skills planning for sips:methodology used & reflections onpossible implications and issues...
TRANSCRIPT
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
Work in
Progress
Introduction
This is as much about ‘our future’ as about ‘yours’.
SIPs planning to become part of ‘mechanism’
Lessons and convergence
The document therefore has two
purposes:
to describe the methodology
being used by the SIPs team
to reflect on the possible implications of the methodology being used for the ‘credible mechanism’
Delivery pressure
building model as we go
The PICC is impatient of delays – wants numbers
Occupations
required
Occupations
in deman
dInform DHET
institutionsOccup
ational TeamsEngagement with
SETAs
Engagement with
Engagement with
Institutions
Reporting
M&E & Report
s
SUMMARY OF METHODOLOGY
Occupations required
• All 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 Demand
6
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 450
Plumber 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 shown
Gap 1 – broad estimates
Inform 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 sources
SIP Scarce Skills list
Local /Sectoral / Institution issues
First generation plan
Occupational Teams
• Intermediate Bodies (IBs) set up to establish Occupational Teams (OTs)
• DHET prepares standard reporting template
• OTs generate reports which include problem analysis & proposed solutions • Assessor• Workplace
convener
• Training Centre
convener
• Theory convener
Theory Practical
Final assessm
ent
Structured
workplace learning
Occupational Clusters Intermediate Bodies
Managers (primarily public sector)
Department of Public Service and Administration
Professionals & Associate Professionals Council for the Built Environment
Service and Clerical Workers Services SETA
Trades INDLELA, DHET
Plant and Machine Operators Transport/Construction SETAs
Elementary and non-trade production workers
Construction Industry Development Board
University
University of Technology
Professional Body
Work Placed Training
Example Mechanical Engineer Occupational Team and
Network
Occupational Team
SharePoint and Reporting per Occupation
Consolidated Occupation Information
Occupations required over time
per location
Reports
SharePointOccupational Teams
Example of OT Report
Land SurveyorsOFO Occupation Theory Workplace Building capacity
216502 Land surveyors Land 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 100 000 per post grad p.a. PhD Scholarship for 5 @ R 150 000 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. 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 000UKZN - R 1 182 136
From Entry to Expertise – learning pathway
Engagement with SETAs
• DHET 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
OFO Occupation
Theory (Post-graduate / Bursaries)
Workplace Other (see
definition above)
Key No.
Unit cost
Total No. Unit Cost Total
Management 27 R 906,000 20 R 660,000 R 0
134901 Environmental manager 14 R 142,000 R 592,000 10 R 288,000 R 360,000
212908 Quality Manager (Employed)
3 R 10,500 R 14,000
121905 Programme and Project Manager
10 R 30,000 R 300,000 10 R 30,000 R 300,000
Professionals and associate professionals 381
R 12,421,900 796
R 28,813,000 R 0
214501 Chemical engineering (WIL)
149 R 294,200 R 5,198,200 153 R
2,074,800 R 5,619,600
214501 Chemical engineer
149 R 294,200 R 5,198,200 153 R 2,074,800
R 5,619,600
311601 Chemical engineer technician
11 R 7,000 R 77,000
CHIETAs Commitments to SIP Scarce Skills – Feb 2014
Engage with institutions• DHET 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
Minister signs off Final planLinked to funding allocation
OT plan
Institutional plan
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: ‘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
We look forward to collaborating going forward
- Thank you