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Lewis Jonker Department of Earth Sciences – EWS Section

Capacity building programmes in the South African water sector: Are they complementing each other or getting in each other’s way?. Lewis Jonker Department of Earth Sciences – EWS Section Presented at the 5 th Delft Symposium on Water Sector Capacity Development

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Lewis Jonker Department of Earth Sciences – EWS Section

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  1. Capacity building programmes in the South African water sector: Are they complementing each other or getting in each other’s way? Lewis Jonker Department of Earth Sciences – EWS Section Presented at the 5th Delft Symposium on Water Sector Capacity Development Delft, The Netherlands, 29-31 May 2013

  2. The New Beginning

  3. The Vision

  4. Access www.greengrants.org www.tumblr.com Instead of this This

  5. Sustainability wolfwaters.blogspot.com ljonker

  6. The Water Reform Trajectory

  7. The capacity discourse The new water management regime will require a water professional with skills that is different from those needed in the previous water management regime

  8. The Foresight A DWAF/UNESCO/WMO Mission was launched with the objective to provide assistance in the assessment of E&T needs for water management services in South Africa.

  9. The outcome – A report tilted DWAF/UNESCO/WMO Mission on the Assessment of the Education and Training Needs of the Water Resources Management Services of the Republic of South Africa. DWAF (1998)

  10. What did the mission look at during its efforts?

  11. What did the mission look at during its efforts? • A thorough assessment of the water related education and training on offer in the higher education environment in South Africa.

  12. What did the mission look at during its efforts? • A thorough assessment of the water related education and training in the higher education environment in South Africa. • Identified a range of ‘new skills’ that the new water professional should possess.

  13. What did the mission look at during its efforts? • A thorough assessment of the water related education and training in the higher education environment in South Africa. • Identified a range of ‘new skills’ that the new water professional should possess. • Recommended a programme (FETWater) through which training could be provided that should address the new skills required.

  14. The capacity discourse continued By the time FETWater programme was rolled out with the first workshop in March 2003 the discourse of a general lack of capacity in the water sector was firmly entrenched in the South Africa

  15. What was the response to • lack of capacity and • the recommendations of the DWAF/UNESCO/WMO Mission report?

  16. The response DWA operationalised the FETWater programme as recommended by the DWAF/UNESCO/WMO Mission

  17. The response Commissioned more studies

  18. and more studies

  19. and more studies

  20. and more studies

  21. and yet more studies 57

  22. What came out of these studies?

  23. 1. Obsession of getting the numbers exactly right

  24. 2. A demand that graduates from tertiary education hit the ground running. cubescrambler.com

  25. 3. A push for a single body to coordinate education and training in the water sector. thecataloguekid.blogspot.com

  26. 4. A propensity for one big solution 2videsign.com

  27. A second response Development of a Postgraduate Diploma in IWRM at the University of the Western Cape in 1999

  28. What issues did the PGD address?

  29. What issues did the PGD address? It allowed us to get to grips with the numbers

  30. What issues did the PGD address? It provided a bridge between the study of for example undergraduate chemistry and water and water quality.

  31. A third response The operationalization of FETWater

  32. The attraction of the FETWater mechanism • It is flexible and robust. • It can draw on the best expertise in the particular area where training is required. • It approaches the provision of training from the demand side. • It creates the space for different sector players to coordinate and direct the provision of education and training to their staff members.

  33. A third response The establishment of the Learning Academy by the Department of Water Affairs in 2007

  34. Aimed at internal DWA capacity through • The provision of bursaries • Placement of new entrees with mentors

  35. Summary

  36. Skills assessment route Where commissioned studies is meant to arrive at a coordinated single solution by delivering the exact number of persons required at any particular time with the ability to function optimally within the organisation from the first day of appointment

  37. The evolutionary route Where training programmes originate in different places, develop along different trajectories, addressing skills needs in different ways with all them having a common purpose.

  38. Which route to choose?

  39. Thank you

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