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FOREWORD
The Energy and Water Services Sector Education and Training Authority (EWSETA) is pleased to present the SETA’s Sector Skills Plan (SSP) for 2017-2022, as reviewed in 2016. This SSP has been prepared in line with the revised SSP Framework as defined by the Department of Higher Education and Training (DHET). Sector priorities are outlined in more detail and the focus is now more on the sector instead of just a broad SSP document. The sector profile analyses the contribution of the energy and water sectors, rather than a broad look at the economy. We also placed an emphasis on identifying key role-players in the sectors and their contribution.
In this submission, greater alignment has been achieved with national strategic, human resource and skills development priorities such as the National Development Plan (2030), Industrial Policy Action Plan (IPAP) and The National Human Resources Development Strategy South Africa (2010 – 2030). As the world moves from the Millennium Development Goals (MDGs) to the Sustainable Development Goals (SDGs) so are national policies, role-players, and the EWSETA. The main national policies and strategies affecting the sector are discussed and integrated into the plans of the SETA.
The partnerships with various stakeholders have been unpacked to highlight the lessons learned and the way forward. Particularly the relationship with Technical Vocational Education and Training (TVET) colleges has been zoomed in on in more detail as these are key skills development partners for the sustainable skills delivery pipeline.
The EWSETA has increased its participation and visibility in the energy and water sectors, with representation in the Department of Energy’s (DOE) Human Resource Development (HRD) Forum and the Department of Water and Sanitation (DWS) Water and Sanitation Sector Leadership Group (WSSLG). Through these and other forums, the EWSETA will ensure that the EWSETA SSP takes its rightful place within the sector as guiding information document and that input from relevant sector experts is factored into the document.
Further engagements will be undertaken with stakeholders within the forums already indicated and any other available forums within the sector to encourage more participation and ownership.
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Table of Contents
FOREWORD ...................................................................................................................... ii
List of Figures .................................................................................................................. iv
List of Tables ................................................................................................................... iv
LIST OF ACRONYMS .......................................................................................................... v
RESEARCH PROCESS AND METHODOLOGY ....................................................................... vi Research Methodology ........................................................................................................ vi Objectives of the Sector Skills Plan ..................................................................................... vii Conclusion ............................................................................................................................ vii
EXECUTIVE SUMMARY ................................................................................................... viii
Chapter 1: SECTOR PROFILE........................................................................................... 1
1.1 Introduction................................................................................................................. 1
1.2 Scope of Coverage ....................................................................................................... 1
1.3 Key Role-players .......................................................................................................... 2
1.4 Economic Performance ............................................................................................... 8
1.5 Employer Profile ........................................................................................................ 11
1.6 Labour Market Profile ............................................................................................... 12
1.7 Implications for skills development .......................................................................... 14
1.8 Conclusion ................................................................................................................. 15
Chapter 2: KEY SKILLS ISSUES ...................................................................................... 17
2.1 Introduction............................................................................................................... 17
2.2 Change Drivers .......................................................................................................... 17
2.3 Alignment with National Strategies and Plans .......................................................... 22
2.4 Conclusion ................................................................................................................. 27
Chapter 3: EXTENT OF SKILLS MISMATCH .................................................................... 28
3.1 Introduction............................................................................................................... 28
3.2 Extent and Nature of Demand .................................................................................. 28
3.3 Extent and Nature of Supply ..................................................................................... 30
3.4 Skills Gaps .................................................................................................................. 36
3.5 PIVOTAL List .............................................................................................................. 38
3.6 Conclusion ................................................................................................................. 41
Chapter 4: SECTOR PARTNERSHIPS .............................................................................. 42
4.1 Introduction............................................................................................................... 42
4.2 Partnership strategy .................................................................................................. 42
4.3 Assessment of current partnerships ......................................................................... 43
4.4 New Partnerships ...................................................................................................... 46
4.5 Conclusion ................................................................................................................. 46
Chapter 5: SKILLS PRIORITY ACTIONS........................................................................... 47
5.1 Introduction............................................................................................................... 47
5.2 Findings from Previous Chapters .............................................................................. 47
5.3 Alignment to national strategies and plans .............................................................. 48
5.4 Recommended Actions ............................................................................................. 48
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5.5 Sector strategy and action plan ................................................................................ 49
5.6 Conclusion ................................................................................................................. 51
BIBLIOGRAPHY ............................................................................................................... 52
List of Figures
Figure 1: The energy value chain ............................................................................................... 3
Figure 2: The water value chain ................................................................................................. 5
Figure 3: Real Output of the Water and Energy Sectors between 1970 and 2014 ................... 8
Figure 4: Power generation sources .......................................................................................... 9
Figure 5: Provincial distribution ............................................................................................... 11
Figure 6: Size Distribution of companies. ................................................................................ 12
Figure 7: Employment trends in the Energy and Water sectors ............................................. 12
Figure 8: Employee Gender and Equity Profile ........................................................................ 13
Figure 9: Average real remuneration per employee (2010 prices) ......................................... 29
Figure 10: Number of national diplomas awarded in selected engineering fields: 2003-2014.................................................................................................................................................. 31
Figure 11: First degrees awarded in selected engineering fields: 2003-2014 ......................... 32
Figure 12: Type of learning interventions supported by EWSETA ........................................... 35
Figure 13: Financial commitments to partnership programmes ............................................. 45
Figure 14: Learners funded through partnerships ................................................................... 45
List of Tables
Table 1: EWSETA Sector Industry Classification (SIC) Codes ..................................................... 1
Table 2: Age breakdown of the workforce per OFO group ..................................................... 14
Table 3: Alignment with national strategies and plans ........................................................... 23
Table 4: Enrolments in public HEIs by major field of study ..................................................... 31
Table 5: Enrolment at Public TVET and Private Colleges 2012 - 2014 ..................................... 33
Table 6: Examination Results in Public TVET Colleges in 2014 ................................................ 33
Table 7: Registrations and completions in engineering within Public TVET Colleges in 2014 33
Table 8: EWSETA Accredited Providers ................................................................................... 34
Table 9: Sector supported learning interventions ................................................................... 35
Table 10: Critical Skills List ....................................................................................................... 36
Table 11: Scarce Skills Occupations ......................................................................................... 37
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LIST OF ACRONYMS
Abbreviations Description
ATR Annual Training Report
BMI Business Monitoring International
CMA Catchment Management Agency
CSP Concentrated Solar Power
ECSA Engineering Council of South Africa
DHET Department of Higher Education and Training
GDP Gross Domestic Product
GTL Gas to Liquid
HRDSA Human Resource Development Strategy for South Africa
HSRC Human Sciences Research Council
IOPSA Institute of Plumbing South Africa
IPAP Industrial Policy Action Plan
IPP Independent Power Producer
MOU Memorandum of Understanding
MW Megawatts
NBI National Business Initiative
NCCRP National Climate Change Response Policy (White Paper)
NDP National Development Plan
NDS National Desalination Strategy
NGP New Growth Path
NQF National Qualifications Framework
NPO Non-profit-organisation
NSSD National Strategy for Sustainable Development (Action Plan)
NCV National Certificate Vocational
NWRS National Water Resource Strategy
OFO Organising Framework for Occupations
PAC Professional Advisory Committee
PICC Presidential Infrastructure Coordinating Commission
PIRB Plumbing Industry Registration Board
PIVOTAL Professional, Vocational, Technical and Academic Learning (Programmes)
PSET Post-School Education and Training
QCTO Quality Council for Trades and Occupations
QES Quarterly Employment Survey
QLFS Quarterly Labour Force Survey
REIPPP Renewable Energy Independent Power Producer Procurement
RPL Recognition of Prior Learning
SACNASP South African Council for Natural Scientific Professions
SAPVIA South African Photovoltaic Industry Association
SDC Swiss Agency for Development and Cooperation in South Africa
SBIDZ Saldanha Bay Industrial Development Zone
SIPs Strategic Integrated Projects
TCTA Trans-Caledon Tunnel Authority
TVET Technical Vocational Education and Training
TWh Terawatt hours
WCWDM Water conservation and water demand management
WSP Workplace Skills Plan
WUA Water Users Association
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RESEARCH PROCESS AND METHODOLOGY
Research Methodology
EWSETA uses several research processes in the development and updating of its Sector Skills Plans (SSPs). These include the following:
1. An on-line sector survey: This was conducted in 2014, and some of the findings (as example, the scarce skills occupations identified) were used for comparative purposes in this update of the SSP.
2. A systematic analysis of trends in the sector: This was done by analysing data and information from sources such as Quantec, BMI, StatsSA, etc.; the trends identified have then been tested during interviews.
3. Information on organisations in the sector: Information has been drawn from the EWSETA Management Information System (MIS) on levy paying organisations in the sector.
4. Information on employment in the sector: The Workplace Skills Plan (WSP) data is used for this purpose, and this is supplemented with data and information obtained from Quantec and StatsSA. The trends identified are tested during interviews. Changes within occupations are also identified during interviews.
5. The SSP update is based on desktop research that looks for example at national policies and legislative changes that may affect the sector and skills needs in the sector.
6. Scarce skills: A list of scarce skills is provided in the WSPs. These have been ranked according to the frequency with which they have been reported, and then compared with scarce skills identified in the previous SSP, as well as during interviews. “New” and “emerging” occupations have also been identified during interviews.
7. Supply-side information: This has been analysed by looking at vacancy rates, increase in job advertisements for certain occupations, ratios of professionals as compared to other countries. The quality of education and training has been evaluated during interviews.
8. The EWSETA conducts ad-hoc studies, as example a study conducted by Stellenbosch University that analysed the qualifications profile of lecturers in TVET Colleges, as well as the number of water-related courses offered by TVET Colleges.
The broad approach to the update of this SSP included the following steps:
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Objectives of the Sector Skills Plan
The key objective of the SSP is to analyse the labour market, identify key drivers of change and recognise the implications of national strategies that will have an impact on skills needs in the sector. This analysis leads to a list of scarce skills occupations, which will form the basis on which the SETA develops a strategy to alleviate the scarcity of skills in the near future and in the longer term. The research findings inform the sector skills strategy, and guide the SETA in terms of the focus of projects and grant allocations.
