced with a similar dilemma faced by Alice in "Alice in Wonderland" when sheasked the cat: "which way ought I to go from here?" The cat answers: "That depends a good deal on where you to get to!"Alice replies: "I don't much care where". Then the cat says: "It doesn't matter which you go" (Carrol, 1865).This kind of "don't care" attitude is likely to lead to wasteful expenditure of energy and frustration, resulting in humancapital not being in a position to comfortably leverage organisation survival, in the first place, let alone catapult theorganisation to a competitive advantage. Therefore, the reason d'etre for a T&D could well be:To provide all levels of staff with carefully-planned continuing learning opportunities designed to increasetheir operational capacity and unleash the creative energy needed to achieve the vision and mission ofthe organisation.7.4 Starting the journeyThe interrogative pit stopWith the "what and the "why" clarified, we need answers to the following (not necessarily in this sequence):Who will be the recipients of the T&D? Should these be all levels of management, professional staff, semiprofessionals,clerks, labourers, learners of all races and both genders?Where are they located? Within this client group there may be a head office and regional offices throughoutthe country.How many employees per job category, per race, per gender? In other words the demand side.What are the external or internal challenges that will propel the organisation towards its vision and mission? Forexample, a demand for infrastructure development, to seek solutions for bird flu, HIV/Aids, to make acontribution to job creation, etc.Which key competencies need to be enhanced so that staff can do their jobs better? For example, projectleadership or communications skills (various)Which core competencies need to be developed to give the organisation that competitive advantage/prosperity?For example, what do we want to be best known for by our customers? Appraisal of infrastructure? Developmentprojects? Sector specific project finance?How do the employees match up to these competencies?DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0747Why should employees be trained and developed?When? The answer to this question suggests a sequence of different interventions over time – one, two, ormore years.This data collection and analysis pitstop should be predominantly descriptive and should be accompanied by charts andad tables to assist the planner in framing the context of the T&D plan.

7.4 Starting the journey cont...Current status: headline measures & the gapsHow many employees were trained and developed in the key and core competencies per job category, per raceand per gender?What type of training and development interventions were undertaken to date? Again per job category, per raceand per gender.How many training days were used in pursuit of growing the human capital base? The latter could be fracturedinto key and core competencies.How much money was invested in the total T&D effort? Total T&D cost to total organization income.What was the Rand spend per business unit and per person. Business unit T&D cost to business income.How does the organisation match up to human development score cards in its particular industry – regionally,nationally or internationally?What are the main findings? In short, the T&D practices we need to grow (ie raise and create) and those we need toeliminate and/or reduce.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0748Going forward to the next pitstop: the drivers of the plan Test the entry criteria.The entry criteria are those conditions which must exist prior to implementing the T&D plan. For example,undivided and demonstrated management support.Appropriate valid and up-to-date training strategies, policies and procedures. For example, a human capitaldevelopment strategy, skills and competency framework, and a young professionals and learnership policy.The above will need to be tested and regularly updated or run the risk of being divorced from the corporate strategy.The T&D planner needs to beaver away at:Needs analysis: Personal needs could be harvested from performance appraisals, personal development plans, competencyassessment exercises, performance analysis, questionnaires, surveys, (climate and cultures), SAQA unit standards, etc.The harvesting of the needs should be done by the employee, in conjunction with his/her supervisors/managers. This is a“line responsibility and accountability” and not the T&D planner's. The T&D planners should provide the diagnostic tools andassist the managers/supervisors to discharge his/her accountability.The next pit stop is to draw up the training calendar, have it approved and posted on the internet.DBSA VA staff

7.5 Training CalendarTraining Calendar: Duration 2006 – 2008Identify service providers and consult relevant SETAs, the national training directory (http://www.entd.co.za/ )oryour own network.Identify the objectives of each T&D intervention. What will the delegates walk away with – knowledge, skills,behaviours and attitude? In short, competencies.Plum pudding a training directory. These are the ingredients of the T&D plan – the different interventions tosatisfy the key and core competency needs. Include the objectives, content, delivery methods, dates,venues and even contact persons and their numbers if more information is required.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0749OrganisationConsider the resources required to deliver the T&D plan. For example, budget (naturally), marketing, nominationprocedures, facilities and support staff to execute the plan.Execute the T&D interventionsDeliver the training development training courses according to request. The latter ought to be accompanied managerialapproval.

