Naudé Van RensburgEskom082 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

Capacity Growth based on % Economic Growth rate

3 4 5 6 7 8 9 10 11

23

18

1412

10 9 8 7 6

0

5

10

15

20

25

1 2 3 4 5 6 7 8 9

GLOBAL FACTOR 0F 70

Years

Growth Rate

Years to double capacity = 70/annual growth rate

The Challenge

• Where do we start to address and put focus on ?

Learners started Grade 1 in 19951 666 980

Learners reaching grade 7 in 2001932 161

Learners wrote Grade12 in 2006

528 525

Passed Matric exemption

85 830

AchieveA-C

10 000

1Dr Jane Hofmeyer, ISASA Mathematics and English Programme, 2007 to 2010

Pipeline: Less than 0,6% of pupils who wrote Senior Certificate in 2006 left school with a “C+” or better for mathematics1

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.

Learners writing Senior Certificate in 2005508 363

Writing higher grade mathematics44 055

Passing26 383

African5 000 – 6 000

1 500

1Dr Jane Hofmeyer, ISASA Mathematics and English Programme, 2007 to 2010

PipelineLess than 3% of pupils who wrote Senior Certificate in 2005 left school with a “C+” or better for mathematics1

Number of African school leavers with a “C+” or better (in 2002 was

only 700)

In 2002 was 3 720

Total number graduates NQF6 to 8

28953306

3565 37834248

0500

10001500200025003000350040004500

2000 2001 2002 2003 2004

Graduation trends and availability National Learners Records Database from SAQA – February 2007

Pipeline

Output of all engineering disciplines in SA for which all industries compete

Engineering Graduation Trends and Availability

12501368

16621799 1912

243 291 283293 337

812922 902 924

1034

2000 2001 2002 2003 2004

Electrical Industrial Mechanical

Pipeline

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

0% Leading source countries

South Africa Leading destination countries

Rest of Africa

NamibiaCanada

100%China

Pakistan

South Africa

Other

UK

Australia

USA

New Zealand

Rest of Europe

UK

India

Nigeria

Zimbabwe

Other

Rest Of Africa

Rest of Europe

80%

60%

40%

20%

Migration of Skills

Documented migration, Statistics South Africa, 2003 Report No. 03-51-03

Not economically active

0% Documented immigrants

South Africa Self-declared emigrants

20%

10%

100%

90%

80%

70%

60%

50%

40%

30%

ManagerialClerical and salesProfessional Other

SA

Migration of Skills

Documented migration, Statistics South Africa, 2003 Report No. 03-51-03

Capacity to deliver in the need

Training Resources (instructors) in EDI

73

2216

01020304050607080

Full-time Part-time Contractor

Capacity to deliver in the need

Training Resource availability in EDI per Category

39

51

3542 41

2937

0

10

20

30

40

50

60

Gener

icDx

Constr

Low Volta

ge

Operat

ing

Cable

s

Elect

rific

atio

n

Facility Capacity in EDI554

0

3612 0 0 0 16

87

Ele

ctric

al

App

rent

ice,

Le

arne

rshi

p

Fitt

er

Fitt

ing

&

Tur

ning

Wel

ding

Boi

lerm

akin

g

Rig

ging

MC

&I

Cab

les

Ope

ratin

g

Capacity to deliver in the need

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

NQF

5

4

3

2

4 6 8 102

YEARS Experience

Competence vs Experience Model

Proposed Process

Continuos Development

Cur

rent

Situ

atio

n

Proposed Situation

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

QUESTIONS ?