SCARCE AND CRITICAL SKILLS IN THE FP&M SECTOR: PRIORITY INTERVENTIONS
4.1.1Key Strategic Challenges and Priority Interventions
The chapters on the demand and supply of skills pointed to a spectrum of challenges facing various FP&M industries. Each of these is described in the table below, with one or more possible priority interventions described.
Note that the challenges were confirmed in discussions with key stakeholders and experts, and many of the priority interventions were suggested by stakeholders themselves.
This list is not comprehensive, and comments are invited from sector stakeholders to add to (or amend) the list.
Table 113: Key Strategic Challenges and Priority Skills Interventions
Key Strategic Challenge / Priority Skills Intervention1 / The labour market forecasts project employment loss in most FP&M industries. Stakeholders for the most part confirmed this during consultations. / The Training Layoff Scheme should be explored as a mechanism to prevent job loss during the recession. Challenges in accessing this in the past should be explored and resolved.
2 / The state has adopted a local procurement strategy to support industry during the recession. Yet most companies do not know how to access this. / An informal skills intervention should be provided, training companies in how to benefit from the local procurement strategy.
3 / Industrial strategies envisage significant growth in output and employment across the FP&M industries. New management skills are required to make this happen. / FP&M SETA should support targeted management and leadership development programs for the industries, aimed at building the intellectual leadership specifically to turn the industrial strategies into realities.
4 / “Collaborative clustering” is at the heart of the DTI strategies to achieve industrial growth. These will require new partnerships between training providers, development finance institutions, business support agencies and possible markets/ retailers. / FP&M SETA should explore MoUs with a set of collaborative clusters and build long-term working relationships to make these work. The first few years will involve all parties learning together, thus the strategy and partnerships should be developmental, long-term and involve regular assessments of strengths and weaknesses.
5 / Collaborative clustering is also at the heart of cooperatives development, and SMME support. / FP&M SETA should explore partnerships with FET colleges, HEIs and others to use collaborative clustering as a vehicle for growing the cooperatives sector.
6 / Employers report that many graduates (from both FETs and HEIs) are not “workplace ready”. / FP&M SETA should identify the specific mismatches between curriculum and workplace requirements, on a qualification-by-qualification basis, as part of a qualifications review strategy. Qualifications and programs should be “fit-for-purpose”, and mismatches of this type are evidence that they are not. This initiative should be the starting point for FET and HEI capacity building, and should serve to identify the specific equipment, staff development or other capacity building required.
7 / HIV/Aids is estimated to have a high prevalence rate in many FP&M industries, and is likely to cause significantly higher attrition rates if nothing is done about it. / FP&M SETA needs to develop targeted HIV/Aids interventions, and work with constituent employers in a developmental approach to mobilize the sector around the issues. This may include a focus on policies and procedures for managing productivity, wellness and productivity in the workplace.
8 / ETQA data continue to reflect high levels of differential access to skills efforts, in terms of race, gender and disability. Recognition of Prior Learning must be pursued more vigorously as one means of redressing unfair discrimination. / A great deal of RPL has taken place in the FP&M sector over the past few years. The current ETQA system does not however separately capture qualifications awarded through RPL as opposed to other means; thus FP&M cannot at this stage report quantitative information on the scale or focus of RPL in the industries. This will be addressed during 2013.
FP&MSETA has developed an RPL strategy. This includes using RPL for a variety of purposes in the sector. One of these is using RPL to fast-track the achievement of sector NSA targets. This will take place by identifying large numbers of partly skilled artisans who may be eligible. Second, FP&M may also explore greening skills in the sector through an inter-SETA partnership with the LGSETA around RPL.
9 / Skills development efforts are not yielding a high return on investment, while the resources available are not adequate given the challenges. Improving the economy and efficiency of skills development efforts is a high priority. / One mechanism for improving how economical skills efforts are is by achieving economies of scale. FP&MSETA is embarking on a number of partnerships with other SETAs, to share resources and lower costs. These include partnerships with LGSETA (around Recognition of Prior Learning and Environmental Practices); with WRSETA (to achieve the “collaborative clustering” needed); with MERSETA (around a research agenda; with INSETA around disability programs; with a cluster of SETAs around the Design Initiative; and with the DHET-allocated cluster around FET partnerships.
