The school is part of the Ministry for Public Service and Administration (MPSA), under the leadership of Minister Ayanda Dlodlo and Deputy Minister Chana Pilane-Majeke.
Minister: Ms. Ayanda Dlodlo, MP
She is a member of the African National Congress (ANC) and a Member of Parliament.
Ms Dlodlo holds a number of postgraduate qualifications in Management Development; Business Management and Executive Development Programmes.
Positions last held/Career/Memberships/Other Activities
Ms Dlodlo left South Africa in 1980, when she was only 18 years old, to join Umkhonto weSizwe in Angola. After serving in various camps in Angola and receiving training in Moscow, Dlodlo went to England to study Marine and Shipping Management. She returned to South Africa in 1994.
Ms Dlodlo has worked for Telkom, Portnet and Sanlam in various portfolios such as human resources, transport, strategic information and industrial relations. She is also a former secretary-general of the uMkhonto weSizwe Military Veterans Association.
Ms Ayanda Dlodlo served as the Deputy Minister of Public Service and Administration of the Republic of South Africa; a position she was first appointed to on 1 November 2010, and re-appointed to on 26 May 2014 until 30 March 2017.
She was the Minister of Communications of the Republic of South Africa from 31 March 2017 to 16 October 2017.
Deputy Minister: Dr Chana Pilane-Majake, MP
Dr Chana Pilane-Majake is the Deputy Minister for Public Service and Administration since February 2018. She is a Member of Parliament of the Republic of South Africa. She was previously appointed as Chief Executive Officer for the Commission on Gender Equality, a Chapter Nine Institution in terms of the Constitution of the Republic of South Africa (SA), a position she held for eight years before joining VIP Consulting Engineers as Executive Director for Human Resources where she worked until her deployment to Parliament. She holds a Doctorate in Literature and Philosophy from University of South Africa, a Masters Degree in Social Science from the University of Natal now known as the University of Kwa-Zulu Natal, an Honors & Bachelors Degree from University of the North now known as the University of Limpopo, a Diploma in Development Studies from Stanford University, California, USA. Before joining the Commission on Gender Equality in 2002, she worked for a bilateral programme between SA & EU – European Union Foundation for Human Rights in South Africa as a Consultant and Project Officer assisting in funding human rights organizations, promoting the culture of human rights in South Africa.
She is a scholar with extensive lecturing experience at University of the North and University of Natal respectively, teaching Human Rights and Development Studies. She is in her voluntary capacity, a Founder member of a number of schools for children with disabilities. Dr Chana Pilane-Majake has been extensively involved in inviting and organizing major international and national events that promote human rights in South Africa. She has served on different Boards in pursuance of political, economic and social justice for the people of South Africa. During the struggle days through United Democratic Movement (UDM) and South African Black Social Workers Association (SABSWA), a channel that used to make contact with the ANC leadership in exile, she worked tirelessly on the ground on a number of development projects with women, children and detainees. At the height of political violence in Kwazulu-Natal where she lived at the time, she worked as a peace broker and counselor for displaced families (in particular, Chemoreng Displaced Families at Glebe Hostel-Umlazi and Malukazi south of Durban). Dr Pilane-Majake was also part of the National Co-ordination Committee for Repatriation from 1992 to 1994.
Dr Pilane-Majake also has extensive knowledge and understanding of Southern African Development Community (SADC), African Union (AU) and United Nations (UN) Systems. She has participated in a number of the United Nations Commission on the Status of Women now (UN Women) Sessions at UN Headquarters in New York, USA. She has also published a number of articles in various journals and was instrumental in the development of the SA Gender Training and Resource Manual that has been widely utilized by the National Gender Machinery in promoting gender transformation in SA.
As a member of the ANC, Dr Chana Pilane-Majake has served in various capacities in structures of the movement for the liberation of the people of South Africa. She served as Member in the 4th & 5th Parliament in the Justice & Constitutional Development Portfolio Committee, ad Hoc Committee for Code of Judicial Conduct, (For Judges), Public Enterprises Portfolio Committee, Constitutional Review Committee, Portfolio Committee for Women, Whip for the Justice & Correctional Services Portfolio Committee and Cluster Whip for Peace and Stability.
Executive Management Team
Prof Richard M Levin holds a PhD in Political Theory and Institutions from the University of Liverpool, England; a BA Honours in Development Studies from the University of the Witwatersrand, South Africa; and is a graduate of the Senior Executive Programme from Harvard/University of the Witwatersrand. He is an accomplished scholar and is currently a visiting professor at the Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. Additionally, he is a visiting professor at the University of the Witwatersrand, South Africa where he chairs the Advisory Board of the Wits School of Governance. He has previously held various academic and lecturing positions at the Universities of the Witwatersrand, Swaziland and Liverpool.
Prof Levin has held numerous leading roles in the South African Government since 1997. He has served as the Director-General of the Department of Public Service and Administration (2004-10) as well as the Economic Development Department whose establishment as a new department he led (2010-2012). He was the Director-General of the Office of the Public Service Commission from 2012-2015. He joined the National School of Government in June 2015 as the Principal. He will be responsible for steering the NSG as a centre from which public sector training is coordinated, provided and facilitated, curriculum and training standards directed and as a hub for learning and development.
The following are the Business Units under the Office of the Principal:
Communication, International and Special Projects
The Office of the Principal must also contribute to strategic and intellectual discourse on capacity building in the public service, domestically and internationally. These responsibilities also include communication, public and stakeholder engagements, forging strategic international partnerships, mobilising resources from the donor community, and facilitating the School’s engagement in the global knowledge exchange network through mutually beneficial partnerships with institutions on the African continent and around the world.
