Transcript Accelerated and Shared Growth—South Africa

Joint Initiative on Priority
Skills Acquisition
Industry and Higher Education Institutions:
Addressing Priority Skills
09 June 2008
1
Ways of Unpacking Demand- Ideal
What we
know about
projects in
sectors
Schedule driven – projects - uncertain
Variable – contractors, etc
Permanent – continuity – base load
Step or gradual changes
What we
know about
shutdown
and
variable
needs
SETA SSP
numbers for
2005, 06, 07
Engineering demand
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JIPSA target = 3,000 across engineering
disciplines
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Priority demand based on count and constant
over last 3 years
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Electrical engineers and technologists (> 2,000)
Civil engineers and technologists (>1,500)
Mechanical engineers (>800)
Electronics engineers and technologists (>400)
Mining engineers (>300)
Chemical engineers (>300)
Geologists, geophysicists (300)
Metallurgists, Materials scientists (>200)
Engineering technician demand
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JIPSA target = 300 across engineering disciplines
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Priority demand based on count and constant over last 3
years
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Civil engineering draftspersons and technicians (>1,000)
Mechanical engineering draftspersons and technicians
(>1,000)
Mining Technicians (>900)
Chemical Engineering Technicians (>500)
Electrical engineering draftspersons and Technicians
(>500)
Electronic engineering draftspersons and technicians
(>400)
Artisan demand
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JIPSA target = 30,000 additional across engineering and
construction disciplines
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Shutterhands & Steel fixers (>5,000)
Welders (>5,000)
Electricians (>4,000)
Fitters (>4,000)
Motor mechanics (>3,000)
Millwrights (>1,500)
Automotive electricians (>1,500)
Boilermakers (>1,500)
Diesel mechanics (>1,500)
Electrical distribution workers (>1,000)
Toolmakers and patternmakers (>1,000)
Fitter and Turner (700)
Instrument mechanics (700)
Carpenter and Joiner (>500)
Earthmoving equipment mechanic (>300)
Trade demand - Emerging
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JIPSA list excludes following – emerged
since list adopted
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Vehicle body builders (>5,000)
Electronics instrument trades workers (>4,000)
Metal casters & forgers (>5,000)
Metal machinists (>2,000)
Telecommunications trades workers (>2,000)
Plumbers (>1,500)
Chemical plant operators (>1,000)
Plasterers (>1,000)
Conclusion – DPE input
Projected national demand and supply
Estimate of national supply and demand for engineering-related skills (to 2012)
Artisans Technicians
Engineers
Current numbers
135000
6000
15000
Demand
45000
11000
10000
Attrition
35000
8500
Total requirement 80000
18500
Supply
35000
12000
Deficit
45000
6500
Notes:
1. Demand is economy-wide, based on SSPs and data from ECSA
2. Supply based on various assumptions about increasing historical supply pipeline quantities
3. Historical supply pipeline data does not include recent increase reflected in Business Skills Survey
4. Absence of data for technicians due to lack of clarity regarding definition of technicians and technologists
5. High attrition rate due to high average age of artisans (55) and engineers
6. Does not include qualitative dimension of the skills shortage
Supply and Demand
Supply and demand
Demand vs Supply per vocation
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
Electrical
Engineering
Total Supply (including FET, RPL from FET, LS, RPL from LS, App)
Civil
Total Demand per vocational cluster
Enrollment
Graduation
What is Business Doing?
Based on data for 89 companies:
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27% of employees, close to 1 in 3, received training during
the last year (SETA funding supports training for an
estimated 2% of employees)
42,604 non-employees trained over 12 month period
The 76 companies captured account for over R3,9bn
investment in education & skills over 12 months
58 of the companies surveyed contribute an additional
combined CSI spend on education & training of R466m
Companies surveyed are spending on average 3,76% of
payroll on education & skills, in addition to the 1% skills
levy
Total number of individuals who receive training in the HET
band culminating in a qualification 8,713 (employed)
5,661(unemployed)
CEO Commitment Going Forward
Gate 2
PRIMARY SCHOOL
HIGH SCHOOL
Gate 3
Gate 4
INITIAL SCREENING
INTERVIEW & TESTING
• Literacy
• English Proficiency (HG D+)
• Academic (50%)
• Panel Interview
• Numeracy
• Mathematics HG (C+)
• Leadership (25%)
• ELSA
• Science HG (C+)
• Sport and/or Culture (25%)
• Mathematics Proficiency
Based on university entrance
requirements.
Macro Supply
• LPCAT
EE Considerations (minimum 50%)
Sasol Bursar
Gate 1
Start of Bursary Scheme
School Entry
The Talent Pipeline
From School Learner to Sasol Bursar
Meeting the Challenges to Increase
Throughput – Short term levers
• Psychometric assessment for fit:
• Learning Potential (LPCAT) & English Language Proficiency (ELSA).
•Support interventions for students who are borderline i.t.o. their assessment:
• Bridging programmes
• Extra tuition in notoriously difficult subjects
• Understanding and support for socio-economic aspects
• Rigorous monitoring of progress with timeous intervention i.e. more hands on
management
•Bursar relationships and development programme for all bursars in the scheme:
• Orientation to Sasol and life as a student before studies commence.
• Personal Interviews and line management workshops during annual campus visits.
• Interactive networking opportunities with the Junior Engineers Forum and Senior Line
Management.
• Assistance with personal problems through the Employee Assistance Programme.
•Monitoring academic performance, offering advice and following up on corrective actions.
•Sasol Reaching New Frontiers training and development program (Dream builders)motivation, goal setting, study and memory skills etc.
Emerging Issues
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Definition (clarifying and marketing)
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Nature of the Learners (access criteria, selection
process and implications for support)
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Nature of the Institution (core issues re staff: student
ratio, facilities and staffing)
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Nature, Relevance and Quality of the Programmes
(including length (breadth and depth of progamme)
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Work Integrated Learning
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Progression – learning and employment
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Funding Arrangements