Skills Planning for SIPs: Methodology used & reflections on possible

Report
Skills Planning for SIPs:
Methodology used & reflections on
possible implications and issues for
‘a credible institutional mechanism for skills planning’
As at 19th March 2014
By Adrienne Bird, DDG: Special Projects Unit, DHET
Introduction
This is as much
about ‘our future’
as about ‘yours’.
The document
therefore has two
purposes:
Delivery pressure
SIPs planning to
become part of
‘mechanism’
to describe the
methodology
being used by the
SIPs team
building model as
we go
Lessons and
convergence
to reflect on the
possible implications
of the methodology
being used for the
‘credible mechanism’
The PICC is
impatient of
delays – wants
numbers
SUMMARY OF METHODOLOGY
Occupations required
Occupations in demand
Inform DHET institutions
Occupational Teams
Engagement with SETAs
Engagement with
Engagement with Institutions
Reporting
M&E & Reports
Occupations required
• All PICC projects have
been grouped under a
list of sectors and subsectors
• 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 Demand
Gap 1 – broad estimates
Significantly scarce:
(20 – 50%)
Critically scarce:
(50-100% scarcity)
Surveyor
500
(incl land and eng. surveyors)
Materials Engineer 450
Grader Operator
Programme/ Project
Manager
Electronic Eng Technician
450
350
300
Concreter
2500
Bricklayer
1700
Civil Engineer
1400
Electrician
1200
Electrical Engineer
1100
Construction supervisor
/clerk of works
1100
Electrical Engineering Technician
950
Millwright (incl.
electromechanician)
600
Safety, Health, Environment and
Quality Practitioner 550
Boilermaker
500
Carpenter and Joiner
500
Mechanical Engineer
450
Ind. Machinery Mechanic
450
Construction Project
Manager / Site Manager
450
Plumber
Painter
Mech. Eng Technician
Draughtsperson
Excavator Operator
Environmental Eng
Chem Eng Technician
Pipe Fitter
Concrete Plant Worker
Earthmoving Plant
Operator
Plasterer
Welder
Quantity Surveyor
Rigger
Crane or Hoist Operator
400
400
350
350
300
300
300
300
250
250
250
220
200
200
200
0 – 20% scarcity not shown
6
Inform DHET institutions
•
The 'scarce skills' list
was given to DHET
institutions for bottomup planning
• Institutions infuse into
overall institutional
priorities (e.g. SSPs for
SETAs, univ/college
plan)
• Data collected from
other data sources
Occupational Teams
Occupational Clusters
Intermediate Bodies
Managers (primarily public
sector)
Professionals & Associate
Professionals
Service and Clerical Workers
Department of Public Service and
Administration
• Intermediate Bodies Trades
(IBs) set up to establishPlant and Machine Operators
Occupational Teams Elementary and non-trade
(OTs)
production workers
• DHET prepares
standard reporting
template
Council for the Built Environment
Services SETA
INDLELA, DHET
Transport/Construction SETAs
Construction Industry Development
Board
• Theory
convener
• OTs generate reports
which include problem
analysis & proposed
solutions
• Workplace
convener
• Training
Centre
convener
Theory
Practical
Structure
d
workplace
learning
Final
assessm
ent
• Assessor
Example
Mechanical Engineer Occupational Team and
Network
Occupational Team
University
University of Technology
Professional Body
Work Placed Training
SharePoint and Reporting per Occupation
Reports
Consolidated
Occupation
Information
Occupational Teams
Occupations
required over time
per location
SharePoint
Example of OT Report
From Entry to Expertise – learning pathway
Land Surveyors
OFO
Occupation
Theory
Workplace
Building capacity
216502
Land surveyors
MSc Scholarship for
10 @ R 100 000 per
post grad p.a.
R180 000 per
candidate over 3
years. A total of 40
new candidates to
be taken on
annually
Increase enrolment, in all
degrees through marketing: R
100 000 p.a.
Land and engineering
surveyors are in short
supply, but to increase PhD Scholarship for 5
the numbers more
@ R 150 000 per post
equipment and the
grad p.a.
development of more
academics is essential.
Postgraduate research project
support for UCT:
R 250 000
p.a
Post graduate research project
grant for 15 @ R 50 000
Equipment required for
increased enrolment
UCT - R 2 755 000
UKZN - R 1 182 136
CHIETAs Commitments to SIP Scarce Skills – Feb 2014
Theory (Post-graduate /
Bursaries)
OFO
Occupation
Unit
Engagement withNo.SETAs
Total
cost
• DHET engages one-onManagement
27
oneEnvironmental
with SETAs asking
134901
14 OTR 142,000
them
to respond to
manager
reports;
Quality Manager
212908
3
R 10,500
(Employed)
Programme and
121905
10
R 30,000
• SETAs
interrogate
Project
Manager
report
the light of
Professionals
and in
associate
381
their SSPs and make
professionals
commitments
Chemical
214501
149 R 294,200
engineering (WIL)
Chemical
214501
149 R 294,200
• SETAs
locate workplace
engineer
learning
Chemicalsites thru’
grant
incentives to11
311601
engineer
R 7,000
technician
employers
R 906,000
R 592,000
Workplace
No. Unit Cost
20
Total
R 660,000
10
R 288,000
R 360,000
R 300,000
10
R 30,000
R 300,000
R
12,421,900
796
R 5,198,200
153
R 5,198,200
153
Other
(see
Key
definition
above)
R0
R 14,000
R 77,000
R
28,813,000
R
2,074,800
R
2,074,800
R 5,619,600
R 5,619,600
R0
Engage with institutions
Minister signs off Final plan
Linked to funding allocation
• DHET engages one-onone 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
Institutional
plan
OT plan
Key issue: Planning cycles
Centres 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
Reflections
Central language: ‘Occupation’
 Enables planning to migrate from ‘single employer’ needs to skill sets
which will give learner maximum labour market mobility
 Address debates:
 Occupations and tasks
 Occupations and sectors
 Occupations and discipline knowledge
 Occupational 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.org
• We 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 Africa’s 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 <[email protected]>
Reflections
 Could ‘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

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