Skills Planning for SIPs: Methodology used & reflections on possible implications and issues for a credible institutional mechanism for skills planning

Skills Planning for SIPs: Methodology used & reflections on possible implications and issues for a credible institutional mechanism for skills planning

As at 19th March 2014By Adrienne Bird, DDG: Special Projects Unit, DHET

Work in ProgressIntroduction SUMMARY OF METHODOLOGYOccupations requiredAll PICC projects have been grouped under a list of sectors and sub-sectors

A typical size project has been selected for each sub-sector

A skills prototype has been developed for each typical project

Occupations in demand Prototypes have been used to estimate the skills required for all real projects

Technical experts have also been asked which positions are hard to fill

List takes into account supply & nat. demand

These estimations have been used to generate a 'occupations in demand' list

SIPs Skills Plan: Occupations in Demand6 Critically scarce:(50-100% scarcity)

Surveyor 500 (incl land and eng. surveyors)Materials Engineer 450Grader Operator 450Programme/ Project Manager 350Electronic Eng Technician 300

Significantly scarce: (20 50%)Concreter 2500Bricklayer 1700Civil Engineer 1400Electrician 1200Electrical Engineer 1100Construction supervisor /clerk of works 1100Electrical Engineering Technician 950Millwright (incl. electromechanician) 600Safety, Health, Environment and Quality Practitioner 550Boilermaker 500Carpenter and Joiner 500Mechanical Engineer 450Ind. Machinery Mechanic 450Construction Project Manager / Site Manager 450Plumber 400Painter 400Mech. Eng Technician 350Draughtsperson 350Excavator Operator 300Environmental Eng 300Chem Eng Technician 300Pipe Fitter 300Concrete Plant Worker 250Earthmoving Plant Operator 250Plasterer 250Welder 220Quantity Surveyor 200Rigger 200Crane or Hoist Operator 200 0 20% scarcity not shownGap 1 broad estimatesInform DHET institutions The 'scarce skills' list was given to DHET institutions for bottom-up planning

Institutions infuse into overall institutional priorities (e.g. SSPs for SETAs, univ/college plan)

Data collected from other data sourcesFirst generation planOccupational TeamsIntermediate Bodies (IBs) set up to establish Occupational Teams (OTs)

DHET prepares standard reporting template

OTs generate reports which include problem analysis & proposed solutions

Occupational ClustersIntermediate BodiesManagers (primarily public sector)Department of Public Service and AdministrationProfessionals & Associate ProfessionalsCouncil for the Built EnvironmentService and Clerical WorkersServices SETATradesINDLELA, DHETPlant and Machine OperatorsTransport/Construction SETAsElementary and non-trade production workersConstruction Industry Development Board

UniversityUniversity of TechnologyProfessional BodyWork Placed Training

Example Mechanical Engineer Occupational Team and Network

Occupational Team

SharePoint and Reporting per Occupation

Consolidated Occupation InformationOccupations required over time per locationReports

SharePointOccupational TeamsExample of OT ReportLand SurveyorsOFOOccupationTheoryWorkplaceBuilding capacity216502Land surveyorsLand and engineering surveyors are in short supply, but to increase the numbers more equipment and the development of more academics is essential. MSc Scholarship for 10 @ R 100000 per post grad p.a. PhD Scholarship for 5 @ R 150000 per post grad p.a. R180000 per candidate over 3 years. A total of 40 new candidates to be taken on annuallyIncrease enrolment, in all degrees through marketing: R 100000 p.a.Postgraduate research project support for UCT: R 250000 p.aPost graduate research project grant for 15 @ R 50000Equipment required for increased enrolment UCT - R 2755 000UKZN - R 1 182 136 From Entry to Expertise learning pathwayEngagement with SETAsDHET engages one-on-one with SETAs asking them to respond to OT reports;

SETAs interrogate report in the light of their SSPs and make commitments

SETAs locate workplace learning sites thru grant incentives to employers

Engage with institutionsDHET engages one-on-one with institutions (or groups of institutions) asking them to respond to OT reports

Institutions interrogate report in the light of their plans & make commitments - integrated into enrolment, PQM and earmarked funding plans

Key issue: Planning cyclesCentres of specialisation (Differentiation - occupations Reports and M&E Reports prepared 'up' to PICC and 'down' to institutions

Monitoring and evaluation of commitments built into mainline reporting system back into DHET

INNOVATION New Skills for New Jobs with EU

NB. Role of ESSA

ReflectionsCentral language: OccupationEnables planning to migrate from single employer needs to skill sets which will give learner maximum labour market mobilityAddress debates:Occupations and tasksOccupations and sectorsOccupations and discipline knowledgeOccupational Teams interface between demand and supply, built on Advisory Committees of UOTs/Technikons, extend model to other clusters. Note: Networks with theme 4 intermediate agencies.Pathways (NCAP) is another way to map OFO to CESM. NLRD has data.DANGER: If occupations are used exclusively, there is the danger that they become islands and that progression is undermined. This danger could be managed by introducing the notion of the National Occupational Pathway Framework (NOPF) structures where the experts that interface with the sectoral specialists are responsible for pathways of occupations and not islands. O*NET http://www.onetonline.orgWe are eager to tangibly demonstrate the benefits of detailed occupational information and to explore the ways it might inform human-resource development in South Africa. As a way to kick-start our involvement and to give you an occupation-centric resource to point to, I am contemplating asking Alex to develop profiles of the occupations on South Africas critical skills list based on information in the O*NET database. We could combine these occupational profiles with existing research in our field on how best to train and develop the various knowledge, skills, and abilities that O*NET identifies as critical to these scarce occupations. All of this could be packaged into a report and presentation that we could deliver to DHET and/or the Human Science Research Council.

Prof. Lori Foster Thompson ReflectionsCould prototype model be used in other non-SIP contexts e.g. predictable service delivery contexts (government departments & entities own skill needs?) [Could be regularly reviewed]If yes, this would be useful, inter alia, for workplace learning planning in public spaces.Best results gained when prototype builders have specialist knowledge or at least some relevant technical expertise. This has implications for capacity of proposed Unit. (NOPF??)Use standard tools e.g. toolkit will make consolidation of data much easier. Will need standard languages e.g. sector definitions

We look forward to collaborating going forward- Thank youOFOOccupationCHIETAs Commitments to SIP Scarce Skills Feb 2014

Theory (Post-graduate / Bursaries)WorkplaceOther (see definition above)Key

No.Unit costTotalNo.Unit CostTotal

Management27R 906,00020R 660,000R 0

134901Environmental manager14R 142,000R 592,00010R 288,000R 360,000

212908Quality Manager (Employed)3R 10,500R 14,000

121905Programme and Project Manager 10R 30,000R 300,00010R 30,000R 300,000

Professionals and associate professionals 381R 12,421,900796R 28,813,000R 0

214501Chemical engineering (WIL)149R 294,200R 5,198,200153R 2,074,800R 5,619,600

214501Chemical engineer 149R 294,200R 5,198,200153R 2,074,800R 5,619,600

311601Chemical engineer technician 11R 7,000R 77,000