Meeting the skills demand for SIPs

Report
DHET Special Projects Unit
Vision for Skills Plan:
‘Skilling South Africans - for SIPs and through
SIPs’
Core Principle:
Building people is as critical as building physical
assets.
SIPs 1 - 9
SIPs 10 - 18
SIP 1: Unlocking the Northern Mineral Belt with
Waterberg as the Catalyst
SIP 10: Electricity transmission and distribution
for all
SIP 2: Durban- Free State– Gauteng Logistics and
Industrial Corridor
SIP 11: Agri-logistics and rural infrastructure
SIP 3: South Eastern node & corridor
development
SIP 12: Revitalisation of public hospitals and
other health facilities
SIP 4: Unlocking economic opportunities in the
NW Province
SIP 13: National school build programme
SIP 5: Saldanha-Northern Cape Development
Corridor
SIP 14: Higher Education infrastructure
SIP 6: Integrated Municipal Infrastructure Project
SIP 15: Expanding access to communication
technology
SIP 7: Integrated Urban Space and Public
Transport Programme
SIP 16: SKA and Meerkat
SIP 8: Green energy in support of the South
African economy
SIP 17: Regional integration for African
cooperation and development
SIP 9: Electricity generation in support of socioeconomic development
SIP 18: Bulk water supply and distribution
4
Road
Rail
Ports
Water
Energy
ICT
Ind.
Social
Sanral
Transnet
Transnet
TCTA
Eskom
-
IDC
-
ICT
projects
in SIP 1
Ind.
Projects
in SIP 1
Social
projects
in SIP 1
Ind.
Projects
in SIP 2
Social
projects
in SIP 2
Ind.
Projects
in SIP 3
Social
projects
in SIP 3
SIP 1 (Eskom)
Road
projects
in SIP 1
Rail
projects
in SIP 1
Ports
projects
in SIP 1
Water
projects
in SIP 1
Energy
projects
in SIP 1
SIP 2 (Transnet)
Road
projects
in SIP 2
Rail
projects
in SIP 2
Ports
projects
in SIP 2
Water
projects
in SIP 2
Energy
projects
in SIP 2
ICT
projects
in SIP 2
SIP 3 (TCTA) etc.
Road
projects
in SIP 3
Rail
projects
in SIP 3
Ports
projects
in SIP 3
Water
projects
in SIP 3
Energy
projects
in SIP 3
ICT
projects
in SIP 3
5
METHODOLOGY used to determine skill requirements & scarcities:
Step
One
Identify standard
sectors
Step
Two
Define sub-sectors
Typical Projects in
sector
Step
Three
Skills reqd. for design,
construction & O&M
e.g. Energy, Water and
Sanitation, …
Size of typical project
(unit of measure / size)
“Skill Prototype”
Step
Four
Estimation of which skills
are scarce?
Four categories: Adequate
supply; Critical, Significant
or ‘scarce’
Step
Five
Scale prototypes up or
down to get skill estimation
of real projects
Scale up ‘scarce’ skills for
scarce skill lists
6
MANAGERS
1. Construction Project Manager /
Site Manager
2. Quality Systems Manager
3. Environmental Manager
4. Engineering Manager
5. Programme or Project Manager
6. Policy and Planning Manager
7. Finance Manager
8. Health and Safety Manager
9. Contract Manager
PROFESSIONALS
1. Civil Engineer
2. Electrical Engineer (incl. power and
railway signalling engineer)
3. Mechanical Engineer
4. Geologist
5. Safety, Health, Environment and
Quality (SHE&Q) Practitioner
6. Quantity Surveyor
7. Biomedical Engineer
8. Environmental Impact Analyst
TECNICIANS AND ASSOCIATE PROFESSIONALS
1. Electrical Engineering Technician
2. Chemical Engineering Technician
3. Mechanical Engineering Technician
4. Civil Engineering Technician
5. Forestry Technician
6. Surveying or Cartographic Technician
7. Associate Legal Professional ...
CLERICAL AND SERVICE
WORKERS
PLANT OPERATORS AND
ASSEMBLERS
1.
2.
3.
4.
5.
6.
1. Excavator Operator
2. Earthmoving Plant Operator
(General)
3. Loader Operator
4. Crane or Hoist Operator
5. Grader Operator
6. Backhoe Operator
ELEMENTARY WORKERS
7. Bulldozer Operator …
1. Cement and Concrete Plant Worker
(incl. placer and finisher)
2. Drainage, Sewerage and Storm
Water Worker
3. Earthmoving Worker
4. Handyperson
5. Sign Erector
6. Surveyor's Assistant
7. Builder’s worker …
Program or Project Administrators
Traffic Officer
Security Officer
Secretary (General)
Accounts Clerk
General Clerk
7. Contract Administrator
TRADE WORKERS
1.
2.
3.
4.
5.
6.
7.
8. Pipe Fitter
Electrician
9. Scaffolder
Boilermaker
10. Carpenter &
Millwright
Joiner
Concreter
11. Welder
Wood Preparer 12. Plumber
13. Plasterer
Bricklayer
Diesel Mechanic14. Painter
Demand
Needed where?
Needed when?
?
Supply??
From where?
How urgent?
Option: Beyond our best estimates:
Request / require all SIP projects to
report vacancies onto DOL ESSA system
Demand
Needed where?
Needed when?
This will enable key actors to monitor
demand signals on a regular basis.
NOTE: This is NOT the same as
requiring all projects to recruit from
ESSA, although as system improves this
will hopefully become increasingly
attractive.
PROPOSAL ONE: PROJECTS TO
REPORT VACANCIES ONTO ESSA.
Option: Beyond our best estimates:
Demand
Needed where?
Needed when?
Projects to list all training places (as
per training plan required by cidb
Training Standard) on ESSA – as a
one-stop-shop for graduates and
providers
PROPOSAL TWO: PROJECTS TO
REPORT TRAINING
OPPORTUNITIES ONTO ESSA.
LEGISLATE?
But work backwards to respond to demand
•Recruit retirees / international experts / public
officials (productive experts and mentors)
•RPL and gap training locally or internationally
•Workplace training for graduates
•Secure / train mentors
•Efficiency at institutions (throughput)
•Expand recruitment
•Maths and Science at schools or bridging
programmes
•General literacy etc.
S/T
M/T
L/T
LL/T
12
School
Theory
•Lecturers who
teach the theory
Practical
Workplace
Experience
13
• Employers
and unions
•Trainers from the
training institutions
Theoretical
foundation
Practical
training
Structured
workplace
learning
Final
assessment
• Those who
assess the
occupation
OCCUPATIONAL
CLUSTER






