Embed Size (px)
Citation preview
ADDRESSING ENGINEERING – THE CRITICAL PROFESSION FOR INFRASTRUCTURE DELIVERY AND ECONOMIC
GROWTH IN THE SADC REGION
SADC ENGINEERING NEEDS AND NUMBERS STUDY
Dr Allyson LawlessMarthelene Buckle
Thuba SitholeZan Mlambo
Among the issues onour agenda … would be infrastructure, capacity building & greater African participation in the World Economy...’
Past President Nelson Mandela in his address
to the OAU heads of state and government in June 98.
WHY THE STUDY?
• SADC has backlogs – how do we address them?• SADC has assets – how do we maintain them?• SADC needs more economic infrastructure – how do we deliver?• SADC has resources – how to develop tertiary industry?• SADC has engineering students – are they being adequately educated?• SADC has engineering graduates – are they being adequately trained to
plan, deliver and maintain infrastructure, and register professionally?• SADC has engineering practitioners – are they keeping up to date?• SADC has engineering experts – are we using them to develop skills, and
carry out long-term planning?
ENGINEERING SECTORS’ CONTRIBUTION TO THE GDP
GDP CONTRIBUTIONS MILLION US$ VARIES PER SECTOR PER COUNTRY
• Note different mix of GPD contributions per country• Must to determine which engineers needed to strengthen to
expand or improve efficiency per sector
0
20 000
40 000
60 000
80 000
100 000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Angola
0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
8 000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Botswana
0
5 000
10 000
15 000
20 000
25 000
30 000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
DRC
Transport and Communication Construction
Electricity, Gas and Water Manufacturing
Mining and Quarrying Agriculture
0
200
400
600
800
1 000
1 200
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Lesotho
0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Madagascar
0 500
1 000 1 500 2 000 2 500 3 000 3 500 4 000 4 500
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Malawi
0 500
1 000 1 500 2 000 2 500 3 000 3 500 4 000 4 500
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Mauritius
0
2 000
4 000
6 000
8 000
10 000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Mozambique
0
1 000
2 000
3 000
4 000
5 000
6 000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Namibia
Transport and Communication Construction
Electricity, Gas and Water Manufacturing
Mining and Quarrying Agriculture
0
100
200
300
400
500
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Seychelles
0 20 000 40 000 60 000 80 000
100 000 120 000 140 000 160 000 180 000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
South Africa
0
500
1000
1500
2000
2500
3000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Swaziland
0
5 000
10 000
15 000
20 000
25 000
30 000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Tanzania
0
2 000
4 000
6 000
8 000
10 000
12 000
14 000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Zambia
0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
8 000
2000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Zimbabwe
Transport and Communication Construction
Electricity, Gas and Water Manufacturing
Mining and Quarrying Agriculture
WHAT INTERVENTIONS ARE NEEDED TO ADDRESS GROWTH?
• Increase graduations? * Retired engineers back, extend retirement age? • Attract - Increase immigration? * Retain - Reduce emigration, and those leaving engineering?• Automation * What else?
-20000
0
20000
40000
60000
80000
10000020
13
2015
2017
2019
2021
2023
2025
2027
2029
Engineer graduates
Technician graduates
Accumulated gains
2013 Workforce
Accumulated losses
Expected growth
Current growth
IN WHICH SECTORS DO WE FIND ENGINEERING SKILLS?
And how many are there?• Government departments• Municipalities and how are they
structured • Utilities• Academia• Manufacturing• Process plants• Consultants• Contractors• Etc
ELEMENTS OF THE STUDY
• Determine numbers in the workforce• Determine needs based on current workload, demands of
policies, planned projects and expansion of services • Determine inflows from higher education and immigration• Identify successful initiatives in place and understand lessons
learned• Determine gaps and how to address them by following existing
successful models, and/or developing innovative solutions
GENDER & AGE DISTRIBUTION –NAMIBIA
SA – ENGINEERING PROFILE 2017
TARGETS
17% 50% 100%
2013 2020 ???