10 / Reaching rural learners is central to poverty alleviation, and is crucial in providing the skills needed for growth resulting from the Strategic Infrastructure Projects (SIPS). Using FET colleges is a cost-effective way of achieving both these goals. / FP&MSETA has signed MoUs with a wide cross-section of FET colleges. These are detailed in the APP, and reflect the attempt to reach rural learners as well as efforts to grow skills in regions where the SIPs will be taking place. Budgetary allocations for these projects are also specified in the APP. The FP&M partnership with Gauteng City Region Academy (GCRA) around career guides will also reach rural learners in the Gauteng province, and is another example of inter-sectoral collaboration which will improve economy.
11 / Using skills as one strategic mechanism for achieving the kinds of industrial growth envisaged in the industrial policies requires credible intellectual leadership of skills development. While there are pockets of expertise around skills in the sector, more can be done to define the skills agenda in ways that achieve buy-in from top management. / FP&MSETA has established a formal working relationship with the Human Sciences Research Council, and is engaging a number of HEIs in formal partnerships. These include projects to fund bursaries for programs of study that will contribute to building the intellectual leadership around skills development in the FP&M sector. The FP&M Research Agenda, submitted to DHET during 2012, provides a road-map for areas of inter-SETA collaboration as well as HEI partnerships.
Key Strategic Challenge
Many scarce skill occupations have an aging workforce. This represents a threat not only because it may not be possible to replace the employees easily, but also because the older employees hold institutional memory regarding the development of the industry which should not be lost.
Priority Intervention
FP&M SETA should design interventions to identify the scarce skill occupations where the skills may be lost due to retirement; and encourage succession planning linked to internships, coaching and mentoring. Incentives should be provided and recognition given to those who are prepared to share their knowledge and experience with others, through an awards scheme.
Table 114: Key Strategic Challenges and Priority Interventions (2)
Key Strategic Challenge / Priority InterventionSupply-side capacity to address a number of growth priorities in each sector, does not exist in South Africa; or exists only in the private sector. This includes scarce skills such as leather technologists, and new scarce skills such as designers. / FP&M SETA should explore partnerships with the top international providers and aim to build local provider capacity through these. Also, partnerships between public and private providers or with FETs and HETs should also be explored.
Many industries need to build a more highly skilled and multi-skilled staff in order to compete internationally / FP&M SETA should ensure career pathing to guide critical skills development, with progression from the current level 2 programs to NQF level 4 programs where appropriate.
Low levels of general education continue to impede both learning and career path progress in the sector. Yet the ABET programs have reported not always delivered the results required, and are inefficient mechanisms for addressing the challenge. / FP&M SETA should explore new forms of adult education and training that are more workplace-relevant, and that address the key challenges of literacy, numeracy, problem-solving and systems-thinking.
The National Skills Accord targets suggest that FP&M sector should significantly increase learner enrolment against all artisan qualifications, on a 1: 2 ratio of artisans to apprenticeships. This will require significantly increased funding and support. / FP&M SETA should promote the artisan programs more urgently in the sector. Recognition of Prior Learning may be a possible vehicle for both incentivizing enrolments and improving efficiency – many employers report high numbers of current employees who may be eligible for RPL in part or in full.
Employers complain that they are not attracting the right talent, or that the talent they do attract is not entering with the right skills. / FP&M SETA should establish “feeder” systems in the schools, identifying talent at an early stage and providing both career guidance (around subject choice) as well as additional support to potential future employees (for example to improve their maths and science achievement).