Conclusion
It is acknowledged that there is a need to further research the adequacy of training programmes for emerging occupations and to identify the need for curricula adjustment and the development of new programmes. Learning and career pathways for each of the scarce skills occupations also need to be further analysed to develop a more accurate list of PIVOTAL interventions. The SETA has agreed a research agenda for the update of the SSP in 2017 and will be commencing with that work in 2016.
Critical review of the SSP submitted 15 June 2016
Interviews with EWSETA managers
Literature review and desk research on national and sector policies and strategies
EWSETA, StatsSA, and Quantec data analyses
Interviews with key stakeholders
Updating of the SSP
Presentation to the EWSETA Board at a planning session
Addressing gaps identified by the Board
Further engagement with the EWSETA Skills Planning committee, including engagement by the two main departments of Energy and Water and Sanitation.
Final edits, sign off by Board and submission to DHET
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EXECUTIVE SUMMARY
The energy and water sector is made up of industries and organisations involved in the energy and water value chains. The Energy sector consists of industries working in the production, distribution and management of energy. It includes coal, nuclear, liquid fuels, oil & gas, electricity, solar energy, wind energy and hydro energy.
The value chain for energy includes regulation, generation, transmission, distribution and the use of the energy by industry and domestic customers. The water sub-sector includes those involved in the collection, purification and distribution of water and sanitation services (potable water supply, domestic wastewater and sewage systems). The value chain includes regulation, service providers such as the water boards, service authorities (municipalities) and users, then management and reuse.
The energy and water sectors experienced economic growth for many years before declining in 2008 and 2009. The sector has been recovering and is now experiencing slow growth. The energy and water sub-sector contributes about 1.8% to the GDP. The sector is critical not only in terms of its contribution to GDP, but also being a key enabler of industrial development.
There have been challenges in recent years in the supply of electricity and water. After experiencing power outages over a period of years the country suffered a drought in 2015 and 2016. The impact of these has been felt in manufacturing, in mining and agriculture, in communities and in households. Some of the contributory causes include delays in infrastructure projects, inadequate investment in maintenance and refurbishment. In the various strategies to address the supply challenges skills development is going to play an important role.
The largest proportion of employers is large companies (37%) that employ more than 150 employees. This is followed by small companies (31%) who employ less than 50 people, and then medium (19%) and micro enterprises (employing less than 10 people) constituting 13% of employers in the sector. The energy and water sector has a workforce of over 60,000. Employment increased by approximately 18% between 2006 and 2016.
There are transformation challenges, particularly in professional and technical occupations. Of 14 800 registered professional engineers females constitute only 3%, whilst blacks comprise less than 12%. Approximately 2.4% of the workforce is disabled. The sector is heavily dependent on high-level professionals and technicians and this will not change. On the other hand, the job content within the professions and trades will change and this will create challenges for the SETA, employers and training providers. There is potential for employment growth, and new occupations emerging (especially in the nuclear, wind and solar energy sub-sectors), and changes in the skills mix within existing occupations.
Thermal power generation will remain South Africa's dominant source of electricity generation. However, there will expansion of alternative energy sources such as shale gas, hydropower, onshore wind, concentrated solar power (CSP), landfill gas, biomass, small hydro and biogas. The Operation Phakisa Ocean Economy initiative promises to unveil more oil and gas resources. Of the government’s 18 Strategic Integrated Projects (SIPs) 3 SIPs (8-10) are important for the sector: sustainable green energy; construction of new electricity
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generation capacity; and expansion of transmission and distribution to support economic development.
Sustainable water resource management is a critical need and involves improving the quantity and quality of water; diversifying the water mix; protecting water ecosystems; controlling the impacts of climate change and integrating environmental ethics into water resource management. Technology and innovation needed in water includes: desalination; using groundwater supplies; treating waste water and mining drainage; decentralised waste water treatment plants; rainwater harvesting; rehabilitating and maintaining of aging water infrastructure; multi-purpose dams that may be used for aquaculture and the generation of hydro-power. All have skills implications.
The role of women is central to any conceptualisation of South Africa’s water and sanitation challenge and targeted solutions. Women need access to safe and clean water and are the primary collectors and users of water that is often sourced from rivers. It is essential that women have access to information on how to use and reuse water supplies safely and effectively. The role of women in the management of water resources and solutions is equally important and needs strengthening.
There are a number of national policies and plans that affect directly or indirectly on skills development in the sector. These include the NDP, National HRD Strategy, IPAP, the National Infrastructure Plan, NGP, NSDS III, Integrated Resource Plan, National Energy Strategy, National Water Resource Strategy, National 10 Year Innovation Plan and the White Paper on PSET. These all have a significant meaning within the sector and inform sector strategy.
There is a serious skills shortage in traditional fossil fuel based energy production and the demand for such skills is unlikely to diminish in the medium term. However, the long-term sustainability of energy provision is dependent on diversifying energy production.
Sustainable resource management points to the following skills development needs: new skills and leadership in hydrology and hydrogeology; human and institutional capacity for better water data management and communication; high level knowledge and quality research; skills to support for the “War on leaks” programme; skills to support green jobs and Green Industry initiatives, mainstreaming sustainability and environmental ethics.
The top ten scarce skills for the EW sector have been identified as: Programme or Project Manager (121905); Environmental Engineer (214301); Water Quality Analyst (213306); Energy Engineer (215103); Civil Engineer (214201); Electrical Engineer (215101); Electricians (671101); Concentrated Solar Power (CSP) Plant Process Controller (313106); Water Plant Operator (313201); Solar Installer (642602).
Supply challenges include not enough people studying in engineering; graduates not having the requisite practical skills; quality of graduates from TVET colleges not adequate; many people nearing retirement - shortage of experienced people in the pipeline that can fill these positions; inadequate set of qualifications for new, emerging occupations, especially in the nuclear engineering, wind and solar energy fields. There is a shortage of supply in non-traditional occupations such as nuclear engineers. Focus should be given to develop people for new and emerging occupations, specifically engineers with specialisation in
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nuclear, solar and wind energy. There is a need to update qualifications to address new needs and production processes. There are 21 TVET Colleges accredited for EWSETA programmes. The SETA is working with these colleges to build capacity and improve quality and relevance to the sector.
The EWSETA allocates discretionary grants to facilitate the development of scarce skills as identified in the Sector Skills Plan. The SETA implements a number of programmes including learnerships, apprenticeships, bursaries and internships in order to address scarce skills. The EWSETA has accredited a number of skills development providers across the country to deliver on its occupationally based learning programmes. Partnerships are being developed that help further the skills development strategy of the SETA:
Research and development partnerships: established to improve the information and knowledge base in the sector on labour market trends and development, including supply and demand for skills.
Qualification and programme development partnerships: established to encourage and facilitate the development of a range of qualifications and programmes aligned to scarce skills occupations in the sector.
Education and Training partnerships: intended to strengthen the links between employers in the sector and providers to expand the delivery of programmes aligned to occupational needs in the sector.
Transformation and change partnerships: established to address priority transformational goals such as those related to race, gender and disability.
The following priority actions inform SETA strategy in the sector.
Research Research and the coordination of research outputs on labour market supply and demand.
High-level skills and innovation focus Projects are needed that bring together high-level skills stakeholders in the sub-sectors to identify and plan for professional development to meet future needs.
Middle level skills A programme of work to address middle level skills including technical and artisan trades, including working with public TVET colleges to deliver required occupational qualifications.
Upskilling of employed workers RPL and retraining to address the challenge of the current work force acquiring new skills.
Small business focus Small business development to support expanded employment in a more diverse sector.
Equity Addressing the challenge of equity in relation to gender: improved gender balance in key professional and technical occupations and enabling women to become part of the process of finding solutions to energy and water management challenges.
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Strategic partnerships A focus on partnerships that have the purpose of mobilising multiple stakeholders and revenue sources to address skills needs.
M&E Improved monitoring, evaluation and assessment of impact. Much more evidence should be gathered of what works and what does not to inform future planning.
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Chapter 1: SECTOR PROFILE
1.1 Introduction
This chapter provides an overview of the size and shape of the energy and water sector for the purposes of analysing skills supply and demand. It outlines the scope of coverage of the EWSETA, the key role-players in the sector, the economic performance, as well as the employer and labour market profile. After reading this chapter, the reader should be able to understand the contribution of the energy and water sector in economic and employment terms.
1.2 Scope of Coverage
The EWSETA is a public entity established in terms of the Skills Development Act 97 of 1998 (as amended) and has a mandate to facilitate skills development within the energy and water sectors of the economy. The energy and water sectors, in the context of the South African (SA) skills development landscape, are defined by the Standard Industrial Classification (SIC) codes as determined by the Minister of Higher Education and Training (HET) in the establishment of SETAs.
The following SIC codes falling in the energy and water industries have been grouped in two sub-sectors, namely Energy and Water, which when combined are called the Energy and Water sector. Table 1 shows the scope of industrial coverage of the EWSETA according to SIC codes.
Table 1: EWSETA Sector Industry Classification (SIC) Codes
SIC CODE
INDUSTRY SUB-SECTOR SDL REGISTERED EMPLOYERS
% OF TOTAL
ENERGY (including gas)
41111 Generation of energy ENERGY 407 28%
41112 Distribution of purchased electric energy only ENERGY 87 6%
41114 Generation of renewable energy ENERGY 139 10%
41115 Transmission of energy ENERGY 26 2%
41116 Project management, maintenance and operation of electrical generation, transmission and distribution plants, networks and systems
ENERGY 355 24%
41118 Marketing of electricity ENERGY 115 8%
41200 Manufacture of gas; distribution of gaseous fuels through mains
ENERGY 181 12%
41300 Steam and hot water supply ENERGY 22 2%
50222 Construction of pylons for electric transmission lines
ENERGY 39 3%
87141 Industrial research for electrical energy ENERGY 78 5%
TOTAL 1 449
WATER (including sanitation and wastewater)
42000 Collection, purification and distribution of water WATER 148 4%
42001 Public water enterprises: collection, purification and distribution of water, including potable water supply, domestic waste and sewage services,
WATER 8 2%
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SIC CODE
INDUSTRY SUB-SECTOR SDL REGISTERED EMPLOYERS
% OF TOTAL
refuse and sanitation services
42002
Private water companies: collection, purification and distribution of water, including potable water supply, domestic waste and sewage services, refuse and sanitation services
WATER 18 5%
42003
Irrigation boards: collection, purification and distribution of water, including potable water supply, domestic waste and sewage services, refuse and sanitation services
WATER 12 3%
94003 Water and sanitation services (potable water supply, domestic waste water and sewage systems)
SANITATION and WASTEWATER
167 47%
Source: SARS SDL data 2016
The Energy sector consists of the Department of Energy (DoE) and its entities, national utility Eskom, and independent power producers. The Energy sub-sector can be further sub-divided in terms of industries according to the different sources of energy namely coal, nuclear, liquid fuels, oil & gas, electricity, solar energy, wind energy and hydro energy.