Figure 2: Electrification
82% ???% 100%
2014 2020 2030
Figure 3: Connected to Water
30% ???% 100%
2014 2020 2030
Figure 4: Improved Sanitation
Table 2: Electrification targetsYear 2016 2020Installed Generation Capacity ?? GW ?? GW
Transmission Infrastructure ?? km ?? km
Table 3: Road and rail targetsYear 2016 2020Roads ?? km ?? kmRail ?? km ?? km
Table 4: ICTYear 2016 2020Mobile connections ?? ?? Internet users ?? ??
Table 1: Growth in the mining sector
Year 2016 2020
$?? $??
Table 5: Growth in agro-processing and the manufacturing sector
Year 2016 2020
$?? $?? What about housing?
HIGHER EDUCATION – NAMIBIA ENGINEERS
HIGHER EDUCATION –SOUTH AFRICA
EVOLUTION OF THE ENGINEERING TEAM
Early engineering – crafts, hands on, on-the-job training
George Stephenson(1781-1848)
LocomotionJohn McAdam(1756-1836)
TarmacThomas Edison(1847-1931)
The light bulb
EVOLUTION OF THE ENGINEERING TEAM
Early engineering – crafts, hands on, on-the-job training
Infrastructure pioneers – engineers, training eventually academic
After WWII scientific content increased
Fifties – hands-on skills needed, technician introduced
DRAFT METRICS & REGISTRATION STATUS PER COUNTRY
Prof
essio
nal
Cont
ract
ors
Cons
ulta
nts
Malawi √ √ √DRC X X XLesotho X X XZimbabwe √ 2017? XZambia √ √ XAngola After grad. √ XMozambique √ √ XTanzania √ √ √Namibia √ √ XMadagascar 1 yr exp X XSwaziland 2017 √ XSouth Africa √ √ XBotswana √ X XMauritius √ √ √Seychelles X X X
Registration Country
TRENDS – QUALIFICATON CHALLENGES
• Drive to push the numbers up to European ratios not justified• Too many new technician courses not at the level that industry
requires• In some countries, technician courses being replaced with
degrees – not building an engineering team • Need qualifications on par through the region and reflecting best
practice• Need to revisit qualifications/content/university
capacity/national needs and work towards recognition through Washington, Sydney and Dublin Accords
TRENDS – GRADUATE TRAINING CHALLENGES
• Graduates expected to be professionals immediately which is not how engineering qualifications are designed
• Need to develop and promote structured graduate training programmes – must become national policies
• Examples: Tanzania – SEAP, South Africa Training Standard linked to public sector projects
Must develop own engineers who understand local culture and needs
DO DESIGNS REFLECT LOCAL STYLES AND CULTURE?
The challenge of turnkey projects
CATEMBE BRIDGE – COULD NOT CHECK CALCULATIONS LOCALLY
TRENDS – NEED TO GROW LOCAL COMPETENCE
• Localisation and partnership agreements for projects –essential for skills development – policies urgently needed
• Registration of professionals – consider International Engineering Alliance outcomes for harmonisation in the region
• Categorisation and registration of contractors – ensure quality per size and type and set conditions for JVs and training
• Registration of consulting engineers – ensure quality through qualifications and expertise
TRENDS – SPECIALIST AND PUBLIC SECTOR CAPACITY
• Consider manufacturing and agro-processiong needs –what engineering skills required – chemical, mechanical, electrical
• Specialist local needs require attention – e.g.oil and gas countries: petrochem; islands: reclamation, desalination etc
• Address engineering capacity in public sector – limited capacity to plan or manage service providers, who have free reign – impacts on quality of infrastructure delivered and final cost, no maintenance management
‘...the African renaissance can only succeed if its aims and objectives are defined by the Africans themselves, if its programmes are designed by ourselves and if we take responsibility for the success or failure of our policies’
President,Thabo Mbeki
in his book ‘Africa: The time has come.’