Table 115: FP&M SETA Scarce and Critical Skills Priorities
NO / SKILLS DEVELOPMENT PRIORITY / INTERVENTION1 / All scarce skills (occupations) identified should receive priority funding to ensure that learners undergo quality training to achieve full national qualifications. The scarce skills are:
- Technical trainers
- Production Managers
- Technologists
- Work Study Officers
- Technologists
- Machine Mechanics/Artisans
- CAD Pattern-makers, makers and graders
Scarce skills should qualify for learnership/apprenticeship grants
A database of approved and accredited training providers should be used to source training for the sector
Work experience/internship grants should be made available for new graduates seeking first-time employment in partnership with public FET Colleges and Higher Education Institutions, who offer appropriate qualifications that addresses the scarce skills of the FP&M sector
Engage with DTI to fund technologist training through the CSIR Clothing and Textiles Centre of Excellence
Fund a Masters Degree in C & T in partnership with the DTI
Engage with DTI and NSF to approve funding for the Clothing and Textiles Skills Development Project Plan
Engage with relevant Higher Education Institutions and stakeholders to re-curriculate technologist programmes
Accelerate QCTO qualifications development to promote technologist, artisanal development and technical training to cater for all occupations on the Organizing Framework for Occupations (OFO) in the FP&M sector.
Implement a QCTO Qualifications Development Framework that promotes career pathing.
NO / SKILLS DEVELOPMENT PRIORITY / INTERVENTION
2 / All critical skills identified should receive additional incentives to ensure that discretionary grant spending is skewed towards such skills. / Bursary scheme should be opened for all critical skills identified
Cluster projects should be initiated focusing on critical skills
A database of approved and accredited training providers should be used to source training for the sector
Firms should be encouraged to prioritise critical skills in their WSPs
3 / 30 000 learnerships should be registered per year. / Engage with the DTI to acquire funding for learnerships
Capacitate FET Colleges to offer learnerships
4 / Establish Institutes of Sectoral Excellence (ISOE) at 5 institutions / Identify 2 more ISOEs within the public FET sector
Sign performance agreement with ISOEs
Fund ISOEs
Engage with the DTI to support ISOEs
5 / Establish a critical mass of FET Colleges to engage in learnership provision / Allocate discretionary funding for national FET projects to build capacity to deliver programmes to the FP&M sector
4.2CRITICAL AND SCARCE SKILLS
The scarce and critical skills list for this 2013/2014 Update are detailed in Table 109 below.
Table 116: Critical and Scarce Skills List
Unit Group Code / Unit Group / Occupation Code / Occupation / Description / Specialisation / Intervention / NQF Level / Numbers required1111 / Chief Executives and Managing Directors (Enterprises / Organisations (Skill Level 5) / 111101 / Director / Determines, formulates and reviews the general policy program and the overall direction of an organisation, within the framework established by a board of directors or a similar governing body. / CEO/Managing Director (Enterprise/Organisation) / Continuous Professional Development & Work Experience / 6 / 2
1112 / General Managers (Skill Level 5) / 111201 / Corporate General Manager / Plans, organises, directs, controls and reviews the day-to-day operations and major functions of a commercial, industrial or other organisation (excluding Government or Local Government) through departmental managers and subordinate executives. / Corporate; Manufacturing / Continuous Professional Development & Work Experience / 6 / 19
1222 / Crop Farm Production Managers / Foremen (Skill Level 4) / 122201 / Agronomy Farm Production Manager / Foreman / Oversees, coordinates and performs farming operations to grow annual and perennial crop such as cotton, grain, maize etc. / Compliance, IKM, Health and Safety, QMS, SCM, Performance management, Operational management, Planning, Monitoring and evaluation / Further Education, Higher Education, Internship / 6 / 1233
122202 / Ornamental Horticultural Farm Production Manager / Foreman / Oversees, coordinates and performs farming operations to grow flowers and turf. / Production Manager / Foreman / Further Education, Higher Education, Internship / 6 / 40
122203 / Arboricultural Farm Production Manager / Foreman / Oversees, coordinates and performs farming operations to grow trees. / Production Planning & Human Resource Management, / Further Education, Higher Education, Internship / 6 / 49