As can be noted above, the biggest concentration of companies in the energy sector operate in the generation of energy, project management, maintenance and operation of electrical generation, and marketing of electrical energy. Generation of renewable energy is smaller and so are steam and hot water supply and manufacture and distribution of gas. It can therefore be expected that the biggest employment concentration will be in electricity generation and support functions.
In the water sub-sector, the biggest number of companies is involved in the collection, purification and distribution of water and water and sanitation services (potable water supply, domestic wastewater and sewage systems).
1.3 Key Role-players
Having defined the scope of coverage of the EWSETA, the key role-players (with existing or potential linkages to skills development) are outlined below.
1.3.1 Energy
As described, the energy sector can be sub-divided in terms of industries according to the different sources of energy namely coal, nuclear, liquid fuels, oil & gas, electricity, solar energy, wind energy and hydro energy. The value chain for the energy sub-sector can be understood as been made up of the key activities that result in inputs being turned into outputs. Overarching these activities are the regulations that provide a framework within which these activities are conducted. Further work will be done to develop a value chain for renewables.
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Figure 1 maps out the various actors and role-players involved in the energy value chain, which are further discussed below. Further work will be done to develop a value chain for renewables.
Figure 1: The energy value chain
The Department of Energy is responsible for policy, and for ensuring exploration, development, processing, utilisation and management of South Africa's mineral and energy resources. The DoE is responsible for overseeing the following State Owned Entities (SOEs):
The National Nuclear Regulator (NNR) is mandated to monitor and enforce regulatory safety standards for the achievement of safe operating conditions, prevention of nuclear accidents or mitigation of nuclear accident consequences. The NNR advocates the development of appropriate regulatory frameworks for enforcing regulatory radiation safety standards in line with the recommendations of the International Commission on Radiation Protection (ICRP) and the International Atomic Energy Agency (IAEA).
The Central Energy Fund (CEF) is involved in the search for appropriate energy solutions to meet the energy needs of South Africa, the Southern African Development Community and the sub-Saharan African region, including oil, gas, electrical power, solar energy, low-smoke fuels, biomass, wind and renewable energy sources. CEF also manages the operation and development of the oil and gas assets and operations of the SA government
The Nuclear Energy Corporation of South Africa (NECSA) undertakes and promotes research into nuclear energy and radiation sciences and technology. The NECSA also processes source, special nuclear and restricted material including uranium enrichment.
The National Radioactive Waste Disposal Institute (NRWDI) is dedicated to professional nuclear waste management and disposal services in accordance with the National Radioactive Waste Disposal Institute Act, Act No 53 of 2008. The NRWDI’s role is to plan, design, construct, operate, manage and monitor radioactive waste disposal facilities.
The National Energy Regulator of South Africa (NERSA) has the mandate to regulate the electricity, piped-gas and petroleum pipelines industries in terms of the Electricity
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Regulation Act, 2006 (Act No. 4 of 2006), Gas Act, 2001 (Act No. 48 of 2001) and Petroleum Pipelines Act, 2003 (Act No. 60 of 2003).
The South African National Energy Development Institute (SANEDI) SANEDI’s main function is to direct, monitor and conduct applied energy research and development, demonstration and deployment as well to undertake specific measures to promote the uptake of Green Energy and Energy Efficiency in South Africa.
The electricity sector in South Africa is dominated by the national utility Eskom, which is responsible for electricity generation, transmission, trading and distribution. Eskom generates approximately 95% of the electricity used in South Africa.1 The balance is supplied by private generators and independent power producers. ‘An independent power producer (IPP) is an entity which owns facilities to generate electric power for sale to utilities and end users. These may be privately held facilities, corporations or cooperatives. The electricity supply comes from renewable resources, gas, coal and cogeneration. 2’
Other role-players include:
Sasol is an integrated international energy and chemical company whose energy cluster focuses on the manufacturing, refining and marketing of automotive and industrial fuels, oils and gas.3 Their main products are: fuel components, chemical components and co-products.4 From these main products and further value-adding processes they deliver diesel, petrol (gasoline), naphtha, kerosene (jet fuel), liquid petroleum gas (LPG), olefins, alcohols, polymers, solvents, surfactants, monomers, ammonia, methanol, crude tar acids, sulphur, illuminating paraffin, bitumen and fuel oil.
iGas is the official state agency for the development of the hydrocarbon gas industry in Southern Africa.
The Petroleum Agency of South Africa (PetroSA) is the national oil company of South Africa and is registered as a commercial entity under South African law. It is a subsidiary of the Central Energy Fund (CEF), which is wholly owned by the State and reports to the Department of Energy. PetroSA’s core business includes the exploration and production of oil and natural gas; participation in, and acquisition of local as well as international upstream petroleum ventures; the production of synthetic fuels from offshore gas, the development of domestic refining and liquid fuels logistical infrastructure and the marketing and trading of oil and petrochemicals.
1.3.2 Water, Sanitation and Wastewater
Water services refer to water supply and sanitation services and include regional water schemes, local water schemes, on-site sanitation and the collection and treatment of wastewater. Of the total water used in the urban, industrial and domestic sectors, 72% is
1 http://www.energy.gov.za/files/electricity_frame.html 2 Joemat-Pettersson (2015). Minister of Energy. Issued by the Department of Energy on 16 April 2015 3 GCIS, 2014 South Africa Yearbook: Energy, s.l.: GCIS 4 http://www.sasol.com/products/overview
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urban, 12% is rural and 17% is mining and bulk industrial water use.5 At the national level the Department of Water and Sanitation (DWS) is responsible for ensuring ‘that the country’s water resources are protected, managed, used, developed, conserved, and controlled through regulating and supporting the delivery of effective water supply and sanitation.’ Figure 2 maps out the various stakeholders involved in the water value chain.
Figure 2: The water value chain
Various entities report to the Minister of Water and Sanitation, namely:
Trans-Caledon Tunnel Authority (TCTA): The TCTA is responsible for the development of bulk raw water infrastructure and provides an integrated treasury management and financial advisory service to the Department, water boards, municipalities and other entities linked to bulk raw water infrastructure.
Water Research Commission (WRC): The WRC has a mandate that includes promoting co-ordination, co-operation and communication in the area of water research and development; establishing water research needs and priorities; stimulating and funding water research according to priority; promoting effective transfer of information and technology; enhancing knowledge and capacity-building within the water sector.
Water Management Institutions - Catch Management Agencies (CMAs) & Water User Associations: These organisations are responsible for managing the water resources at a catchment level, in collaboration with local stakeholders, with a specific focus on involving local communities in the decision-making on the meeting of basic human needs.
5 National Treasury: Administered Prices; WATER
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Water Services Institutions - Water Boards: These separate legal entities derive their mandate from the Water Services Act (1997). There are nine (9) Water Boards following the de-establishment of three that provide bulk potable water services to the municipalities in which they operate, and to other water service institutions and major customers within designated service areas.
1.3.3 Professional Bodies
Professional bodies are registered by the South African Qualifications Authority (SAQA). Areas of collaboration include quality assurance, continuous professional development, qualification development, professional registrations.
Engineering Council of South Africa (ECSA): The ECSA is a statutory body established in terms of the Engineering Profession Act (EPA), 46 of 2000, with the Department of Public Works (DPW) functioning as the Executive Authority of the ECSA. The ECSA's primary role is the regulation of the engineering profession and its core functions are the accreditation of engineering programmes, registration of persons as professionals in specified categories, and the regulation of the practice of registered persons6. Water Institute of Southern Africa (WISA): WISA is the professional body for all professionals in the water and sanitation sector and is a membership not-for profit organisation (NPO). WISA has several Divisions who focus on report writing, benchmarking and professional development7. WISA has been driving the professionalisation of process controllers, the TVET Water qualifications that EWSETA supports, Chairs the WSSLG Qualifications Development Task Team and hosts skills development workshops at its biennial conference. Plumbing Industry Registration Board (PIRB): The PIRB is a professional body and works proactively to promote good plumbing practices that protect the health and safety of the community and integrity of the water supply and waste water systems by providing a comprehensive registration system for individual qualified plumbers and monitoring their performance through a Certificate of Compliance (CoC). PIRB also allocates CPD points for plumbing professionals8.
South African Council for Natural Scientific Professions (SACNASP): SACNASP is the legislated regulatory body for natural science practitioners in South Africa. SACNASP promotes the practice of the natural science professions in South Africa; exercises control over the standard of conduct of professionals and monitors the standard of education and training of natural scientists.
6 (Source: www.ecsa.co.za). 7 (Source: www.wisa.org.za). 8 (Source: www.pirb.co.za).
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1.3.4 Other Role-players
There are some organisations which EWSETA has identified as playing a key role in the water and energy sector in terms of research and skills development, either through the industry they represent and/or the network they can tap into in terms of information sharing and sector communication such the following but not limited to them:
National Business Initiative (NBI): The National Business Initiative (NBI) is a voluntary coalition of South African and multinational companies committed to working towards sustainable growth and development in South Africa. They focus on, among other, energy efficiency and have a skills development unit that focuses on building the capacity of TVET colleges to deliver programmes that are responsive to industry and community needs as well as enhance the employability of college graduates.
The South African National Energy Association (SANEA): is a member of the World Energy Council (WEC), and represents a hub for the exchange of energy related information, providing factual and relevant data and knowledge, strengthening the energy network in South Africa and globally, and enhancing awareness of energy issues in South Africa.
The South African Photovoltaic Industry Association (SAPVIA): is a not-for-profit body, which consists of active players in South Africa’s photovoltaic market. The association is devoted to promoting the growth of the country’s solar photovoltaic (PV) electricity market, and aims to contribute to the country’s renewable energy rollout.