7.6 The final pit stop: EvaluateThis is the final stage of the journey. Which flags will you be nailing to the mast to tell the stakeholders that the T&D wassuccessful? Which of the following be communicated to stakeholders:Learner reaction to the intervention? The so called "glory reports". Don't forget the venue and lunch ratings!Did any learning take place? Results from assessment exercises, case studies, pre and post trainingand development.Were behaviours changed? Role plays, reports, questionnaires, pre and post training and development.Results back on the job? Pre and post studies – Return on Investment (ROI)7.7 ConclusionYou have been taken through the process which started with: "what is and why a training plan?" From here you wereshown a particular logical route from diagnosis to evaluation. By following this route you are likely to hear frommanagement: “Team training, you are the first to arrive and your reward will be.”DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0750References1. Carpenter MB, Hallman H.K. 1995.Training Guidelines: Creating a Training Plan for a Software Organisation. SoftwareEngineering Institute, Cornegie Mellen University, Pittsburgh.2. Carrol, L 1865 Alice's Adventures in Wonderland Macmillan Children's Book.3. Ulrich, D. 2000. Human Resources in the New Millennium: Intangibles Capabilities, South Africa, June: University ofMichigan, School of Business.DBSA VA foyer

Chapter 08Value of product, outputs, outcomes,graduation and certification(So what? Why?)51

8.1 The value chain implicationsThe value chain attempts to assist the Academy to evaluate what will be its strong and weak points. The primary area ofthe value chain is where the Academy should focus in terms of building strong capacity and selecting strong, exclusivepartners that will ensure the sustainability of the Academy. The real strategy of the Academy will be determined by thevalue chain.8.2 Primary areaBusiness developmentThis is the area that will generate new business to keep the Academy sustainable. Well-trained professionals will be critical.Diagnostic phaseThis area is key to matching the right courses to the strategy of a municipality that will ensure the achievement of theiroverall goals in measurable terms. The Academy will have a competitive advantage since the IDPs of all municipalities arelinked to the LG Net.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0852Product designThis area involves the development of new, and the improvement of existing programmes, tailored to suit the localgovernment's ever-changing environment. Research should be embedded in the value chain to keep abreast of marketchanges so that the Academy can have the "first mover" advantage in the industry. This will be consistent with the visionof the Bank of be a leader and a catalyst for change.Quality assuranceThis competence should be strong in the Academy. Client perceived value will be derived from quality products andassessments. Interface with the LGWSETA to influence the direction of capacity-building in the local authorities is going tobe key.DistributionDistribution is a challenging area for the Academy due to low internal capacity. This is the area which by virtue of deliveringthrough partners to a large degree, is considered outsourced (outsourced strategy is beginning to emerge in the valuechain). Although the Bank has technical expertise, knowledge transfer has always taken a different form. The DBSAtechnical knowledge lies dormant in operations, and delivering training programmes is not their core business. This canpose a threat to the Academy.Customer serviceThis is the area where the Academy can compete, on customer service, due to large numbers of service providers availablein the industry with similar product offerings. The selection of service providers must, among others, be based on customerservice, patience and aftercare support.

8.3 The DBSA VA value chain8.4 The secondary areaSince the Academy is a business unit within the DBSA, the secondary area of the value chain, that is, human resources,finance and administrative support is supported by the DBSA's main business.8.5 Value propositionThe value proposition of the Academy to its different market segments is depicted in Table 3:Table 3: Value propositionDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0853

8.6 DBSA VA course attendance by DBSA staff: April 2005 to Jan 2006DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0854

