THE PRODUCTION OF PROFESSIONALS

1. THE PRODUCTION OF PROFESSIONALS  Dr EL Van Staden Chief Director: University Academic Planning and Management Support DHET 17 March 2016

2. PROBLEM STATEMENT: Development of interventions that will address blockages in the production and expansion of professionals in South Africain the following focus areas itoscarce skills: • Engineering and construction • Natural and physical sciences: • Maritime studies / Operations Phakisa / Weather and climate change; meteorology • Health Sciences • Animal Sciences - Veterinarian sciences; agriculture; • Chartered accountants • LLB • Teacher Education • Mechanism: • STUDENT ENROLMENT PLANNING FOR 2014/15-2019/20- SCARCE SKILLS FOCUS AREAS • Enrolment planning process for universities: 2014 to 2019 • Review of the 2020 TARGETS during 2016

3. Progress made 1 & 4. Recommendation: Entering education and training Actions: Enabling career guidance, Career Progression and Development - On-going CPD; Supporting a process to increase the number of places where learners can study an occupation Progress: • Career Development services established through the CDS directorate, incorporating competency from the Khetha project • Career guidance provided through out the year, but specifically during the CACH - integrated service. • Apply now! Campaign • Enrolment planning process ito national access and success, focus on FTEN

4. 2. Recommendation: Sustaining learners through post-school education Actions: Assist with preparation for tertiary education, Support relevant curriculum, appropriateness of qualification and adequate infrastructure, Adequate teaching staff Progress: • Higher Certificate - Foundation • Extended curriculum programmes - Foundation provision • Teaching support through the TDG - curriculum development, improving qualifications of staff, teaching competency of staff • Generation of new academics - SSAUF: nGap programme - Universities submitted proposals, interviews held • HEQSF process • PQM application and approval process

5. 3. Recommendation: Entering the world of work Actions: Access to practical training opportunities required to graduate; Assist to prepare for the world of work; Encourage increased take up of available jobs; Encourage graduates to work in the public sector; Encourage graduates to work in SA Progress: • Development of a Workplace Based Learning (WBL) Policy framework - consideration of national and international practices; legislation; regulations; quality assurance mechanism; placement mechanisms, and the role and responsibilities of all the different entities. • SETA involvement through the CACH, rethink of the SETA responsibilities • Establishment of FEDCI through UJ

6. NATIONAL Student enrolment planning for 2014/15-2019/20 Summary : National graduate targets for scarce skills areas in 2019/20: Scarce skill undergraduate enrolment projections made by institutions for the 2019/20 academic year (nationally): • Engineering: 81 550 • Life and physical sciences: 48 831 • Human health: 52 473 • Animal science: 4 026 • Veterinary science: 1 240 • Teacher education: 135 771

7. A. Engineering The following are initiatives to support the production of graduates in engineering: • Establishment of engineering faculties at University of Venda and University of Zululand: • Joint engineering working group - ECSA • Strategic Integrated Projects (SIPS) • Infrastructure development: Enrolment planning process targets that engineering graduates will increase from 9,714 in 2012 to 13,174 graduates in 2019 (proposed 5.3% average annual growth from 2014-2019)

9. B. Natural Sciences – meteorology / climatology Partnership with WEATHER SERVICES - SAWS Occupations in following areas: Agro-and hydro meteorology; Air quality; Climatology; Disaster management; and Meteorology Challenges include • poor performance in basic education in maths and science, as well as Success- and throughput rates in University • loosing students with the necessary BSc degrees in the major fields of study to other professions and sectors, • lack of academics and institutions do not have the academic capacity to deliver. • incapacity of universities and SAWS to retain people with Ms and PhDs • Number of FTENs must increase drastically and for the pipeline to be successful it needs to be more insulated to avoid loosing postgraduate graduates to other professions • At certain (two) universities the language of instruction is problematic • Disaster Management and Air Quality are most threatened at the moment as the jobs for these specializations are being done by people trained in occupational health and safety and broad environmental science

10. Possible solutions and interventions noted include the following: • Gearing bursaries towards transformation in order to attract more African students to meteorology • Review and strengthen SAWS’s Occupational Retention Strategy • Highlighting the need to produce more graduates in meteorological sciences during the mid-term review of the SEP; • Sourcing international funding through foundations and Improve the visibility of meteorology as a career of choice • Considering alternative funding envelopes or options such as possible earmarked funding from the NSF • Identifying six universities active in meteorology and related sciences, targeting them specifically with a three-pronged approach, namely (1) ensuring their programmes adhere to the WMO (World Meteorology Organization) standards; (2) Sharing faculty; and (3) Considering development of 1-year programmes such as advanced diplomas and PG Dips to reskill or up skill existing BSc graduates towards meteorological sciences Way forward: • Each Occupation Team needs to add a column for alternative funding options as funding seems to be the most serious immediate need. • Identify which six universities needs to be targeted and get them involved in the work of the different working group based on the universities’ specific expertise. • The spread sheets must therefore be updated with more specific scarce occupations

11. C. Maritime sector Skills gaps were noted in the following areas: Maritime Skills in Public Service; Maritime Skills in the field of Maritime Safety and Security; Maritime Law and Maritime Business Services; Marine Tourism and Leisure, Maritime Construction, Offshore oil and gas, Fishing; and Maritime International Diplomatic Skills. Challenges • no integrated human resource plan for the development of the maritime industry in the country. • lack of an effective skills supply and demand mechanism; • there are skills shortages in critical areas; • current training efforts are fragmented; • sector skills training are not at optimal levels; and • universities and Technical and Vocational Education and Training (TVET) institutions are facing a number of challenges relating to recruiting lecturers and investments in training infrastructure. Way forward • Proper coordination of training by all role players - Transnet School of Maritime Excellence, SAMSA, National Cadetship Program, SAIMI • As part of student enrolment planning process for 2014/15 to 2019/20 universities were encouraged to explore means of training graduates in these fields for the Maritime sector.