Institute of Plumbing South Africa (IOPSA): The objectives of IOPSA are, among other, to promote a plumbing regulatory environment through the upholding, upliftment of the South African plumbing industry installation and product standards, to promote market growth in the plumbing sector and to foster and encourage the technical skills and business management education of all members.
CSIR: Constituted by an Act of Parliament in 1945 as a science council, the CSIR undertakes directed and multidisciplinary research, technological innovation as well as industrial and scientific development to improve the quality of life of the country’s people. It conducts research in, among other, water resources and the green economy.
Labour relations and collective bargaining This is a highly organised sector in relation to both trade union membership and established collective bargaining machinery. The National Union of Mineworkers (NUM), The National Union of Metal Workers of South Africa (NUMSA), is strongly represented within energy. The Independent Municipal Workers Union (IMATU) and the South African Municipal Workers Union of South Africa (SAMWU) are strongly represented in Water. Collective bargaining between the employers and trade unions determines salary levels as well as other conditions of service including access to training.
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1.4 Economic Performance
The energy and water sector has experienced turbulent economic performance over the past ten years, with economic growth having peaked in 2007 at R 147 billion (constant 2010 prices) before declining in 2008 and 2009. It can be observed from Figure 3 that the sector has not yet fully recovered to the 2007 levels of output and has been experiencing slow growth. Before 2008, the sector had experienced steady growth with a weighted average annual growth rate of 3.59% since 1970. Real output for the water and energy sectors has picked up, but slowly due to the limited growth experienced in South Africa from 2012. Load shedding has also probably had the twin impact of a) reducing electricity use in the short term (which was the intention) and b) contributing to slower growth and so also being part of slowing demand in the medium term. If the economy picks up the trend of increased demand is likely to continue. The sector is however critical in terms of growth of the economy and a key enabler of industrial development and increased manufacturing.
Figure 3: Real Output of the Water and Energy Sectors between 1970 and 2014
Source: Quantec 2016
1.4.1 Energy
BMI estimates that the South African power sector will generate 250 terawatt hours (TWh) of energy in 2016, an increase from about 243 TWh in 2015. The country has installed capacity of about 48 megawatts (MW) and this is forecast to increase to 61 MW by 2021. Figure 4 shows that over 89% of power comes from coal as a source followed by nuclear.
Generation is also forecast to increase to 304 TWh in 2025. The commissioning of new hydropower plants and the strong project pipeline underpins this forecast. According to BMI (2016), South Africa's conventional power sources – fossil fuels and nuclear in particular – will increasingly be supplemented by renewable and alternative energy sources. The majority of growth will come from non-hydro power renewables currently contributing about 2% to the grid, forecast to grow at an annual average of 10% throughout our 10-year forecast period, boosted by a strong regulatory environment.
-
20 000
40 000
60 000
80 000
100 000
120 000
140 000
160 000
19
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Energy and Water Real OutputRm 2010 prices
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Figure 4: Power generation sources
Source: BMI, 2016
The sector has been hit by external factors such as the global down turn, by internal sluggishness in the economy and also a crisis in supply that has led to further pressure on the domestic economy. Less electricity was generated in South Africa in 2014 compared with 2013. Recent data show that national electricity production has been in decline after peaking in 2011, highlighting the country’s continued struggle to keep the lights on. A portion of the total electricity produced is used in power stations and exported to neighbouring countries. The remaining bulk of the electricity, however, together with some imported capacity, is consumed by residential, government, business and industrial customers. The data shows that South Africans are consuming less electricity, with just 231 TWh of electricity consumed in 2014, decreasing by 0.7% from 233 TWh in 2013.9
The decline in the volume of electricity produced has been offset, albeit slightly, by purchases of electricity from neighbouring countries. The annual volume of electricity imported into South Africa increased by 18.6%, from 9 428 GWh in 2013 to 11 177 GWh in 2014. Some of the causes of the energy crises that South Africa has experienced have been the delay in the Medupi and Kusile power stations, and the need for intensified investment in distribution maintenance and refurbishment.10 Eskom had to implement what is now termed “load shedding” which is a measure of last resort to prevent the collapse of the power system countrywide. When there is insufficient power station capacity to supply the demand (load) from all the customers, the electricity system becomes unbalanced, which can cause it to trip out countrywide (a blackout), and which could take days to restore. When power is insufficient, Eskom can thus either increase supply or reduce demand to bring the system back into balance.11
9 http://www.statssa.gov.za/?p=4045 10 http://mybroadband.co.za/news/energy/128942-the-real-reasons-for-power-blackouts-in-south-africa.html 11 http://www.eskom.co.za/documents/LoadSheddingFAQ.pdf
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The South African electricity retailing market value grew by 15.7% in 2014 to reach a value of R 250 billion (in market prices). In 2019, the South African electricity retailing market is forecast to have a value of R 392 billion, an increase of 52.5% since 201412. The largest user of electricity is the industrial sector (38%) followed by commercial and public services (32%), residential (25%), transportation (1.3%) and other users (3.1%). Interviews with sector stakeholders confirmed the anticipated growth, but indicated that the increased pressure on Eskom, and the financial constraints experienced by the utility, will imply that growth will most probably come from other sub-sectors.
The above indicate structural changes in the sector, with growth in non-traditional energy sub-sectors. Renewable energy and nuclear generation implies new and different skills sets than those utilised in the traditional, coal based energy generation processes.
1.4.2 Water
It is estimated that, at current usage and price levels, available water resources will be insufficient to meet demands by 2025. The projected total water requirement in 2025 will be approximately 17 billion cubic metres versus a reliable yield of 15 billion cubic metres (that is at a 98 per cent assurance of supply level). It is expected that future growth in water requirements will be mainly in the metros and large cities. However, this needs to be balanced with rural water needs, particularly agriculture, to safeguard food security. As has been witnessed recently in Southern Africa the drought has directly affected production of maize and other staples, raising food prices and increasing reliance on imports. Specific attention will therefore need to be given to ensuring adequate future water supplies to urban growth areas, as well as ensuring equitable access to the existing supplies.13
The country has more than 500 government-owned dams spread across all nine provinces. They range in storage capacity from a volume of 5,500 million m3 of water down to 0,2 million m3 of water. South Africa uses about 10,200 million m3 of water a year from its major dams. The majority of water consumption can be attributed to household consumption, irrigation, electricity, mining processes and industrial processes.14
In 2015, South Africa recorded its lowest yearly rainfall since comprehensive records began in 1904, putting many at risk of food shortages. South Africa’s challenge, however, is far larger in scope than the current emergency. Water infrastructure is ageing; technical skills are in short supply and demand patterns are shifting, while changing rainfall patterns are leading to inadequate supply in several areas. Sustainable water management, water infrastructure and access to a safe, reliable and affordable supply, as well as adequate sanitation services are, therefore, essential to improving living standards, expanding the economy, creating jobs and greater social inclusion. The national backlogs in water resource
12 Electricity Retailing in South Africa; Marketline; February 2016 13 http://www.treasury.gov.za/publications/igfr/2011/lg/11.%20Water%202011%20LGBER%20-%20Final%20-%209%20Sept%202011.pdf 14 http://www.gov.za/about-sa/water-affairs
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infrastructure are estimated to be approximately R13 billion, of which R10.1 billion alone relates to dam safety and rehabilitation.15
Funds had been reprioritised by National Treasury to respond to the impact of the drought on the farming sector and water-stressed communities. Over the 2016 MTEF period, the total allocation to grants is R12‑billion.16
The projected demand, and the projected inability of the country to deliver against this demand, emphasise the need to diversify the water mix, provided through groundwater, desalination and rainwater harvesting. South Africa uses approximately 40% of available and renewable groundwater supplies. For surface water, over 80% is already allocated. Essentially, both surface and groundwater solutions are required to create sustainable water resources. Currently, about a third of towns use groundwater in addition to surface water as their source of water.
1.5 Employer Profile
There are 1 803 employers that are registered with the EWSETA. Of these, 1450 are in the energy sub-sector and 353 in the water sub-sector (including sanitation). In terms of provincial distribution of employers, it can be observed from Figure 5 that about half are in Gauteng followed by Western Cape (18%) and KwaZulu-Natal (11%). These three provinces account for almost 80% of employers in the sector.
Figure 5: Provincial distribution
Source: EWSETA, database, 2016
The largest proportion of employers in the sector in terms of size is large companies (37%) that employ more than 150 employees. Figure 6 shows that small companies that employ less than 50 people are the second largest proportion (31%), and then medium (19%) and micro enterprises (employing less than 10 people) constituting 13% of employers in the sector. This means 44% of employers in the sector are employing 50 people or less.
15 http://www.treasury.gov.za/publications/igfr/2011/lg/11.%20Water%202011%20LGBER%20-%20Final%20-%209%20Sept%202011.pdf 16 Creamer Media. Real Economy Insight: Water; June 2016
86 44
898
205
53 9834 39
332
0100200300400500600700800900
1000
Employers per province
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Figure 6: Size Distribution of companies.
Source: EWSETA, database, 2016
There has been some shift in the sector in terms of the type and shape of employers. On the energy side, there has been the introduction of Independent Power Providers, as well as emerging companies in renewable energy. In addition, solar geyser installation and maintenance companies have also emerged.
1.6 Labour Market Profile
The energy and water sector has a workforce of over 60,000 representing approximately 0.93% of the total workforce in the country17. The sector experienced an increase of approximately 18% in employment between 2006 and 2016. Figure 7 shows that employment has been on an increased trajectory from around 2002, peaking in 2014 before a slight downward trend. Sector stakeholders have indicated that fluctuations in employment are caused by the need for additional people to be employed during the construction of power generation plants, with a sharp decline post construction and a focus on maintenance.
Figure 7: Employment trends in the energy and water sectors
Source: Quantec 2016
17 Statistics SA, 2015
Large37%
Medium19%
Micro13%
Small31%
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40 000
60 000
80 000
100 000
19
70
19
72
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76
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98
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20
02
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06
20
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20
10
20
12
20
14
20
16
Total employment
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Within occupations, skills sets are changing. There are new skills within occupations, specifically in the renewable energy and nuclear fields. An artisan, for example, who wants to move to a nuclear environment, currently has to do additional training abroad. In other occupations, it is possible to be retrained in South Africa to acquire top up skills needed for a change of sub-sector. Similarly, the move towards desalination will require new skills sets.
