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The 21 Step Process

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
CLOSE
Step 1
Project List
Step 2
Skills Prototype
Step 3
Skills Required
Step 4
National Demand
Step 5
Occupational Teams
Step 6
Skills Available
Step 7
Inflow of Skills
Step 14
Workplace
Step 13
Delivery Capacity
Step 12
Centres of
Specialisation
Step 11
School Support
Step 10
Training on Project
Sites
Step 9
Where and When?
Step 8
Where are the Gaps?
Step 15
Resources
Step 16
Implement, Monitor
& Evaluate Plans
Step 17
Which Departments?
Step 18
What Skills are
Needed?
Step 19
Planning and
Resourcing
Step 20
Implement, Monitor
& Evaluate Plans
Step 21
Governance
WHAT SKILLS ARE NEEDED?

1 Project List
Develop a list of SIP projects planned for the area, and regularly update it. A template, for capturing relevant project information, has been developed and captured on the skills portal, with the following items:
  • SIP
  • Project Name
  • Sector
  • Sub - Sector
  • Prototype Identifier
  • Prototype Identifier Value
  • Project size
  • Project Start date
  • Project End date
  • Comment
  • Project resource budget
  • Primary Province
  • Primary District
  • Secondary Province
  • Secondary District
  • City Or Town
  • Latitude
  • Longitude

Download Projects Template

WHAT SKILLS ARE NEEDED?

2 Skills Prototype
Develop skills prototypes consisting of the occupations needed for a typical project in each type of sub-sector together with an initial estimation of the scarcity of each occupation, derived from the experience of project managers. To achieve this, cluster the projects into sectors, (e.g. energy, rail, etc) and then into sub-sectors (e.g. for energy: generation, transmission, distribution) and where relevant into sub-sector types (e.g. for generation: solar, coal, wind, biofuels, nuclear). Excel-based toolkit has been developed for this purpose, which can be found on the portal. It has drop-down menus to make the task of generating the prototypes easier. It enables experts to capture the occupations required for each typical project under a set of standard headings as follows:
  • Role
  • Agency
  • Agency Level
  • National Department
  • Major OFO category
  • Minor OFO category
  • OFO Occupation
  • Typical number required
  • Scarcity
  • Start Date
  • End Date
  • Duration in months
A library of 43 prototypes can be downloaded from the portal. Others are encouraged to add to this library.

View and Download Prototypes

Download Prototype Template

WHAT SKILLS ARE NEEDED?

3 Skills Required
Estimate total skills required for all projects. A methodology (supported by technology) has been developed which enables professionally-informed planners to use the prototypes to estimate the total occupational requirements for all projects of a similar type and then to estimate the total occupations in demand across a timeline. The final list is no longer linked to any one project, sub-sector or sector; but is a consolidated list for ALL projects on the project list. Demand for these skills is shown in the following demand model. The methodology also enables the generation of a list, across a timeline, and estimated demand of those occupations which are considered scarce, using the scarcity estimates from STEP 2. A detailed list of individual occupations can be drawn down in each case.

Overall occupations in demand for SIPs (click here)

Overall demand for SIPs' scarce occupations

WHAT SKILLS ARE NEEDED?

4 National Demand
Determine the national demand for occupations identified as scarce in STEP 3. Use the Linked Macro-Education Model (LM-EM) developed by Dr Asghar Adelzadeh to forecast estimated national demand for occupations considered scarce, or use detailed research per occupation where available. This step is needed as there is no guarantee that someone with the required skill will work on a SIP project, they could work anywhere. There has, therefore, to be an estimate of the total demand for the occupation(s) in question.

LM-EM Brief-1


Dr. Asghar Adelzadeh

LM-EM Projections

LM-EM produces forecasts in six principle categories. The graphic below illustrates these categories which include: macroeconomic and industry indicators, employment, demand/supply of educational qualifications, demand for occupations, skills (im)balances by educational qualifications, and (im)balances in the labour market. The next pages provide examples of LMEM projections from each category for a hypothetical economic and education scenario. The hypothetical scenario forecasted entails: no change in fiscal and monetary policies; annual 8% nominal increase in government current consumption expenditure; gradual increase in public investment that will reach R360 billion by 2020 in nominal terms; and other domestic and international assumptions.
WHAT SKILLS ARE NEEDED?

5 Occupational Teams
Set up Occupational Teams (OTs) to act as expert advisers per occupation. An OT is composed of theory and practical training providers, employers (drawn from all sectors where the occupation is employed) and those from registering or certifying bodies. Their initial role is to gather data and input from their communities of expert practice to refine the demand model. A further role is to verify the learning pathways people should follow to attain occupational competence. This includes the mapping of relevant theoretical and practical qualifications to occupations. OTs should in the process review the pathways defined on the DHET’s National Career Advice Portal (NCAP) .

Intermediate Bodies Contacts (click here)

Generic Occupational Learning Pathway

WHAT SKILLS ARE NEEDED?

6 Skills Available
Determine the number of people with the required occupational skills both in the workforce and who are unemployed. Use the Quarterly Labour Force Survey published by Statistics South Africa (StatsSA) to determine those with the required skills in employment and use the Department of Labour’s (DOL’s) Employment Services South Africa (ESSA) to get insight into the number of similarly skilled people in the ranks of the unemployed.

Public Employment Services Contact Details

Labour Centres Contact Details

ESSA Online Presentation 2013

WHAT SKILLS ARE NEEDED?

7 Inflow of Skills
Estimate the number of those entering the labour market with the required skills. DHET to provide past and projected graduation rates of learners with the necessary theoretical qualifications. Consider immigration, use of retirees, transfer of public officials and recognition of prior learning as short-term options where required.
WHAT SKILLS ARE NEEDED?