12. The following are initiatives to support the production of graduates in engineering / natural sciences / maritime: OPERATION PHAKISA – ocean economy Five areas are: Aquaculture; Oil & Gas; Manufacturing; Ocean Governance; and Transport • The Department has developed a concept document on Operation Phakisa Skills Plan Operational Structures • Processes and resources have been allocated by the DHET to ensure that the skills development requirements of Operation Phakisa are implemented. • SAIMI as a central skills development planning, coordination, implementation, monitoring and evaluation structure has been approved • Operation Phakisa Skills Plan Steering Committee to monitor, support, advise and report on the implementation of skills development initiatives within each Operation Phakisa 3 foot plan • Skills Working Groups were established to coordinate the implementation of the maritime skills development initiatives in the 3-foot plans of each Operation Phakisa Oceans Economy delivery unit. • To develop a Skills Development Strategy, Framework and Implementation Plan for each delivery area. • Includes representatives of Operation Phakisa delivery units and working groups; public and private sector education and training institutions; academics and other experts in the relevant fields (particularly those already involved in Operation Phakisa); and representatives of industries in the relevant sectors.

13. D. Health sciences and professionals The following are initiatives to support the production of graduates in health: 1. Established a JHSEC - Joint Health Sciences Education Committee of the DHET and the DOH 2. Collaboration with DoH / HPSCA / Deans of Medicine and health faculties / CMSA / SANC / SAPC 3. Operation Phakisa: Health 4. Relocation of Nursing Colleges to a National competency

15. E. Veterinary Sciences • Currently shortages of the production of veterinarians, veterinarian scientists; inequality of students; and the unequal distribution of the training sites - does not have the capacity to produce the required equitable output for the nation. Enrolment planning: veterinary science graduates will increase from 186 in 2012 to 270 graduates in 2019 • DHET is engaging directly with the South African Veterinary Science Council (SAVSC). • DHET and DAFF: it was agreed that a high level Joint Technical Team needs to be established to determine feasibility of 2nd Vet Faculty

16. F. Agriculture • Cabinet approved the Mangaung resolution that Agricultural Colleges be transferred to the Department of Higher Education and Training (DHET) • a DHET / DAFF Steering Committee established • responsible for oversight of project activities; • finalising the drafted Terms of Reference for the Department of Agriculture, Forestry, and Fisheries (DAFF) DHET Joint Technical Task Team through a discussion with relevant stakeholders; • the coordination and alignment of strategic and operational initiatives • a clear communication strategy; • a change management strategy in terms of the legal process, Labour Relations Act and other key legislation such as the Promotion of Administrative Justice Act (PAJA); • considering of the Report as compiled by the JTT in terms of the implications, model and mechanism to facilitate the transfer of the function; and • providing advice to the Directors-General of Agriculture, Forestry and Fisheries and Higher Education and Training. • Members: co-chaired by the DDGs from DAFF and DHET

17. G. Chartered accountancy • Need to get more African Black CA’s involved in the public sector environment as employees, and to capacitate University Students on basic regulatory environment of public sector through University programs • The Minister was very supportive of establishing a working committee to look at: • the transformation of this profession • to look at ways to address student pipeline • to discuss some of these matters with key stakeholders in the profession including large employers of CA’s in the country. • Key stakeholders invited for the consultative session were - SAICA; ABASA; BANKSETA; Deans of the University’s School of Accounting; Treasury; IRBA; Banking Council; Big 5 Audit firms – KPMG, E&Y, PWC; and Graduate Recruiters of CA’s • A working process was agreed upon and analysis was done to understand the transformation requirements • CA profession remains largely untransformed with 78% members being white, Indians being 12%, and Africans represented only at 9% in 2015 • ANALYSIS AGAINST ECONOMICALLY ACTIVE POPULATION be measured against the membership base of those under the age of 35 years. • The analysis was performed for the last seven (7) years; the period of time it takes for someone to qualify as a chartered accountant (all else being equal) • The analysis was performed against the following groups: • CTA student intake / Trainee numbers / SAICA members • The analysis was performed against each major racial group: • African / Coloured / Indian / White

18. African members In the last seven (7) years, the number of African SAICA members under 35 has grown from 1 040 members as at 31 December 2009; to 2 560 members as at 30 June 2015. The percentage of the total member base has increased from 9% to 17%.

19. White members In the last seven (7) years, the number of White SAICA members under 35 has grown from 8 860 members as at 31 December 2009; to 9 387 members as at 30 June 2015. The percentage of the total member base has decreased from 75% to 62%.

20. 2014 first year enrolments into accounting The graph above illustrates the racial split of the total number of first year enrolments into Accounting for 2014. Read, in conjunction with the 2014 Mathematics results by race group, the CA profession takes in a proportionate number of students from each race group .

21. H. LL.B • Task team with LEAD and Deans of Law faculties • Reviewing standards and curriculum – CHE process • The LL.B duration is a matter of concern • even though the standards are not prescriptive but generic, the accreditation criteria will be used to measure if the standards are met, (b) the drafting team will look at the issues of assessment, (c) the drafting team will move the issue of ethics to the purpose of the LLB standards or qualification • Higher Education Qualifications Sub-Framework (HEQSF) says there is no option to offer a 2-year degree.

22. I. Teacher education Revitalisation of teacher education campuses as part of Universities Giyani / Pietermaritzburg (timbali precinct) / Siyabuswa Development of TVET lecturers – policy on Minimum Requirements, 10 Universities identified