In terms of transformation, frequent use is made of large-scale tenders. The companies that are awarded these tenders show little signs of transformation in terms of gender, race, age or skills transfer. According to the ECSA database, the current profile of registered engineering professionals heavily leans towards white males. There are approximately 34 000 registered professionals in the ECSA database, of which more than 14 800 are registered professional engineers, i.e. engineering professionals with a degree from a recognised university. Of this total, females constitute only 3%, whilst blacks comprise less than 12%.18 According to 2016 WSP data, approximately 2.4% of the workforce is disabled. The sector is dominated by males, as illustrated in Figure 8.
Figure 8: Employee gender and equity profile
Source: WSP data 2016
Inputs from interviews indicate that transformation in general has been improving. A gap however exists in terms of experienced professional people, and gender equity, especially in the engineering field.
Approximately 16% of the workforce is older than 55, as can be seen from the graph below. The largest part of the 16% is found among professionals and technicians and associate professionals. Apart from clerical support workers, professionals shows the highest percentage of employees being older than 55 (26%). Only 1% of technicians and associate professionals are older than 55.
18 Engineering Council of South Africa https://www.ecsa.co.za/about/SitePages/Transformation.aspx).
24476
2493 1372 4668
33009
53328
6739 2450
13747
76264
0
20000
40000
60000
80000
100000
African Coloured Indian White Total
Employee gender and equity profile
Female Male
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Table 2: Age breakdown of the workforce per OFO group
OFO Major <35 >35<55 >55<65 >65 Grand Total
% >55
Managers 1670 5232 1217 65 8184 19% Clerical support workers 5834 8115 3042 164 17155 24% Elementary occupations 3744 4787 2651 113 11295 34% Plant and machine operators and assemblers 2071 1537 1790 48 5446 15% Professionals 3948 6139 1599 116 11802 26% Service and sales workers 714 1711 825 15 3265 17% Skilled agricultural, forestry, fishery, craft and related trades workers 3916 3662 1517 44 9139 15% Technicians and associate professionals 13056 13682 4525 134 31397 1% #N/A 10458 982 127 23 11602 19% Grand Total 45411 45847 17293 722 109285 16%
Source: WSP data 2016
As illustrated in Table 2, the biggest concentration of employment is in the OFO groups of professionals and technicians and associate professionals.
1.7 Implications for skills development
This sector has undergone some shocks and is currently engaged in significant structural change, not all changes being clearly set out in a manner that can assist skills planning. Clearly, there is a high dependence on fossil fuels and nuclear energy, and indications are that this will change in the coming decade. Current plans indicate a large-scale increase in nuclear production, but also a deliberate drive to reduce dependence on fossil fuels by expanding alternative production methods, power sources and focussing on renewable energy. The precise balance between the different sources of energy in the next 5-10 years is not clear, but change is certain and with it will come a change in the occupational mix in the sector. The diversification of water sources is inevitable, and one of the implications will be changes in skills sets required for implementing the diversification process. For example, particular skills are needed to manage the Blue drop/Green Drop assessments that are being used in evaluating water provision. New processes are being introduced in the management of ground water and require new skills.
Irrespective of anticipated changes, the sector remains heavily dependent on high-level professionals and technicians and this will not change. There are changes in occupations and in specialisations within occupations resulting from changes in energy production from fossil to nuclear and alternative forms of, and renewable, energy. This will create challenges for the SETA, employers and training providers. The SETA will have the responsibility of providing leadership in addressing the changes. This means improving and strengthening research and research partnerships to provide the clarity needed for planning.
There are major transformation challenges from both a racial and gender perspective in these priority skills areas. SETA supported interventions should facilitate transformation in a planned manner.
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On the other hand, the workforce is ageing and the number of professionals and technicians over 55 points to the potential for significant changes in the next 5-10 years. This implies that the SETA should support the development of existing “middle level” employees to fill the skills pipeline gap that may result from highly experienced professionals and technicians leaving the sector.
Eskom is by far the largest employer in the sector and its role in the leadership of the sector cannot be overstated. However, there is significant pressure from independent power producers to distribute responsibility for power generation amongst a wider cross section of companies. The pressure to both expand production from a relatively low level in recent years to a higher level that both enables and reflects high growth levels, will lead to further pressure for diversification and multiple sources of energy supply. The global thrust towards sustainable energy and renewables will also lead to changes. There is potential for employment growth, and for growth in the expansion of new forms of energy production and the establishment and growth of small businesses, especially in the renewable energy sub-sector. There is therefore a need to focus more clearly on the needs of medium and small enterprises, with Eskom continuing to play an important but possibly changing role in the supply of skills to the sector.
There are a range of important regulatory and governance institutions and a large network of role-players in the fields of research and development. These stakeholders and role - players can potentially play a key role in interpreting policy and strategy, enabling trends to be understood better and signalling future skills demand in the sector. Although significant input has been made by these stakeholders for the current SSP, more work is needed to refine the labour market analysis and to clarify demand in the various traditional and well as future industries and their occupational and qualifications needs.
With the expected growth in the energy sector, and the need to improve the quantity and quality of water in a sustainable manner, the demand for high level professionals and technicians will increase, whilst the sector is competing with other sectors nationally as well as globally, for these skills. This implies the need to increase the skills supply to the sector, also in the light of already existing scarcity that is experienced (as discussed in chapter 3 of the SSP).
There is also evidence of skills gaps in key development areas such as Nuclear and Solar energy production that could result in a dependency on imported skills. There are new occupations emerging (especially in the nuclear, wind and solar energy sub-sectors), and changes in the skills mix within existing occupations. There would be a need to research further the details and will probably lead to the development of new qualifications and the adjustment of existing curricula. It is likely that many of the future skills needs are not being reflected in current Workplace Skills Plans and so some further research is needed to identify the priority occupations and their skills needs for the future of the sector.
1.8 Conclusion
In conclusion, it is clear that the energy and water sector is relatively small in terms of employer and employee size. However, the sector is an important catalyst and enabler to the rest of the economy. The sector has a number of characteristics:
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The sector is heavily dependent on the supply of highly qualified professionals and technicians and will continue to be dependent on them.
There are major transformation challenges from both a racial and gender perspective in these priority skills areas.
On the other hand the workforce is ageing and the number of professionals and technicians over 55 points to the potential for significant changes in the next 5-10 years.There are changes in occupations and in specialisations within occupations resulting from changes in energy production from fossil to nuclear and alternative forms of, and renewable, energy.
In the water industry there is the need for a number of new occupations to be recognised and given professional status. One of the challenges in the water sector is the need for multiple skills. Very often skills have been developed on the job rather than in formal programmes and so, it is difficult to obtain training in the skills needed. Skills are needed in water management, ecology, water treatment and water waste management – all in one individual. That individual has to be able to make use of developing technology for the detection of water leakages, purification processes and monitoring of quality.
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Chapter 2: KEY SKILLS ISSUES
2.1 Introduction
The purpose of this chapter is to identify factors that drive change in the EW sector and to analyse how these influence skills demand and supply. The alignment of sector skills planning to national strategies and plans is also discussed. This chapter has been informed by desktop research, interviews with key stakeholders, and inputs from the EWSETA Board.
2.2 Change Drivers
Many of the change drivers in the sector relate to the shift globally towards renewable energy resources, sustainable water resource development and infrastructural development.
2.2.1 Shift towards Renewable Energy Sources
Thermal power generation will remain South Africa's dominant source of electricity generation for many years to come. The availability of cheap and abundant coal – coupled with new coal-fired capacity in the pipeline - will ensure that thermal power generation continues to dominate the power landscape19. However, there have been some developments regarding the energy mix of the country:
New discoveries of shale gas will have a potential impact on the availability of fuel and energy. However exploiting the country's shale gas deposits will still require the development of an adequate policy and regulatory framework, in addition to the required physical infrastructure needed for transporting and processing.
South Africa's hydropower consists of 5%20 of the country's total power generation mix. The forecast is that hydropower will not be a major factor in South Africa's plans, as it is likely to be crowded out by investments into non-hydropower renewables, especially solar power.
The forecast for renewables capacity in South Africa is positive. These include the
attractive regulatory framework - in the form of the renewable energy independent power producer procurement (REIPPP) programme auction scheme and the high investor interest in the market. By May 2015, the REIPPP had approved 79 wind, solar and hydro projects. The REIPPP programme covers onshore wind, solar photovoltaic, concentrated solar power (CSP), landfill gas, biomass, small hydro and biogas.
19 BMI Research, March 2016 20 http://www.orangesenqurak.com/challenge/water+demand/power+generation+hydro.aspx
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2.2.2 The Green Agenda
South Africa is ranked 12th in terms of worldwide carbon emission despite being rated 27th in world economic size. The country therefore contributes disproportionately to climate change (NDP, 2012). In adherence to the global green economy agenda, the country is on course to diversifying its energy supply by switching to renewable energy sources as outlined in the IRP. The NDP posits that the green economy will leverage to promote deeper industrialisation, energy efficiency and employment (ibid). Climate change discussions in Copenhagen in 2009 resulted in a government commitment to reduce South Africa’s carbon emissions by 34% by 2020, and 42% by 2025. This has resulted in changes in legislative, policy and regulatory provisions and investment in the green economy. This will imply the need for a growth in the supply of environmental skills, such as environmental engineers, technicians and artisans.
2.2.3 Nuclear Build Programme
In December 2015, the Cabinet gave permission to build nuclear power plants and the procurement process has started. The plan is for the country to develop as much as 9,600 MW of nuclear capacity by 2030. The addition of nuclear capacity will be long-term. Due to the construction of nuclear power plants usually taking very long, as well as the government having to find sufficient funds for the project, it is not likely that nuclear power generation will increase between 2016 and 202521. Despite the projected period, the skills development implications for this are significant. It would require high-level scientists and researchers to engage in research and product development. The quantum of skilled professionals and artisans to support the policy goals would have to be increased.