Office of the Chief Financial Officer
The core function of the Office of the Chief Financial Officer is to provide overall management of the financial affairs of the School. The sub-programme provides services to support planning, controlling and monitoring financial performance targets through its units, namely: supply chain management, financial management and reporting, and management accounting. This also covers the establishment and continuous improvement of effective systems for the management and safeguarding of NSG assets.
The core function of the Internal Audit Unit is to provide independent, objective assurance and consulting services designed to add value and improve NSG’s operations. It helps NSG to accomplish its objectives by bringing a systematic, disciplined approach to evaluate and improve the effectiveness of risk management, control and governance processes. The Internal Audit Unit therefore assists the Principal, as Accounting Officer, in maintaining efficient and effective controls by evaluating administrative procedures and control measures to determine their effectiveness and efficiency, thereby developing recommendations for enhancements and improvements needed. Internal Audit has an administrative reporting line to the Corporate Management sub-programme. Risk management is also supported through Internal Audit.
The branch provides support to the School on matters of strategic and allied functions to position the School and drive through its transformation and development. The branch is responsible for a range of activities supporting executive functions within the NSG, these include, management of the strategic cycle activities, legal and contractual matters as well as providing other administrative services to ensure smooth running of the School. The branch is further responsible for the provision of corporate services to the School through work carried under three units, namely; Information Communication Technology, Human Resource Management and Development as well as Logistics and Facilities Management. The three units play a strategic role of enabling and supporting all Branches within the School with human and physical space resources and operational tools to meet their strategic objectives. The ICT and Facilities Management functions exist to also enhance and provide a more efficient and modern provision of services to the School.
Specialised Services Branch
The branch focuses on the specialised and transversal support competencies that are core to NSG as defined through functions of the business units listed below:
The core function of the Curriculum Design Unit is the management of the entire curriculum development cycle of training programmes and courses covering the spectrum of induction, leadership, management, and administration competencies. Capacity gaps identified as part of the training needs analyses informs the curriculum design processes and course (and programme) development.
The core function of the Quality Assurance Unit is to enhance the credibility of NSG courses and resultant training. All NSG programmes and courses – whether credit bearing or not – are subjected to rigorous quality assurance processes.
The core function of the Accreditation Unit is to increase available accredited programmes and courses (though not at the expense of non-credit bearing professional development programmes) that are linked to targeted qualifications on the National Qualification Framework.
The core function of the E-Learning Unit is to explore and implement modes of training delivery that take advantage of new and existing technologies to inform training rollout beyond the traditional face-to-face classroom-based training.
Training Management & Delivery
The sub-programme is responsible for the roll-out of training and post-training delivery support in induction, leadership, management, and administration as defined in the following units:
The core function of the Induction Unit is the implementation of programmes that give effect to the induction and orientation of all public servants in line with the constitutional requirements, the principles of Batho Pele and values and ethos of the public service. In addition, the unit also looks into the preparation of unemployed youth graduates for entry into the public service.
The core function of the Leadership Training Unit is to build leadership capacity across all levels in the public service, from initial access to on-going professional development throughout the leadership pipeline. Its approach is grounded in distributed leadership at all performer levels. Leadership development and support will include training programmes on effective leadership in the public service, mentoring and coaching, workshops and seminars.
The core function of the Management Training Unit is to develop technical skills for generic management competencies. These cover the following core areas: Financial Management; Human Resource Management; Project Management; Supply Chain Management; Monitoring and Evaluation; Planning and Organisation Design.
The core function of the Administration Training Unit is to improve the administrative capacity of the State, for which there has been repeated calls by key role players. NSG will focus on the following core administrative areas: Ethics and Anti-Corruption, Diversity Management, Communication and Service Delivery to the Citizen, which includes training on Project Khaedu.
The Unit focuses on training delivery logistics management, maintenance of the training management system (TMS), management of training provider contracts, caterers, and printers and training records management.
The Marketing Unit is responsible for the undertaking of marketing initiatives to increase opportunities for training and development, through initiatives such as exhibitions, marketing material and brand development and enhancement. The Sales function is also located in this chief directorate.
Training Policy and Planning
This branch has not been fully established as functions relating to policy and planning have not been created. Currently, the key line functions of the branch is Research and Innovation as well as Monitoring and Evaluation. In addition, curriculum policy and planning, quality assurance policy and planning as well as norms and standards functions will be developed.
Research and Innovation
The core functions and purpose of the Research and Innovation Unit is to:
- undertake, disseminate and provide access to relevant research,
- conduct training needs analyses to inform the capacity development requirements of client departments,
- create proper facilities equipped to provide knowledge management services and
- give access to resource material and assist with benchmarking practices.
It entails conducting broad research studies into the nature of the South African State, its character and attributes towards informing capacity development for improved service delivery.
Monitoring and Evaluation
The core functions of the Monitoring and Evaluation Unit is to monitor and evaluate the effectiveness and quality of training programmes offered by the National School of Government. A further level of evaluation, i.e. the Application of Learning Studies has been implemented by the Chief Directorate. The objective is to determine whether learning programmes make any difference to the performance of the participants after attending a particular training programme. It is anticipated that, as data is collected over a period of time from specific departments, a determination can eventually be made as to the effect of the training on the department.