8.7 Attendance of courses by outside peopleNumber of external training courses to different clients (10 clients, 2 of these are local government)The following are the training courses delivered externally for the year 2005/061. Monitoring and evaluation systems2. Risk management programme3. Integrated development planning4. SADC DFI - SMME training programme5. Local Government Resource Centre / LGnetName of courseNo of clients trainedNo / Names of municipalclients trained1. Monitoring and evaluation systems31 government and privatesector clients trained61 government and privatesector clients trained2. Local Government ResourceCentre / LGnet3. Risk management programme4. Integrated development planning5. SADC DFI – SMME trainingprogramme1. Monitoring and evaluations systemsThe following institutions were trained:38 municipalities8 municipalities4 municipalities24 DFIs across SADC includingIDC South AfricaDpt of Trade and Industry, Local Government and Traditional Affairs, Dpt of Agriculture, Dept of Arts and Culture, Dept ofEconomic Affairs Environment & Tourism, Dept of Health EC, DPLG, Dept of Public Administration, DWAF, Exegesis, GreaterLetaba, High Impact Innovation, IBISIS, Khulisa Management Services, KPMG, Mega-Tech, MXA, National Treasury, NGOC,Office of the Premier NW, Office of the Premier KZN, Office of the Premier Mpumalanga, Polokwane Municipality,Provincial Govern WC, SADC REEP, SAMDI, The Presidency, Umalusi, Waterberg Municipality.810 municipal staff trainedList of municipalities (seenames below under point b)19 municipal staff trained8 municipal staff trainedMerafong, Emfuleni, WestRand, DWAF29 SADC-DFI staff trainedDBSA Vulindlela Academy in Perspective June 2006 | Chapter 08552. Local Government Resource Centre (LGRC/LGnet Training)The following municipalities attended this programme:Lesedi, Sedibeng, Emfuleni, Noakeng Tsa Taemane, Klerksdorp, Maquassi Hills, Ditsobotla, Tswaiing, Kagisano, Mamusa,Bophirima, Naledi, Moses Kotane, Bojanala, Kgetleng River, Rustenburg, Lekwa Teemane, Dept of Housing (NW),Mafikeng, Central District, Ventersdorp, Ramotshere, Moshaweng, Frances Baard, Dikgatlong, Kgatelopele, Tembilhle,Emathanjeni, Pixley Ka Seme, Kai Garib, Namakwa, Nama Khoi, Kamiesberg, Hantam, Siyathembo, Khai-Ma, Khara Haisand Mier.As at 1 December 2005, some 810 people had received user training and 179 received administrator training in Gauteng,the North West, Northern Cape, KwaZulu-Natal, Eastern Cape and the Western Cape. Training in Mpumalanga, Limpopoand the Free State was scheduled to start in January 2006. It is expected that approximately 1 300 to 1350 people in allnine provinces would have been trained by the end of March 2006.

8.7 Attendance of courses by outside people cont...3. Risk Management programmeThe following municipalities attended this programme: Umjindi, Kagisano, Ntabankulu, Polokwane, UGU District, Mbobela,Emakhazeni and Albert Luthuli.8.8 SADC, JICA programmeThe following institutions attended this programme:Development Bank of MauritiusDevelopment Bank of ZambiaSwazi BankDFRC NetworkBRD RwandaIDC ZimbabweInfrastructure Development Bank of ZimbabweNDB BotswanaSwazi Development Finance CorporationCEDA BotswanaMinistry of Planning and Development MozambiqueNile Commercial BankDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0856Southern African Development CommunityNational development Corporation TanzaniaSIDO TanzaniaLNDC Lesotho,Tanzania Investment Bank (TIB)Development Bank of NamibiaSADCAngolaBotswanaDRCLesothoMalawiMauritiusMozambiqueNamibiaSouth AfricaTanzaniaZambiaZimbabwePLC South SudanSEDCO ZimbabweNEFIDC South Africa