2.2.4 Operation Phakisa
The Operation Phakisa Ocean Economy initiative promises to unveil more oil and gas resources, which could open up significant opportunities. Offshore Oil and Gas Exploration has indicated that South Africa’s coast and adjoining waters have possible resources of approximately nine billion barrels of oil and eleven billion barrels oil equivalent of natural gas, which is equal to three hundred and seventy five years of South African gas consumption. An ambitious target of drilling 30 exploration wells in 10 years has been set. The result would be one hundred and thirty thousand jobs and a contribution of two point two billion US dollars (US $2.2 billion) to GDP.22 On the other hand, the market for oil has been seriously weakened in recent years, with the price of oil falling steeply. This has resulted in many oil installations being mothballed pending a revival in prices. The other challenge is that this industry is mainly dominated by multi-national companies operating off the African coast, who can access skilled labour internationally. The challenge will be for South Africa to be ready with skilled labour to respond to increased demand as it occurs. This implies an intensified focus on adequate local skills and technical capability to support exploration and production. It also signals a need to consider how skilled people can be retained when downturns occur or if delays occur in planned operations.
21 BMI Research, March 2016 22DEA (https://www.environment.gov.za/projectsprogrammes/operationphakisa/oceanseconomy).
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2.2.5 Strategic Infrastructure Projects
In 2012, the South African government adopted the National Infrastructure Plan (NIP) that sought to respond to the New Growth Path (NGP) goals of creating 5 million jobs by 2020. Under the custodianship of the Presidential Infrastructure Coordinating Commission (PICC), 18 Strategic Infrastructure Projects (SIPs) with more than 645 related projects were developed as key catalysts for industrialisation, skilling and employment creation (DHET, 2014). The DHET has identified 13 priority occupations in demand for all SIPs, with huge implications for the energy sector. SIPs 8-10 have specific reference:
• Support for sustainable green energy; • Accelerate the construction of new electricity generation capacity in accordance with
the IRP 2010; and • Expand the transmission and distribution of electricity to support economic
development.
2.2.6 Sustainable resource development
SA has been noted as the “30th driest country in the world.” This alone is driving the need for sustainable water resources. Achieving sustainable water resources requires a multi-pronged approach to how we understand water and sanitation across the value chain from regulation through to the provision, usage, treatment and re-usage of water, in both formal and informal settlements and across the gender divide. The term sustainable water resources encompass multiple aspects including but not restricted to the following:
i. Improving the quantity and quality of water: is essential for healthy living and is inextricably linked to equitable social and economic development. Protecting and managing strategic water resources (including wetlands) is an important part of maintaining the quantity and quality of our natural water supply. The developmental state plays a central role in ensuring this through what has been termed “developmental water management;”23
ii. Treating water supplies: such as wastewater and acid mine drainage so that it may be reused;
iii. Diversifying the water mix: provided through groundwater, desalination and rainwater harvesting.24 Essentially, both surface and groundwater solutions are required to create sustainable water resources. There is opportunity to expand surface water allocations through the storing of such water in aquifers although this depends on addressing scarcities in a number of hydrology and hydrogeology skills at an individual and institutional level;25
23 Department of Water Affairs, June 2013. National Water Resource Strategy, pg.8.
24 Water Research Commission, 2014, 20 Years of Groundwater Research: Development and Implementation in South Africa: 1994-2014. 25 Department of Water Affairs, June 2013. National Water Resource Strategy.
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iv. Protecting water ecosystems: part of this is about controlling the spread of thirsty alien vegetation that threaten South Africa’s water security, the potential stream flow of rivers and our rich biodiversity.
v. Integrating environmental ethics into water resource management: the actions of humans have direct implications for the environment. Creating an ethical populace that values the sustainability of our water resources is critical to achieving such sustainability.26
Ensuring a sustainable water balance requires a multitude of strategies, including: water conservation and water demand management (WCWDM)27; further utilisation of groundwater, desalination, water re-use, rainwater harvesting and treated wastewater and acid mine drainage. Additionally, improved water databases are necessary for better planning in the provision and maintenance of water and sanitation infrastructure and the development of a water and sanitation monitoring system. Developing the necessary skills and capacity within society to do all of the above is fundamental to the sustainability of this precious resource.
2.2.7 Technological advancement and innovation
Technological advancement and innovation are key components to ensuring the sustainability of South Africa’s water supply. Examples of the types of technology and innovation needed in water include:
i. Desalination: The department intends on supporting the development of desalination technologies. A National Desalination Strategy has already been developed;
ii. Using groundwater supplies in areas that have unreliable water supply and in remote rural areas;
iii. Treating waste water and mining drainage via decentralised waste water treatment plants and using nanotechnology;
iv. Rainwater harvesting through collecting and storing rainwater in different sized tanks, which would otherwise be lost as run-off.
v. Investigating the construction and use of multi-purpose dams that may be used for aquaculture and the generation of hydro-power;
Some of the above technological advancements will require a combination of retraining (through upskilling) and training for new technical skills (example nanotechnology and desalination) and expanding the quantity and quality of high-level research skills. Additionally, there are a number of emerging technologies that are changing the way electricity is being delivered to communities. In a report released in May 2016, consulting firm PwC says that while state-owned, base-load utilities still provide power for cities and
27 Department of Water Affairs, June 2013. National Water Resource Strategy.
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industry, many people in rural areas will gain access to electricity through micro-grid technologies and off-grid systems.
2.2.8 Gender-based drivers
The role of women is central to any conceptualisation of South Africa’s water and sanitation challenge and targeted solutions. Women in deep rural areas are the primary collectors and users of water that is often sourced from rivers. It is therefore essential that these women have access to information on how the use and reuse these water supplies safely and effectively. In instances where municipal water and sanitation is provided, women are largely responsible for managing such infrastructure through the fixing and or cleaning of taps and toilets. Skills development must seek ways to address the needs of women in these localities.
The DWS is driving gender mainstreaming across the sector by recognising that women use water for reproductive as well as productive purposes and involving women directly in the design, planning, process, implementation, monitoring and evaluation stages of water interventions. The Swiss Agency for Development and Cooperation (SDC) suggests, “A gender perspective which seeks to include an understanding of gender roles and relations and how these affect and are affected by water and sanitation interventions can ensure greater sustainability and resource efficiency and can therefore increase the number of beneficiaries. Experience has shown that interventions, which include the views and input of both men and women, generally work better. Water is not gender neutral. Water resource management is incomplete without a gender perspective.”28
2.2.9 The water-energy interface
Globally there has been increased emphasis placed on positioning the water sector in relation to energy consumption. Rising energy costs both globally and locally have meant that municipalities have to identify options to reduce energy consumption and enhance energy savings at these plants to ensure their sustainability in the long-term. This requires the implementation of energy efficient methods through better energy management. Wastewater treatment plants need to be better designed and operations at these plants need to be improved using energy reducing technologies (for example improved pumping technology), cost-effective forms of energy (such as biogas) and improved design, configuration, system and processes linked to aeration at sludge plants where the most amount of energy is consumed.29 The development of hydropower plants on dams are another example of integrating water and energy resources sustainably and will form an important part of meeting the renewable energy target in the National Development Plan 30 In addition to increasing discussion around the water-energy interface, the discourse is increasingly of the Water-Energy-Agriculture or Water-Energy-Food nexus. This enables a holistic approach to inter-linked development challenges.
28 Swiss Agency for Development and Cooperation, 2005, 8. 29 Water Research Commission, March 2016, WRC Report No. TT 654/15 30 Presidency, 2011, National Development Plan.
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2.3 Alignment with National Strategies and Plans
There are a number of national policies and plans that directly or indirectly influence skills development in the sector. These policies are outlined in Table 3 overleaf:
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ag
e
Tab
le 3
: A
lign
men
t w
ith
na
tio
na
l str
ate
gie
s a
nd
pla
ns
Po
licy
/ P
lan
Im
pac
t o
n t
he
Sect
or
Imp
licat
ion
s fo
r Sk
ills
Dev
elo
pm
ent
The
Nat
ion
al
Dev
elo
pm
ent
Pla
n (
ND
P)
The
Nat
ion
al D
evel
op
men
t P
lan
(N
DP
) en
visa
ges
that
by
20
30 S
ou
th A
fric
a w
ill
hav
e an
ad
equ
ate
sup
ply
of
ele
ctri
city
an
d l
iqu
id f
uel
s to
en
sure
th
at e
con
om
ic
acti
vity
an
d w
elfa
re a
re n
ot
dis
rup
ted
, an
d t
hat
at
leas
t 9
5%
of
the
po
pu
lati
on
will
h
ave
acce
ss t
o g
rid
or
off
-gri
d e
lect
rici
ty.
It p
rop
ose
s th
at g
as a
nd
oth
er r
enew
able
re
sou
rces
lik
e w
ind
, so
lar
and
hyd
ro-e
lect
rici
ty w
ill b
e vi
able
alt
ern
ativ
es t
o c
oal
an
d w
ill s
up
ply
at
leas
t 2
0 0
00
MW
of
the
add
itio
nal
29
00
0 M
W o
f e
lect
rici
ty
nee
ded
by
20
30.
Oth
er r
eco
mm
end
atio
ns
incl
ud
e d
iver
sify
ing
po
wer
so
urc
es a
nd
o
wn
ersh
ip
in
the
ele
ctri
city
se
cto
r,
sup
po
rtin
g cl
ean
er
coal
te
chn
olo
gie
s,
and
in
vest
ing
in h
um
an a
nd
ph
ysic
al c
apit
al in
th
e 1
2 la
rges
t el
ect
rici
ty d
istr
ibu
tors
. Th
e N
DP
an
d N
ew G
row
th P
ath
(N
GP
) id
enti
fy w
ater
as
bei
ng
a p
recu
rso
r to
red
uci
ng
po
vert
y an
d in
equ
alit
y an
d a
chie
vin
g in
clu
sive
eco
no
mic
gro
wth
an
d d
evel
op
men
t.
An
in
crea
se i
n s
kille
d a
nd
pro
fess
ion
al p
eop
le w
ill b
e n
eed
ed
for
con
stru
ctio
n
of
add
itio
nal
ge
ner
ati
on
ca
pac
ity
and
th
e m
anag
emen
t o
f th
e n
ew p
lan
ts.
In
crea
sed
mai
nte
nan
ce w
ill r
equ
ire
add
itio
nal
art
isan
s.
Exis
tin
g ar
tisa
ns
will
nee
d t
o d
evel
op
new
ski
lls.