14
Management
Professionals and
Associate Professionals
Service and clerical
workers
Trades
Plant and Machine
Operators
Elementary and non-trade
production workers
INTERMEDIATE BODY



DPSA
CBE
Services SETA

NAMB
TETA

Cidb

Work Place
Training
Convener
Theory
Training
Convener
Practical
Training
Convener
University
University of Technology
Assessor
Further Education and Traini
Work Placed Training
15
Example
Mechanical Engineering Theory Network
Mechanical Engineering
Theory Convener
University
University of
Technology
Further Education and Traini
Work Placed Training
16
Example
Mechanical Engineering Work Place
Network
Mechanical Engineering
Work Place Convener
University
University of
Technology
Further Education and Traini
Work Placed Training
17
E.g.: Mechanical Engineering
Occupational Team and Network
Practical
convener
Workplac
e
convener
Theory
convener
Assessor
s
Occupational Team
University
University of
Technology
Further Education and Traini
Work Placed Training
18
All contractors will be required to commit to a Contract
Skills Development Goal (CSDG);
 This can be achieved in four ways:




Method 1: structured workplace learning opportunities for
learners towards the attainment of a part or a full occupational
qualification;
Method 2: structured workplace learning opportunities for
apprentices or other artisan learners towards the attainment of
a trade qualification leading to a listed trade (GG No. 35625, 31
August 2012) subject to at least 60% of the artisan learners
being holders of public FET college qualifications;
Method 3: work integrated learning opportunities for
University of Technology or Comprehensive University
students completing their national diplomas;
Method 4: structured workplace learning opportunities for
candidates towards registration in a professional category by a
recognized professional body or statutory council
19

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