Chapter 09Future course delivery plan(What else?)57

9.1 Training needs analysis at local governments (LGs)A comprehensive study was commissioned by DBSA VA in 2004 on the training needs of LGs. The study revealed that themajor problem confronting local authorities is not the availability of training providers, but the problem is a shortage ofquality providers offering appropriate courses. In other words, there are too many training providers - this includes both smalland large scale operations - offering short term "orientation" and "capacitating" courses that have little (if any) lasting impacton LGs. Councils complain that they spend large amounts of money on such "training", but see little (if any) improvement inthe performance of their staff. Too many training organisations inappropriately adapt generic private sector models to suitthe public sector when the latter has, in effect, very complex and specialised needs.The two most urgent training needs are for additional financial training and for training aimed at improving the generalinstitutional and human resource capacity of councils. Unless this is offered, there is little chance that local authorities willbe able to provide the enabling environment that is critical to the economic and social development of communitiesthroughout South Africa. Technical training, especially in low capacity rural councils, runs a close second in terms ofimmediate market demand. There are many training organisations in South Africa with which the DBSA Vulindlela Academymight establish partnerships and explore synergies.Many tertiary institutions move into the field of public management and administration. In many cases, these institutionsare geared specifically to developing training courses for local authorities and are keen to enter into partnerships in thisendeavour.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0958The report pointed out that, in terms of financial training, the following broadly-defined training gaps andpotential synergies were identified:1. Specialist issue-specific (shorter term) training in municipal finance. This would include Generally Accepted MunicipalAccounting Practices (GAMAP) and Generally Accepted Accounting Practices (GAAP) training and could be offered tomid to high-level officials, possibly some senior councillors.2. Specialist general (longer term) training in municipal finance. This would include tertiary education training andcould be offered to high-level officials, possibly some mid-level officials.3. Financial literacy for non-finance people. This could be offered to mid-level officials and senior councillors.4. Financial administrative skills. This could target the day-to-day operational requirements of local authorities,including financial administration (from basic bookkeeping through to budgeting), billing and the implementationof new accounting systems and procedures.5. Financial and legislative awareness. This "awareness training" applies to all levels of council, from wardcommittee members and ward councillors (who need to learn about IDP planning and new approaches tomunicipal budgeting) through the various administrative levels of council to the senior echelons of councils.In terms of institutional and human resource development training, the following broadly-defined traininggaps and potential synergies are identified and discussed in the report:1. Strategic management and leadership training. This is perhaps the greatest challenge to local authorities, andcould be offered to mid to high-level officials and, in some cases, to senior councillors.2. General administrative and personnel development. This includes enhancing organisational and communicationskills, protocol training, ABET training, labour relations, conflict management and change management. The targethere is primarily low-level and mid-level administrative staff.3. General councillor and community development. This could be offered to councillors and ward committe members.4. Changing developmental paradigm-related training. This would address the shift in emphasis from simple serviceprovision to developmental local government, as well as the shift to demand-responsive developmentalplanning. Key targets include senior officials involved in development, town, and regional planning.5. Changing institutional context awareness training. This could be offered to mid to high-level officials andall councillors.

9.1 Training needs analysis at local governments (LGs) cont...In terms of technical and environmental training, the following broadly-defined training gaps and potentialsynergies are identified and discussed in the report:1. Training for rural and low-capacity local authorities. This would include a variety of strategic technical andenvironmental concerns offered to mid to high-level technical staff in low capacity councils.2. Socio-political awareness training. This is seen as essential, and would promote better understanding of the linkbetween the political and social environment within which infrastructure is to be developed and maintained. Thetarget here is mid and high-level technical staff and, in some cases, councillors.3. Infrastructure maintenance requirements. This focuses on technical training for technicians and deals with themaintenance of infrastructure as well as monitoring and evaluation. It is targeted at low and mid-level technicalstaff. It could also be offered to CBOs involved in water service provision.4. Technical training for non-technical people. This could be offered to mid, high-level officials andsenior councillors.9.2 Public programmes training schedule: 2006Based on the above, a comprehensive public programmes training schedule was developed for 2006.PUBLIC PROGRAMMES TRAINING SCHEDULE: 2006Programme Jan Feb March April May June JulyMunicipalFinanceManagement(MFMA)EnvironmentalLaw UpdatesRiskManagementProgramme(RMP)IntegratedDevelopmentPlanning(IDP)20-246-713-14317-21Aug17 -17Sept2118-22Oct23-27NovDecDBSA Vulindlela Academy in Perspective June 2006 | Chapter 0959Introductionto ProjectManagement(PM-Intro)16–1810-12MunicipalGovernanceProgramme(MGP)6 & 20 3 & 1015 &2212 &1914 &2111 &189 & 16

9.2 Public programmes training schedule: 2006 cont...Programme Jan Feb March April May June JulyAugSeptOctNovDecDBSA / JICAInfrastructureDevelopmentProgrammeCommunityLeadershipDevelopment(CLDP)28–3123–2625–28AdvancedProjectManagement(PM-Advanced)6–911–14DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0960PreferentialProcurement(PP)Engineeringfor Non-EngineersPortfolioManagementMonitoringandEvaluationSystems23–2428–2913–1715–1727–2820–2124–25