• They were innovators• They were conscious of social needs • They raised finance and took risks• They plied their trade worldwide• They influenced the politicians• They made a difference
I challenge you now to all go MAD!That is … go
To your InstitutionTo your profession
To your countryTo your continentAnd to yourself
-OUR TIME HAS
COME
WHAT INFORMATION DO WE NEED?
• What qualifications are offered and at what institutions – professional degrees or technician diplomas or both and how are they structured?
• Are private and public sector bursaries available – what do students study and where?• What percentage of local students study out of the country, where, are they funded, are
there contracts to return and work back investment? Do students return? • Who accredits engineering qualifications and against what outcomes e.g. International
Engineering Alliance (IEA) or European Network for Accreditation of Engineering Education (ENAEE))?
• What are the challenges in HEI: inadequate numbers entering, inadequate quality entering, inadequate funding – need for bursaries, qualifications no longer relevant – need for new qualifications, need for more lecturers/equipment/lecture space/learning materials etc?
• Structured graduate training with coaching and mentorship – is such training specific to each company or are there national standards, and is such training legislated and funded?
• CPD – is registration in place and CPD a requirement or voluntary? • What else?
EDUCATION AND TRAINING INFORMATION
• Each department please complete the questionnaire with how many engineers, technicians and technologists you employ, and what % foreign
• Are there major vacancies? If so, why?• What disciplines are employed?• What plans are in place for new infrastructure – can we have a schedule with
project, value, dates and will development be at a higher rate than in the past? If so, what to do about extra skills?
• Is there a master plan? If so, please may we have a copy?• What other policies are there that would be important to this project?• What training do you offer? • What investment and training is required of foreign service providers?
DISCUSSION WITH GOVERNMENT DEPARTMENTS
TARGETS
17% 50% 100%
2013 2020 ???
Figure 2: Electrification
82% ???% 100%
2014 2020 2030
Figure 3: Connected to Water
30% ???% 100%
2014 2020 2030
Figure 4: Improved Sanitation
Table 2: Electrification targetsYear 2016 2020Installed Generation Capacity ?? GW ?? GW
Transmission Infrastructure ?? km ?? km
Table 3: Road and rail targetsYear 2016 2020Roads ?? km ?? kmRail ?? km ?? km
Table 4: ICTYear 2016 2020Mobile connections ?? ?? Internet users ?? ??
Table 1: Growth in the mining sector
Year 2016 2020
$?? $??
Table 5: Growth in agro-processing and the manufacturing sector
Year 2016 2020
$?? $?? What about housing?
• Each organisation please complete the questionnaire with how many engineers, technicians and technologists you employ, and what % foreign
• Do you struggle to find suitable staff, and if so, why?• What disciplines are employed?• What major projects are you working on and is future development likely to be
at a higher rate than in the past? If so, what to do about extra skills? • Is competition for work fierce, or is there enough to go around? • Do you JV with foreign companies and on what terms and conditions? • Are local graduates adequately educated – if not, what are the problems?• Do you offer bursaries and graduate training? • What additional qualifications are needed and what are the main challenges in
terms of engineering skills?
DISCUSSIONS WITH BUILT ENVIRONMENT
• Each organisation please complete the questionnaire with how many engineers, technicians and technologists you employ, and what % foreign
• What industry are you in – food, bev, steel, plastics, chemicals, textiles etc and which are the major employers of engineers?
• Do you struggle to find suitable staff, and if so, why?• What disciplines are employed?• What major developments are you planning? • What additional engineering qualifications are required, if any? • Are local graduates adequately educated – if not, what are the problems?• Do you offer bursaries and graduate training? • What are the main challenges in terms of engineering skills?
DISCUSSIONS WITH MINING AND MANUFACTURING
