Transcript Document
Naud é Van Rensburg Eskom 082 336 1611
Background
• Government growth targets amidst acute shortage of skills • 2005 – 2009 > 4,5% • 2010 – 2014 > 6% • ASGISA’s targets to halve unemployment and poverty by 2014 • Produce 50 000 artisans in next 3 years • Government investing R430bn to realise ASGISA targets • EDI need to ensure that there will be sufficient capacity in the unfolding REDS to develop and sustain the businesses
Current Status
• Commercialisation of SOE training facilities 1987 onwards drastically reduced capacity • Rationalisation and consolidation 1994 onwards further resulted in decline of training facilities • Severe shortage of qualified instructors • Lack of qualified Mentors, line coaches, assessors – Workplace training • Big demand on the limited skills pool • Current growth puts enormous pressure on depleted pool of skills • High growth rate developed on the back of lows in construction industry – lack of building capacity • Labour brokering vs investment in Skills development
EDI Needs
• Estimates in Local Government and Eskom indicates a need of 8000 artisans
GLOBAL FACTOR 0F 70
25 20 15 10 5 0 3
Capacity Growth based on % Economic Growth rate
23 Growth Rate 18 4 5 14 6 12 7 10 8 9 9 8 10 7 Years 11 6 1 2 3 4 5 6 7 8 9 Years to double capacity = 70/annual growth rate
The Challenge
• Where do we start to address and put focus on ?
Pipeline
: Less than 0,6% of pupils who wrote Senior Certificate in 2006 left school with a “C+” or better for mathematics 1 Learners started Grade 1 in 1995 1 666 980 Learners reaching grade 7 in 2001 932 161 Learners wrote Grade12 in 2006 528 525 Passed Matric exemption 85 830 Achieve A-C 10 000 Less than 0.6% (10 000) of pupils that started grade 1 in 1995 qualified for admission in Science and Technology faculties, including health, engineering, economics etc.
1 Dr Jane Hofmeyer, ISASA Mathematics and English Programme, 2007 to 2010
Pipeline
Less than 3% of pupils who wrote Senior Certificate in 2005 left school with a “C+” or better for mathematics 1 Learners writing Senior Certificate in 2005 508 363 In 2002 was 3 720 Writing higher grade mathematics 44 055 Passing 26 383 African 5 000 – 6 000 1 500 Number of African school leavers with a “C+” or better (in 2002 was only 700 ) 1 Dr Jane Hofmeyer, ISASA Mathematics and English Programme, 2007 to 2010
Pipeline
Total number graduates NQF6 to 8
4248 4500 4000 3500 3000 2500 2000 1500 1000 500 0 2895 3306 3565 3783 2000 2001 2002 2003 2004 Output of all engineering disciplines in SA for which all industries compete
Graduation trends and availability National Learners Records Database from SAQA – February 2007
Pipeline
Engineering Graduation Trends and Availability
1250 243 812 1368 291 922 1662 283 902 1799 293 924 1912 337 1034 2000 Electrical 2001 2002 Industrial 2003 Mechanical 2004
Pipeline
Employment Equity Legislation put demands on historically disadvantaged population groups SA specific In 2004 the following available graduates was African: • 18.5% of graduates across all engineering disciplines • 15% in industrial and mechanical engineering disciplines • 17% in metallurgical engineering • 20% in mining engineering • 19% in electrical and electronic engineering
Migration of Skills
100% 80% Pakistan China Zimbabwe Nigeria 60% India UK Rest of Europe 40% Rest Of Africa 20% 0% Other
Leading source countries
South Africa
South Africa
Canada Namibia Rest of Africa Rest of Europe New Zealand USA Australia Other
Leading destination countries
Documented migration, Statistics South Africa, 2003 Report No. 03-51-03
UK
Migration of Skills
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Documented immigrants
Professional Managerial
South Africa
Clerical and sales Not economically active
Self-declared emigrants
Other SA
Documented migration, Statistics South Africa, 2003 Report No. 03-51-03
Capacity to deliver in the need
Training Resources (instructors) in EDI 73 80 70 60 50 40 30 20 10 0 Full-time 22 Part-time 16 Contractor
Capacity to deliver in the need
60 50 40 30 20 10 0
Training Resource availability in EDI per Category 51 39 35 42 41 29 37
Capacity to deliver in the need
Facility Capacity in EDI
554
0
36 12 0 0 0 16 87
Capacity to deliver in the need
• Preliminary estimates reveal current shortage of >120 electrical instructors in SOE • Estimated shortage in Local Government and Eskom > 55 instructors • Capacity to deliver electrical training indicate 554 • Capacity to train Distribution qualified electricians < 250 • Output of existing training centres can be increased for “generic” electricians • To increase capacity for Distribution related training require significant investment in facilities and instructors
Capacity to deliver in the need
(cont)
• Current research indicates that • Not sufficient practical workplace training opportunities are available • Workplace mentoring and Coaching not effective due to the • Lack of resources • Resistance in coaching
Recommendations to address Capacity
• Industry need to get involved at school level to • create interest in Maths and science • Assist in building expertise to deliver training • Develop environment to attract technical instructors • Create a well-skilled workforce – specialists, expertise by • Re-employment of retired artisans • Attract and training existing artisans as instructors • Within a well defined strategy consider import of instructors for the short term
Recommendations to address Capacity
(cont)
• Create partnerships to build well skills pool that all companies can access – optimisation rather than amalgamation • Create training hubs throughout the country • Create lower entry and exit level qualifications to capture school leavers at grade 10, e.g.
• Linesman
3 2 4 5 NQF Competence vs Experience Model Proposed Process Proposed Situation 2 4 6 YEARS Experience 8 10
Recommendations to address Capacity
(cont)
• Develop and register skills programmes to give employees credits and mobility towards qualifications • Create capacity to develop emerging BEE and BWO companies • Seek support of EWSETA for the support in establishment of Institute of Sectoral and Occupational Excellence (ISOE)
Conclusion
• • • Challenges relating to the skills pipeline cut across the education, training and workplace arenas. The problem is not merely to equip new entrants with skills, but to ensure that they gain the appropriate workplace experience to consolidate their craftsmanship, supervisory and professional capabilities. A further challenge is the predominance of an aging skill population which needs to be replaced without compromising quality and performance”.
CIDB Skills for infrastructure delivery in South Africa the challenge of restoring the skills pipeline discussion document
;
Conclusion
• • • Studies by different groups revealed; There is a lack of the physical infrastructure A bigger contributing factor is the low level and uneven spread of training intellectual capacity (instructors), updated equipment and funding. • Consolidate existing resources to maximize existing capacity and thereafter, engagement around alliances and partnerships. • One of the biggest impediments however, is resources to drive such processes.
Recapacitating the state: Locating government’s training capacity. Renee Grawitzky