9.3 Public programmes – price list for 2006In order to cover costs, the following prices were attached to the courses:ProgrammeDurationDelivery partnerCost per delegateVenueExcl VAT Incl VATRisk ManagementProgramme (RMP)5 daysDBSA Risk ManagementUnitR3414R3892DBSA VAIntegrated DevelopmentPlanning (IDP)Municipal FinanceManagement (MFMA)2 days2 days(as a pilot)University ofWitwatersrand andUniversity of ZululandUniversity of South AfricaR3240R3400R3694R3876DBSA VADBSA VAIntroduction to ProjectManagement (PM-Intro)3 daysR3000R3420DBSA VAMunicipal GovernanceProgramme (MGP)Community LeadershipDevelopment (CLDP)Advanced ProjectManagement(PM-Advanced)Preferential Procurement(PP)Engineering for Non-Engineers (ENE)Environmental LawUpdates (ELU)9 months3 weeksstaggered4 days2 days4 days1 dayUniversity ofJohannesburgUniversity of LimpopoUniversity ofWitwatersrandDBSA Senior SpecialistsR9100R3500R3500R2500R3500R2500R10374R3990R3990R2850R3990R2850DBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA Vulindlela Academy in Perspective June 2006 | Chapter 0961Portfolio Management (PM)5 daysR12000R13680DBSA VADBSA/NEPAD InfrastructureDevelopment Programme(JICA IDP)10 daysUniversity of PretoriaR10000R11400DBSA VAMonitoring and EvaluationSystems (M&E)3 daysWorld BankR1500R1710DBSA VA

9.4 DBSA internal training calendar for 2006Training Course Date VenueGuidelines for Labour Intensive projects – EPWP3 March & 28 MarchDBSA VAJICA/NEPAD Infrastructure Development Programme6–17 FebruaryDBSA VAWomen's Development Programme6 Feb to June / JulyDBSA VAIntegrated Development Planning (IDP)6–7 FebruaryDBSA VABusiness Intelligence for Managers8 FebruaryDBSA VAFinancial Literacy for Administrators8–10 FebruaryDBSA VAFinancial Maths20–21 FebruaryDBSA VALabour Relations Training21–22 FebruaryDBSA VAFinancial Maths (group 2)22–23 FebruaryDBSA VAEmotional Intelligence27–28 FebruaryDBSA VAEmotional Intelligence (group 2)2–3 MarchDBSA VAFinancial Literacy for Administrators2, 3 &6 MarchDBSA VALabour Relations Training (group 2)6–7 MarchDBSA VADBSA Vulindlela Academy in Perspective June 2006 | Chapter 0962Targeted SelectionLabour Relation Training for ManagersEmotional Intelligence (group 3)Emotional Intelligence (group 4)Development Fund Induction programmeBusiness Intelligence for ManagersEmotional Intelligence (group 5)Emotional Intelligence (group 6)Emotional Intelligence (group 7)Emotional Intelligence (group 8)Emotional Intelligence (group 9)Business Intelligence for ManagersCORE Overview Training (Managers / Executives)Core Competency TrainingEmotional Intelligence (group 10)Finance for Executives (INSEAD)6–7 March8–9 March27–28 March27–28 March2–15 May11 May25–26 May29–30 May26–27 June28–29 June6–7 July13 July16 August21–26 August28–29 August30–31 OctoberDBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VADBSA VAFinance for Executives (INSEAD)1–3 November9.5 Other training programmes plannedThe human capacity of DBSA Vulindlela Academy (DBSA VA) is limiting the reach and impact of external developmentorientedtraining. DBSA VA decided to do more than the usual to get the training programmes that are available to all theLGs and clients, therefore something similar to the economic multiplier, ie training multipliers will be put in place.The training multiplier envisaged ventures might include:1. E-Learning through computer based training programmes.2. Training the trainer to enable more trainers to reach clients.3. Video productions on specific subjects that could be send to clients.4. Radio broadcasts and TV productions, where different development training topics could be handled.