8 Where are the Gaps?
Determine which occupations are not being developed at the required rate to meet the demand. Develop a graph for each occupation based on the Lawless Skills Flow Model, shown below, using data from STEPS 4, 6 and 7 plus other sources for occupations identified in STEP 3. A programme is being developed to generate this graph automatically once the data is entered. Where development falls short of demand, interventions are required.
WHAT SKILLS ARE NEEDED?

9 Where and When?
Provide an indication of the scale, place and timeframe of demand for each occupation. Map occupations back to projects under STEP 1 to determine approximately where, when and how many of each occupation will be required. This is input data needed for STEP 12.

Nodes of Demand Methodology

WHAT SHOULD BE DONE?

10 Training on Project Sites
Encourage those issuing tenders to include the cidb Training Standard. The cidb Training Standard must be brought to the attention of those who are issuing the tenders for projects listed under STEP 1. They must be encouraged to include the conditions in

Stand Codes Gov Gazette Skills Development (click here)
WHAT SHOULD BE DONE?

11 School Support
Consider schools in the area as feeders for training. Provide career guidance and support for gateway subjects such as in mathematics and science. In collaboration with the Department of Basic Education, the National Career Advice Portal (NCAP) can be used to highlight to local schools the occupations that will be in demand in their area.

SKA Good Practice

WHAT SHOULD BE DONE?

12 Centres of Specialisation
Determine which education and training providers should focus on developing which skills. Identify Centres of Specialisation as near as possible to the source of demand, where appropriate. DHET in partnership with colleges, universities and OTs to determine which institutions would be best placed to specialise in the delivery of needed occupations. These can become Centres of Specialisation. A structured process of consultation will need to be undertaken in the relevant areas.

How TVET Colleges can position to become Center of Specialisation

WHAT SHOULD BE DONE?

13 Delivery Capacity
The OT for each priority occupation should visit Centres of Specialisation and determine their capacity and support required. OTs to visit ‘their’ Centres of Specialisation to determine their current capacity and measures required to lift their performance to that which is required for the SIPs and other strategic projects. They must produce, together with the Centre, a costed plan for needed interventions, including both individual learner support measures (e.g. bursaries) as well as measures to support the capacity of the institution to assist throughput of learners (e.g. lecturer development, qualification and curriculum development, materials, equipment, infrastructure, etc.).
WHAT SHOULD BE DONE?

14 Workplace
Find workplace-based learning opportunities for needed occupations. The SETAs must be encouraged to inform public and private employers of workplace-based learning opportunities required for the occupations in demand and to incentivise them, with grants, to offer their workplaces. This will require active campaigning and other measures. Travel and accommodation for learners to get to such workplaces will need to be considered.

SETAs and SIPs Centres of Specialisation

Centres of Specialisation for SETAs Chairpersons



Download SETA Commitments and Workplace Placement Capacity


Please send your SETA Commitments and Workplace Placement Capacity to mathonsi.v@dhet.gov.za (by 31 July 2015)
WHAT SHOULD BE DONE?

15 Resources
Secure resources for the OT plan from SETAs, NSF and other sources. The SETAs must be encouraged to support the implementation of the plans produced in STEPS 13 and 14. Funds from the National Skills Fund, the three tiers of government, public entities and the private sector must also be mobilised.

Download Resourcing Template for Priority Occupation Packages (draft)


Please send your comments to mufamadi.k@dhet.gov.za
WHAT SHOULD BE DONE?

16 Implement, Monitor & Evaluate Plans
Monitor and evaluate implementation. Funded plans must be implemented. In addition, simple, streamlined systems for monitoring and evaluation must be put in place.
The implementation of the projects listed under STEP 1 has implications for government. Government officials are frequently the ones to conceptualise the projects, undertake (or cause to undertake) pre-feasibility and feasibility assessments, environmental impact studies, consider water licenses and land use applications, secure funding, manage contracts, ensure delivery to the required quality, within budget and given timeframes and undertake operations and maintenance once construction is completed.
The capacity of the relevant departments needs to be evaluated to determine whether they are able to perform these functions to the required standard. This is a function which falls under the mandate of the Department of Public Service and Administration and the Department of Cooperative Governance and Traditional Affairs. It goes to the heart of service delivery and must be addressed as part of the overall plan.

Download Projects Planning Template

THE SPECIAL CASE OF GOVERNMENT

17 Which Departments?
Determine which municipal, provincial or national departments need to play a role?

Departments

THE SPECIAL CASE OF GOVERNMENT

18 What Skills are Needed?
Define the roles each must play and determine their skill requirements, match these against available skills and determine priorities/gaps. Consideration needs to be given to the suitability of organograms, job descriptions, conditions of service as well as the education, training and experience of those filling posts associated with each of the roles.
THE SPECIAL CASE OF GOVERNMENT

19 Planning and Resourcing
Put together a plan and identify resources. The plan may include revising structures, appointing additional staff, developing current incumbents and/or putting long-term skills training plans across the whole skills pipeline in place for each department.
THE SPECIAL CASE OF GOVERNMENT

20 Implement, Monitor & Evaluate Plans
Implement, monitor and evaluate these plans for government capacity building.

Download Projects Planning Template

GOVERNANCE

21 Governance
Establish a robust governance structure to oversee the implementation of project implementation plans. Projects of this complexity, with all the necessary partners, need to be project managed – with responsibility for each step carefully allocated and resources for its execution identified. A two-tiered approach is being debated – with national policies, systems and procedures (templates, portals, norms and standards for funding, funding sources, etc.) complemented by provincial, district and municipal project plans implemented and overseen at the relevant level. Partnerships with the Offices of the Premiers are currently being sought for the next phase.

MOU with Provinces (draft)


Please send your comments to bird.A@dhet.gov.za