The
mo
ve
to
ren
ewab
le
ener
gy
will
re
qu
ire
the
dev
elo
pm
ent
of
tech
nic
al s
kills
in w
ind
an
d s
ola
r en
ergy
. Th
e gr
ow
ing
gree
n e
con
om
y w
ill s
ee a
n i
ncr
ease
d n
eed
fo
r en
viro
nm
enta
lly s
kille
d t
ech
nic
al p
eop
le.
Sup
po
rt
pro
gram
me
s fo
r th
e es
tab
lish
men
t o
f n
ew
bu
sin
esse
s ca
n s
up
po
rt t
he
div
ersi
fica
tio
n o
f o
wn
ersh
ip.
The
Hu
man
R
eso
urc
e
Dev
elo
pm
ent
Stra
tegy
fo
r So
uth
Afr
ica
(HR
DSS
A):
The
stra
tegy
is
inte
nd
ed t
o b
e a
coh
eren
t, n
atio
nal
hu
man
res
ou
rce
dev
elo
pm
ent
fram
ew
ork
w
ith
in
wh
ich
al
l H
RD
-ori
ente
d
po
licie
s o
per
ate.
In
o
rder
fo
r sk
ills
pro
gram
me
s to
mee
t em
plo
yer
and
sec
tor-
bas
ed d
eman
d,
stak
eho
lder
inp
ut
mu
st
be
incr
ease
d.
Cap
acit
y w
ith
in t
he
EWSE
TA i
n a
reas
of
skill
s p
lan
nin
g,
lab
ou
r m
arke
t fo
reca
stin
g an
d
anal
ysis
h
as
to
be
incr
ease
d.
The
SETA
nee
ds
to i
den
tify
th
e sk
ills
that
are
n
eed
ed i
n t
he
sect
or
and
to
dev
elo
p i
nte
rven
tio
ns
to
add
ress
ob
stac
les
in t
hei
r su
pp
ly.
Nat
ion
al S
kills
D
evel
op
men
t St
rate
gy (
NSD
S II
I)
NSD
S III
is
the
fram
ew
ork
wit
hin
wh
ich
SET
As
mu
st d
evel
op
th
eir
stra
tegi
es a
nd
p
lan
s. I
t se
ts o
ut
the
pri
ori
ty t
ran
sfo
rmat
ion
an
d e
qu
ity
imp
erat
ives
an
d i
den
tifi
es
key
ou
tco
mes
th
at a
ll sk
ills
dev
elo
pm
ent
stak
eho
lder
s sh
ou
ld w
ork
to
war
ds.
Th
ese
incl
ud
e im
pro
ved
su
pp
ly
and
d
eman
d
rese
arch
ca
pab
ility
; en
suri
ng
skill
s d
evel
op
men
t is
tak
ing
acco
un
t o
f an
d s
up
po
rtin
g go
vern
men
t p
olic
y; a
dd
ress
ing
scar
ce s
kills
occ
up
atio
nal
nee
ds
at a
ll le
vels
; fo
cuss
ing
on
th
e n
eed
s o
f sm
all
bu
sin
esse
s an
d c
oo
per
ativ
es a
nd
str
engt
hen
ing
M&
E w
ith
in t
he
skill
s d
evel
op
men
t sy
stem
.
The
EWSE
TA
mu
st
wo
rk
clo
sely
w
ith
it
s m
ain
lin
e d
epar
tmen
ts
(en
ergy
an
d
wat
er)
as
wel
l as
o
ther
d
epar
tmen
ts w
ith
an
in
tere
st i
n t
he
sect
or
such
a t
he
Dep
artm
ent
of
Envi
ron
men
t. S
IPs
are
an im
po
rtan
t fo
cus
for
the
sect
or
in s
up
po
rtin
g n
atio
nal
pri
ori
ties
. Th
e SE
TA
will
nee
d t
o e
nsu
re t
hat
its
str
ateg
y an
d k
ey p
rio
rity
ac
tio
ns
con
trib
ute
to
NSD
S III
ou
tpu
ts a
nd
ou
tco
mes
. Th
e SE
TA m
ust
set
tar
gets
fo
r SM
Es a
nd
co
op
erat
ives
an
d p
ut
in p
lace
eff
ecti
ve m
on
ito
rin
g an
d e
valu
atio
n o
f p
rogr
amm
es.
The
Ind
ust
rial
O
ne
of
the
focu
s ar
eas
of
IPA
P i
s “g
reen
in
du
stri
es."
Th
e d
evel
op
men
t o
f a
gree
n
IPA
P I
I sp
ecif
ies
the
nee
d t
o
iden
tify
a c
ruci
al g
ree
n
24
| P
ag
e
Po
licy
/ P
lan
Im
pac
t o
n t
he
Sect
or
Imp
licat
ion
s fo
r Sk
ills
Dev
elo
pm
ent
Po
licy
Act
ion
P
lan
(IP
AP
):
gro
wth
str
ateg
y fo
r th
e co
un
try
is d
rive
n b
y th
e D
epar
tmen
t o
f En
viro
nm
enta
l A
ffai
rs (
DEA
) th
rou
gh t
he
Nat
ion
al C
limat
e C
han
ge R
esp
on
se P
olic
y W
hit
e P
aper
(N
CC
RP
) an
d t
he
Nat
ion
al S
trat
egy
for
Sust
ain
able
Dev
elo
pm
ent
and
Act
ion
Pla
n
20
11
-20
14
(N
SSD
1).
Th
e “I
nd
ust
rial
En
ergy
Eff
icie
ncy
Im
pro
vem
ent
in S
ou
th A
fric
a P
roje
ct”
(IEE
Pro
ject
) w
as l
aun
ched
in
20
10
wit
h t
he
aim
of
resp
on
din
g to
th
e el
ect
rici
ty
cris
is
that
ar
ose
in
2
008
. Th
e p
roje
ct
envi
sage
s,
amo
ng
oth
er,
the
trai
nin
g o
f en
gin
eers
an
d c
on
sult
ants
in
sca
rce
skill
s n
eed
ed t
o i
mp
lem
ent
Ener
gy
Man
agem
ent
Syst
ems
furt
her
. Th
e In
du
stri
al P
olic
y A
ctio
n P
lan
(IP
AP
) 2
01
3-2
01
8
po
siti
on
s w
ater
as
a co
nst
rain
t to
in
du
stri
al e
con
om
ic g
row
th t
hat
nee
ds
to b
e ad
dre
ssed
.
eco
no
my
skill
s se
t re
leva
nt
for
eco
no
mic
dev
elo
pm
ent,
th
e d
evel
op
men
t o
f le
arn
ing
un
its/
ou
tco
mes
are
as a
nd
m
od
ule
s th
at w
ill b
e u
sed
fo
r o
ccu
pat
ion
al q
ual
ific
atio
n
dev
elo
pm
ent,
b
oth
fo
r vo
cati
on
al
trai
nin
g an
d
pro
fess
ion
al d
evel
op
men
t, a
nd
to
exp
lore
a f
inan
cin
g m
od
el
for
gree
n
skill
s d
evel
op
men
t th
rou
gh
exis
tin
g sk
ills
dev
elo
pm
ent
mec
han
ism
s.
Nat
ion
al
Infr
astr
uct
ure
P
lan
Go
vern
men
t h
as a
do
pte
d a
n I
nfr
astr
uct
ure
Pla
n t
hat
is
inte
nd
ed t
o t
ran
sfo
rm t
he
eco
no
mic
lan
dsc
ape
of
Sou
th A
fric
a, c
reat
e a
sign
ific
ant
nu
mb
ers
of
new
jo
bs
and
st
ren
gth
en t
he
del
iver
y o
f b
asic
ser
vice
s. T
he
18 S
trat
egic
Inte
grat
ed P
roje
cts
(SIP
S)
are
an
in
tegr
al p
art
if t
his
pla
n.
SIP
18
id
enti
fies
th
e in
fras
tru
ctu
re n
eed
s o
f th
e w
ater
sec
tor
and
SIP
8 a
dd
ress
es f
utu
re g
ree
n e
ner
gy.
The
nee
d f
or
ener
gy a
nd
wat
er a
cro
ss a
ll 18
SIP
S im
ply
th
at t
he
EWSE
TA s
ho
uld
pla
y a
cata
lyti
c ro
le i
n s
kills
d
evel
op
men
t ac
ross
th
e SI
PS.
SIP
8,
dea
ling
wit
h g
reen
en
ergy
, is
fo
cuse
d d
irec
tly
on
th
e EW
SETA
fo
r w
hic
h i
t sh
ou
ld b
e ac
tive
fro
m a
ski
lls d
evel
op
men
t p
ersp
ecti
ve.
It w
ill b
e im
po
rtan
t fo
r th
e EW
SET
A t
o w
ork
wit
h o
ther
SE
TAs
to e
nsu
re t
hat
th
e sk
ills
nee
ds
in t
hes
e p
roje
cts
are
ad
dre
ssed
.
Ne
w G
row
th
Pat
h (
NG
P):
A
ime
d a
t en
han
cin
g gr
ow
th,
emp
loym
ent
cre
atio
n a
nd
eq
uit
y. I
t se
ts a
tar
get
of
5 m
illio
n j
ob
s cr
eate
d b
y 2
02
0 t
hro
ugh
a s
erie
s o
f p
artn
ersh
ips
bet
wee
n t
he
stat
e an
d t
he
pri
vate
sec
tor.
Th
e p
olic
y o
bje
ctiv
e o
n t
he
gree
n e
con
om
y ai
ms
to e
xpan
d
con
stru
ctio
n a
nd
pro
du
ctio
n o
f te
chn
olo
gies
fo
r so
lar,
win
d a
nd
bio
fuel
s C
lean
m
anu
fact
uri
ng
and
en
viro
nm
enta
l se
rvic
es a
re p
roje
cted
to
cre
ate
30
0 0
00
jo
bs
ove
r th
e n
ext
dec
ade.
The
pro
visi
on
o
f gr
een
ec
on
om
y-ty
pe
skill
s th
at
are
mo
re
tech
nic
al
and
en
viro
nm
enta
lly
con
scio
us
is
nec
essa
ry.
A k
ey e
nab
ling
fact
or
in e
con
om
ic g
row
th i
s st
able
po
wer
su
pp
ly.