DBSA Vulindlela Academy in Perspective June 2006 | Chapter 0963Vulindlela AcademyThe DBSA VAAuditorium has upto-dateequipment

9.6 Innovation and Corporate Entrepreneurship (ICE) coursesThe Development Bank of Southern Africa (DBSA) introduced an Innovation and Corporate Entrepreneurship (ICE) traininginitiative in May 2005. Almost 100 managers and senior staffmembers were trained during the five days spread out overthree months. This training will now be rolled out to 250 professional and other DBSA staffmembers.The innovation aspect initially formed part of the Change Management Programme of DBSA and was laterextended and incorporated into the comprehensive concept of Corporate Entrepreneurship (CE). The two DBSAcultural surveys, one in 1999 and one in 2002, called for something to be done to boost the morale of staff andto align the organisation for continuous development.The ICE training was a combined venture by the DBSA Vulindlela Academy (DBSA VA), the Corporate Strategy Unit(C Strat), the CEO's Office and the University of Pretoria's Continuing Education (CE at UP). A top-down approachwas followed and the CEO and Executive Management was an inspiring force behind the initiative that kicked offat their Management Review Meeting (MRM) of July 2005 in Magaliesburg. The active involvement of topmanagement is the main reason for the success of these training outputs.Besides the underlying IEC theory, several conventional and unconventional activities and methods were used tounleash the creative potential of the delegates. The envisaged impact of this initiative was to revitalise the DBSA,to stimulate creativity through a range of training seminars, and to come up with new ventures to enhancefuture development. The outcome of the training process so far was a surprising 21 new venture proposals.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 09649.7 New training courses in the process of developmentOther training programmesThe following programmes are being developed and are offered directly by the DBSA senior specialists from 2006 onwards.Programme TitleUnderstanding the second economy and underdevelopmentAssessment, design and management of capacity buildingprojects with regard to infrastructure delivery.Engineering for non-engineersEntrepreneurial orientationEnvironmental risk assessment and maximising opportunitiesfor development financingProgrammeDuration2 days5 days5 days5 days5 daysTarget MarketDBSA staff and municipalitiesDBSA staff and municipalitiesDBSA staff and municipalitiesDBSA staff and municipalitiesDBSA staff and SADC DRsMonitoring and evaluation5 daysDBSA staff and municipalitiesMunicipal infrastructure investment modelling, IDP budgetproject prioritisation5 daysDBSA staff and municipalitiesRisk assessment in ICT project evaluation5 daysDBSA staff and SADC DRsThe DBSA's perspective on sustainable development5 daysDBSA staff and municipalitiesWater law5 daysDBSA staff and municipalitiesSocial policy and infrastructure in the new millennium2 monthsDBSA staff and government officialsTogether with its partners the Academy continues to develop more and more programmes based on demand fromits clients.

Chapter 10DBSA VA's future plans and theway forward(What next?)65

10.1 Future collaborationRegarding possible collaboration between other DBSA units, the most important thing to avoid is disjointed planning andimplementation between the various DBSA divisions. The spin-off from this is that DBSA VA would be able to utilise theavailable knowledge resources in the Bank in a manner that is complementary to each other. This would help to cut downon duplications and will also assist in the optimal utilisation of resources, resulting in synergies between various divisions.DBSA VA needs to avoid sending mixed signals out, thereby confusing clients and stakeholders. The key to collaboration isseamless planning and communication. DBSA VA should operate in such a manner that it is able to leverage off of the otherfunctions and divisions within the Bank.What DBSA VA needs to do is work in harmony with the Specialist Advisory Services Unit and the Development Fund toimplement the DBSA strategy on capacity development in the local government sector. Needless to say, coordinatedmarketing is also important.10.2 AccreditationThe Vulindlela Academy has attained the status of being an accredited service provider. This is beneficial because:DBSA Vulindlela Academy in Perspective June 2006 | Chapter 1066Accreditation gives DBSA VA official recognition in the market and with stakeholders as a service provider inthe capacity-building and development arena;This will assist in the positioning and branding of the Vulindlela Academy;It also attests to the value-add of DBSA VA, and strengthens the triple role of the DBSA as investor, advisorand partner; andIt will also assist DBSA VA to gain market acceptance.DBSA VA aims to consolidate itself and fully capitalise on its advantageous position to its fullest potential.10.3 Future DBSA VA products and servicesRegarding future products and services, DBSA VA will continue to develop high-priority training courses such as:Ones that are in demand by our clients.Those that address core issues of capacity development in municipalities.Those where DBSA wishes to develop its own competence.Those competencies that have been prioritised by the government and local government.The high-priority courses are those that DBSA VA would want to be known for, and in which it would want to develop itsown competencies and technical abilities.As a short-term strategy, DBSA VA will continue to use partners who already have the internal competency to assist DBSAVA in delivering these courses. This dependence will have to decline as the Academy progressively builds up its internalcapacity to offer various courses.The low-priority training courses are those that the DBSA would not want to spend too much effort and resources indeveloping as its own competency. DBSA VA can get these courses from other external service providers and academicpartners.