1311 / Advertising, Marketing and Sales Managers (Skill Level 5) / 131102 / Sales and Marketing Manager / Plans, organises, directs, controls and coordinates the sales and marketing activities of an organisation. / Sales Executive / Further Education, Higher Education, Internship / 5 / 136
1322 / Finance Managers (Skill Level 5) / 132201 / Finance Manager / Plans, organises, directs, controls and coordinates the financial and accounting activities within an organisation. / Corporate; Manufacturing / Further Education, Higher Education, Internship / 6 / 91
1323 / Human Resource Managers (Skill Level 5) / 132301 / Personnel / Human Resource Manager / Plans, organises, directs, controls and coordinates human resource and workplace relations activities within an organisation. / (Occ.) Health and Safety Manager / Further Education, Higher Education, Internship / 5 / 27
132302 / Business Training Manager / Plans, directs, organises, controls and coordinates training policy, provides advice, training and administrative support to trainers and learners. / Technical Training Manager / ETDP Diploma / 6 / 442
1334 / Manufacturers (Skill Level 5) / 133401 / Manufacturer / Plans, organises, directs, controls and coordinates the operations of a small manufacturing establishment. / Factory Manager (Production, Word Class Manufacturing (WCM)) / Further Education, Higher Education, Internship / 5 / 18
1335 / Production / Operations Managers (Skill Level 5) / 133501 / Production / Operations Manager / Plans, organises, directs and controls the production activities of a forest operation including physical and human resources. / Production / Operations Manager (Forest), Forest Contractor / Further Education, Higher Education, Internship / 5 / 150
133502 / Production / Operations Manager / Plans, organises, directs and controls the manufacturing activities of an organisation including physical and human resources. / Publishing, Operations, Production / Further Education, Higher Education, Internship / 5 / 83
Production / Operations Manager (Manufacturing & Production / Further Education, Higher Education, Internship / 5 / 1978
1335 / Production / Operations Managers (Skill Level 5) / 133504 / Operations Manager / Plans, organises, directs, controls and coordinates the operations activities of a non-manufacturing organisation including physical and human resources. / (Harvesting, Skidder/ Forwarder/ Bell Loader/ Operator/ Feller/ Buncher) / Further Education, Higher Education, Internship / 4 / 150
1336 / Supply and Distribution Managers (Skill Level 5) / 133601 / Supply and Distribution Manager / Plans, administers and reviews the supply, storage and distribution of equipment, materials and goods used and produced by an organisation, enterprise or business. / Supply Chain Manager / Certificate/Diploma in Supply Chain Management / 6 / 250
1351 / Information and Commu-nication Technology (ICT) Managers (Skill Level 5) / 135101 / Chief Information Officer / Plans, organises, directs controls and coordinates the ICT strategies, plans and operations of an organisation to ensure the ICT infrastructure supports the organisation's overall operations and priorities. / IT Manager (Strategic Manager, QMS) / Further Education, Higher Education, Internship / 5 / 27
1399 / Miscellaneous Specialist Managers (Skill Level 4 and 5) / 139906 / Quality Assurance Manager / Plans, organises, directs, controls and coordinates the deployment of quality systems and certification processes within an organisation. / Quality Control Manager / 5 / 55
139907 / Small Business Manager / Manages, organises, and controls the operations and resources of a small or own business. / Owner Manager, Entrepreneur / Leadership & Continuous Professional Development / 4 / 250
1499 / Miscellaneous Hospitality, Retail and Service Managers (Skill Level 4) / 149903 / Facilities Manager / Organises, controls and coordinates the strategic and operational management of facilities in a public or private organisation. / Technical Process Management / 5 / 18
2211 / Accountants (Skill Level 5) / 221101 / Accountant / Plans and provides systems and services relating to the financial dealings of organisations and individuals, and advises on associated record-keeping and compliance requirements. / Corporate governance, Strategic, Accounts, HR / 5 / 5
2233 / Training and Development Professionals (Skill Level 5) / 223302 / Occupational Instructor / Trainer / Conducts and assesses training and development to ensure management and staff acquire the skills and develop the competencies required by an organisation to meet organisational objectives. / Technical trainer, Occupational Health and Safety (OHS) / Higher Education & Internship / 5 / 824