Skills for and through SIPs What has been

Skills for and through SIPs What has been done and what still needs to be done to skill South Africans for SIPs and through SIPs Highlights of the report of the Departments of Economic Development and Higher Education & Training (presented at the CESA conference of 11 th November 2014) 2 September 2014

The SIPs projects SIPs 1 - 9 SIPs 10 - 18 SIP 1: Unlocking the Northern Mineral Belt with Waterberg as the Catalyst SIP 10: Electricity transmission and distribution for all SIP 2: Durban- Free State– Gauteng Logistics and Industrial Corridor SIP 11: Agri-logistics and rural infrastructure SIP 3: South Eastern node & corridor development SIP 12: Revitalisation of public hospitals and other health facilities SIP 4: Unlocking economic opportunities in the NW Province SIP 13: National school build programme SIP 5: Saldanha-Northern Cape Development Corridor SIP 14: Higher Education infrastructure SIP 6: Integrated Municipal Infrastructure Project SIP 15: Expanding access to communication technology SIP 7: Integrated Urban Space and Public Transport Programme SIP 16: SKA and Meerkat SIP 8: Green energy in support of the South African economy SIP 17: Regional integration for African cooperation and development SIP 9: Electricity generation in support of socio-economic development SIP 18: Bulk water supply and distribution

Developing skills profiles – identifying sectors q q q q q Agriculture, Forestry & Fisheries Basic Education Commercial and Office Buildings Communication Correctional services Crime prevention (SAPS) Energy Health Higher Education & Training Human Settlements q q q q q Justice Manufacturing Mining Other (e. g. Public Works) Ports, rail, pipelines Public Transport Roads Social Services Tourism Water & Sanitation

Typical skills prototype per sector

Model outputs – demand per sip 300, 000 250, 000 200, 000 150, 000 100, 000 50, 000 0 2012 2013 2014 SIP 01 SIP 02 2015 SIP 03 2016 SIP 04 SIP 05 2017 SIP 06 SIP 07 2018 SIP 08 2019 SIP 09 SIP 10 2020 SIP 11 SIP 12 2021 SIP 13 2022 SIP 14 SIP 15 2023 SIP 16 SIP 18 2024 2025

Model outputs – national demand 300000 250000 200000 1: Managers 2: Professionals 3: Technicians And Associate Professionals 4: Clerical Support Workers 150000 5: Service And Sales Workers 6: Skilled Agricultural, Forestry, Fishery, Craft And Related Trades Workers 7: Plant And Machine Operators And Assemblers 100000 8: Elementary Occupations 50000 0 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Developing skills profiles – defining scarcity § § § Adequate supply Shortage (0 -20%) Significant shortage (20 -50%) Critical shortage (50 -99%) Absolute scarcity (100%) i. e. not available

Top 6 scarce skills after first assessment (2013) Surveyor 500 Materials Engineer 450 Grader Operator 450 Programme / Project Manager 350 Electronic Eng Technician 300 Welders 220 (including land eng. surveyors) 8

Professionals and associate professionals The occupations Built environment professionals q Draughtsperson q GISc practitioner, technologist, technician q Landscape architect, technologist, technician q Land engineering surveyor q Quantity surveyor q Planner Construction professionals q Construction project manager q Construction health and safety agent, manager and officer

Professionals and associate professionals The occupations (cont) Engineers q Aeronautical engineer, technologist, technician q Chemical engineer, technologist, technician q Civil engineer, technologist, technician q Electrical engineer, technologist, technician q Environmental engineer, technologist, technician q Industrial engineer, technologist, technician q Materials engineer, technologist, technician q Mechanical engineer, technologist, technician q Mining engineer, technologist, technician Scientists q ICT q Forestry q Physicist q Astronomer

The skills pipeline School • Career guidance and subject choices • Quality of education and achieving grades required for occupation Theory • Funding, throughput – enhancing delivery • Access, new qualifications Practical • Availability • Equipment, simulators, instructors • Enough workplaces to offer meaningful, structured experience Workplace • Coaching, mentoring, funding Assessment Expertise • Passing a trade test, professional registration, licensing, completing a learnership or QCTO Award etc • Immigration, secondment, retirees • Specialisation

Professionals and associate professionals Schooling § Common challenges § High symbols in maths, science and literacy required § Limited pool from whom to chose and a challenge i. r. o. transformation § Limited awareness § Solutions § Address Basic Education challenges § Work with National Career Advice Portal to improve information on careers, attend career days and give career talks on radio in all 11 languages

Professionals and associate professionals Theory § Common challenges § Low throughput and inadequate numbers entering industry § Inadequate numbers enrolling or inadequate number of institutions § New qualifications required § Solutions § Modernise and increase amount of equipment and expand facilities § Reduce high student to lecturer ratios – attract, develop more lecturing staff by making scholarships available, funding Chairs, subvention, increasing salaries etc § Increase support staff § Increase tutoring, use of e-learning and range of student support § Increase number of bursaries available § Develop new qualifications where required § Greater % of DHET subsidy should reach the departments developing professionals

Professionals and associate professionals Workplace-based learning § Common challenges § Limited opportunities in the workplace § Poorly structured training § Solutions § Develop structured programmes including mentorship and coaching § Recognise candidate training as a learning pathway § SETAs to fund training during the candidacy phase § Encourage SETAs to work with VAs to manage programmes § Public sector to use Gazette 36760 to ensure their staff adequately training

Professionals and associate professionals Assessment § Common challenges § Small Councils have insufficient capacity to establish robust review system § Costly to establish new professions § Not all professions recognised on OFO § RPL not in place in all Councils § Solutions § Offer seed funding and subsidise review process to establish new Councils and new professions § Link Councils with the OFO committee to make recommendations § Fund the development of RPL systems where required

Professionals and associate professionals Expertise § Common challenges § Insufficient expert/experienced capacity § Solutions § Companies to support CPD § Encourage postgraduate studies § Support secondments § Employ retired professionals § Harness international specialists where necessary

Professionals and associate professionals Employment and related issues § Common challenges § Identification of Work § Labour legislation § Building a Capable State § Solutions § Finalise Identification of Work and regulations for BEPs § Ensure changes in legislation do not reduce training opportunities § Create an enabling environment in the public sector recognising the value of professional judgement in all activities such as HR, supply chain, finance etc § Develop career pathing and grow own staff

Skills Standard - overview § Collaborative effort – ECSA, cidb, DPW, DHET § Standard provides for structured workplace training towards the attainment of national outcomes leading to: § Occupational qualifications § Trade qualifications § University of technology diploma (P 1 and P 2) § Candidacy for professional registration

Contributions from government’s side § Universities § Block grants and earmarked grants (for special purposes) § Colleges § SETAs, mandatory and discretionary (~ R 900 m already committed) § National Skills Fund § Government departments

Possible contributions from the private sector § The private sector is invited to join government in supporting learning opportunities in support of the SIPs – there are multiple opportunities to do so § Career guidance opportunities – volunteers please § Bursaries § Funding for higher education institutions – chairs, investment funds, part-time lecturers etc § Workplace training opportunities for graduates and public sector staff using cidb standard § Second staff to public sector structures for fill strategic vacant posts § See report for more detail – on portal plus discussion forum https: //sip-skills. onlinecf. net