10.4 Future partnership developmentsDBSA VA has developed some partnerships with other organisations, mainly with tertiary education institutions. DBSA VArecognises that there is already a lot of in-house capacity within those educational institutions, which would assist theDBSA in making its forays into the local government arena. DBSA VA is reviewing these partnerships so that it can augmentand streamline accordingly. DBSA VA is also revisiting dormant partnerships with a view to terminating them.DBSA VA is looking at building partnerships with some of the very good and high-profile service institutions which it wouldwant to collaborate with in offering (specialised) courses. For instance, the DBSA VA is currently involved in negotiationswith an international partner, the University of Michigan. DBSA VA is already getting some positive signs and signals thatthis partnership will greatly augment its capabilities in the area of training and capacity development. This can only be tothe advantage to our local government clients.DBSA VA has a very interesting partnership with Japan's JICA, which is actually part of a government to governmentpartnership. It is a partnership which addresses the issues of infrastructure development, public finance and governance,and SMME development in the SADC region, mainly through DFIs. DBSA VA will host, on an annual basis, a two-weektraining course on SMME, under the auspices of JICA and with the assistance of the University of Pretoria and other privatefirms which are the facilitators.10.5 Future other products and servicesBecause capacity development is much bigger than just training, DBSA VA is looking to fostering dialogue and runningconferences and seminars on local government-specific topics and areas, in addition to its training courses. DBSA VA is alsogoing to be embarking on long-distance education, where DBSA VA will be able to bring capacity-building and the latestdevelopments in that field to the rural municipalities. In addition, the provision of advisory services is almost unavoidable.For example, in the areas of performance management where the provision of training is not enough, there might be aneed to put in place appropriate performance management policies and systems in order to start showing improvementsin efficiencies and effectiveness.10.6 Future challengesThe biggest challenges that lie ahead for the DBSA Vulindlela Academy, as it strives to implement itsstrategy, are:1. Market acceptance of DBSA VA as a creditable training centre of excellence. This is mostly due to the DBSA beingknown as an infrastructure finance bank.2. The ability for DBSA VA to to position itself as a distinct service provider rather than just another "me too" serviceprovider in the market place.3. The need for the DBSA VA to be established and positioned as a specialised and focused training and capacitydevelopmentAcademy.4. For DBSA VA to speedily build up its core capabilities and to deliver. The current expectations are racing ahead ofDBSA VA's limited delivery capacity;5. To develop the Academy-type systems that must be put into place.6. In the short-term, DBSA VA will have to speedily put in place its own capacity to deliver otherwise it will continueto be dependent on third parties for assistance. This dependency is not tenable if DBSA VA wants to position itselfas the premium public sector capacity development agency in Southern Africa.7. DBSA VA will not fall into the trap of considering itself purely a training academy as opposed to a capacitydevelopmentacademyacademy. The 2005 World Bank Report (by its Operations and Evaluation Department oncapacity-building in Africa) indicates very clearly that the traditional role of going the training route has not actuallyyielded the beneficial results that were anticipated. Therefore, what DBSA VA needs to do is look at the issues oftraining against the bigger and broader involvement of capacity-building so that skills development is pursued inconjunction with other interventions that might be required, eg institutional realignment, policy formulation, etc.DBSA Vulindlela Academy in Perspective June 2006 | Chapter 1067

Marble fountains at themain entrance of DBSA VADBSA Vulindlela Academy in Perspective June 2006 | Chapter 106810.6 Future challenges cont...8. DBSA VA must be able to utilise a lot of public sector and local authority information, as well as studies that havebeen conducted, to sharpen and shape its own strategies to fulfill its role in the market.9. A very important aspect is to learn from the lessons of the past in coming up with training programmes andadvisory services. It is particularly important for DBSA VA to write up case studies so that DBSA VA can share thelearning with other municipalities who are experiencing similar problems.10. Lastly, the quality of the partners that DBSA VA brings on board is very important which is why DBSA VA is in theprocess of identifying these key partners.