In t
he
dri
ve t
o e
xpan
d s
ust
ain
able
en
ergy
pro
visi
on
ski
lls d
evel
op
men
t h
as a
cru
cial
ro
le t
o
pla
y.
Wh
ite
Pap
er
on
Po
st S
cho
ol
Edu
cati
on
&
Trai
nin
g
Pro
vid
es a
fra
me
wo
rk w
ith
in w
hic
h t
he
dif
fere
nt
stak
eho
lder
s o
f th
e p
ost
-sch
oo
l sy
stem
o
per
ate.
It
b
rin
gs
toge
ther
th
ree
maj
or
com
po
nen
ts
– ed
uca
tio
n
and
tr
ain
ing;
ski
lls d
evel
op
men
t; a
nd
th
e w
orl
d o
f w
ork
.
The
EWSE
TA n
eed
s to
wo
rk w
ith
pu
blic
un
iver
siti
es a
nd
TV
ET C
olle
ges,
em
plo
yers
an
d i
nd
ust
ry e
xper
ts i
n t
he
dev
elo
pm
ent
of
occ
up
atio
nal
ly
dir
ecte
d
pro
gram
mes
th
at a
dd
ress
ski
lls n
eed
s.
Inte
grat
ed
Th
e go
vern
men
t is
lo
oki
ng
to s
up
po
rt s
ust
ain
able
gre
en e
ner
gy i
nit
iati
ves
on
a
This
am
bit
iou
s ta
rget
is g
oin
g to
be
dif
ficu
lt t
o a
chie
ve.
It
25
| P
ag
e
Po
licy
/ P
lan
Im
pac
t o
n t
he
Sect
or
Imp
licat
ion
s fo
r Sk
ills
Dev
elo
pm
ent
Res
ou
rce
Pla
n
20
10
nat
ion
al s
cale
th
rou
gh a
div
erse
ran
ge o
f cl
ean
-en
ergy
op
tio
ns.
In
ter
ms
of
this
p
lan
, w
hic
h i
s a
20-y
ear
pro
ject
ion
on
ele
ctri
city
dem
and
an
d p
rod
uct
ion
, ab
ou
t 4
2%
of
elec
tric
ity
gen
erat
ed m
ust
co
me
fro
m r
enew
able
res
ou
rces
. Th
e In
tegr
ated
M
un
icip
al I
nfr
astr
uct
ure
Pro
ject
will
fo
cus
on
23
of
the
leas
t-re
sou
rced
dis
tric
ts,
and
ad
dre
ss a
ll th
e u
pgr
ades
an
d b
ackl
ogs
– i
ncl
ud
ing
in e
lect
rici
ty –
nee
ded
to
se
rve
the
17
-mill
ion
peo
ple
livi
ng
in t
ho
se a
reas
.
will
be
esse
nti
al t
hat
ski
lls d
evel
op
men
t ta
kes
pla
ce t
o
enab
le p
rogr
ess
tow
ard
s th
is t
arge
t. A
dd
itio
nal
tec
hn
ical
an
d p
rofe
ssio
nal
ski
lls n
eed
to
be
dev
elo
ped
, an
d t
he
dev
elo
pm
ent
of
tech
nic
al
skill
s in
re
new
able
en
ergy
n
eed
s to
be
a fo
cus.
Th
e EW
SETA
will
par
tici
pat
e in
th
e u
pd
ate
of
this
pla
n.
Nat
ion
al
Ener
gy
Stra
tegy
Ener
gy-e
ffic
ien
t re
gula
tio
ns
for
new
bu
ildin
gs f
orm
par
t o
f th
e d
eliv
erab
les
of
Sou
th A
fric
a’s
Nat
ion
al E
ner
gy S
trat
egy
to s
tren
gth
en s
tan
dar
ds
and
reg
ula
tio
ns
for
ener
gy e
ffic
ien
cy.
The
regu
lati
on
s m
ake
it c
om
pu
lso
ry f
or
all
new
bu
ildin
gs t
o b
e d
esig
ned
an
d c
on
stru
cted
to
a s
tan
dar
d t
hat
min
imis
es
the
ener
gy r
equ
ired
to
m
eet
the
fun
ctio
nal
re
qu
irem
ents
. In
ad
dit
ion
to
te
mp
erat
ure
re
gula
tio
ns,
al
l b
uild
ings
will
hav
e to
be
fitt
ed w
ith
ren
ewab
le-e
ner
gy w
ater
-hea
tin
g sy
stem
s su
ch
as s
ola
r sy
stem
s, w
hic
h a
lso
hav
e to
co
mp
ly w
ith
So
uth
Afr
ican
nat
ion
al s
tan
dar
ds.
The
dev
elo
pm
ent
of
envi
ron
men
tal
engi
nee
rs,
tech
nic
ian
s an
d a
rtis
ans
is r
equ
ired
. M
any
of
the
skill
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26| P a g e
A number of key skills issues emerge because of the above analyses:
There is a dilemma or contest over prioritisation in the sector. On the one hand, there is a serious skills shortage in traditional fossil fuel based energy production and the demand for such skills is unlikely to diminish in the medium term. So traditional engineering and electrical skills will remain key to resolving the country’s energy crisis. However, the long-term sustainability of energy provision is dependent on diversifying energy production. Such production can only happen if the required skills are in place. This requires a duel strategy that addresses the two without them being seen as conflicting. These are two pillars of the skills strategy needed for the sector.
There is a need to increase the registration of apprentices and obtain workplaces for apprentices as part of their apprenticeship. A more detailed needs analysis is recommended to try to quantify the number of artisans needed in each artisan specialisation field. Fields of specialisation in renewable energy and nuclear need to be further researched. There is a target of 15000 artisans for the water sector that is very ambitious and implies a big expansion of workplace learning opportunities.
Increased incentives are needed for youths entering engineering professions to support the growth in identified areas of the sector, and to support national programmes being rolled out in the country. Very high levels of youth unemployment require special and focused measures to draw young people into employment in the infrastructure programme. A number of obstacles exist such as the requirement within Water for diverse skills that can only be learned on the job. There is a need to expand mentorship programmes that enable graduates seeking work in the sector to gain the necessary practical skills.
Focus should be given to develop people for new and emerging occupations. Included here is the need specifically for engineers with specialisation in nuclear, solar and wind energy. Interviews also indicated the need for environmental engineers and maintenance and commissioning engineers. In the water sector, there is a need for process controllers. There currently are limited skills in the fields of nuclear, wind and solar energy, and skills have to be imported.
There is a need to improve research to develop curricula for emerging skills needs, to support the move towards renewable energy and nuclear energy.
Potential partnerships with key role-players should be further explored in support of improving the depth of skills research and addressing the above issues.
More specific skills needs that emerged include the following:
There is a need to develop new skills and leadership in hydrology and hydrogeology, ecologists and Ground Water Specialists, to drive groundwater usage at a local level and the storage of surface water in aquifers.
Build human and institutional capacity to better manage water databases, create communication and awareness and project the cost implications of utilising alternate sources of water such as groundwater and the development and implementation of green processes and technologies.
Expand high-level knowledge and quality research in areas such as groundwater usage, desalination, water treatment, the role of women in water in rural areas and informal settlements etc.
27 | P a g e
Facilitate the recently implemented “War on leaks” programme that seeks to train 15000 unemployed youths over three years as artisans and/or plumbers to fix leaks. This must include a focus on women in rural areas and informal settlements.
Align skills development interventions to support green jobs and green Industry initiatives.
Mainstream issues of sustainability and environmental ethics into education and training programmes.
Develop high level technical and research skills that underpin technological advancement and innovation in the sector. South Africa’s National Water Resource Strategy (2013) identifies the following as strategic gaps that skills development must address: the sustainable utilisation of groundwater resources; the degradation of water quality and water ecosystems resulting from; industrial and agricultural development, mining and rapid human settlements in peri-urban areas; Increased health risks to humans and animals as a result of contamination of water by hazardous pollutants; Uncertain impacts of climate change on the availability of water and, insufficient provision of basic water supply and sanitation to some rural areas.
Upskill and retrain the existing labour force that participates in varying capacities within the sector, in order to address changing skills needs linked to technological advancements.
Develop industry-research/skills development partnerships with research institutions, science councils and universities of technology in areas identified for innovation.
The number of highly skilled women who engage at an institutional level in the management of water resources should be increased.
The need to train women involved in accessing and distributing water in rural areas and informal settlements in the safe and efficient usage of water and sanitation. This may include providing information on how to use and reuse water resources safely as well as providing basic plumbing skills to women for fixing taps in these locations.
Water-energy interface indicates the need to invest in the skills needed to develop and implement technologies and processes that minimise energy costs associated with water infrastructure and to expand skills opportunities linked to renewable energy projects such as the development of hydropower plants.
The massive planned infrastructure projects, structural changes expected in the sector, intensified maintenance imperatives and new emerging occupations all point towards the need to increase the quantum of training and to adjust and align training to more closely to the needs of the sector and the economy.
2.4 Conclusion
The energy and water sectors are complex sectors that are experiencing pressures in relation to
traditional production and management of energy and water resources, as well as attempting to
anticipate the skills needs related to future production and management processes as well as the
application of new ICT systems within the sector. This makes the challenge of anticipating skills
needs difficult. The challenge for the sector will be to get the balance right and ensure that whilst
address current and immediate needs there is a strong focus on skills for the future.
28 | P a g e
Chapter 3: EXTENT OF SKILLS MISMATCH
3.1 Introduction
In this chapter, an analysis is made of the demand for skills (scarcity as well as skills gaps) to identify scarce skills occupations. These are evaluated against supply of skills. Then a proposed PIVOTAL list is provided which identify learning programmes that will support the development of scarce skills.
3.2 Extent and Nature of Demand
3.2.1 Vacancies and hard to fill occupations
Skilled trades and engineers remain the most difficult positions for companies to fill, according to Manpower Group’s tenth annual Talent Shortage Survey31. According to the 2015 Career Junction Index (CJI), the engineering industry saw a year-on-year increase in job demand of 40%.
Various technical and high-level skills are hard to fill in the water sector. Research conducted by the Water Research Commission (2015) into municipal water services found that the number of water services staff per 100,000 people increased from 3.2 in 2013 to 3.4 in 2014 whilst the number of water services technicians increased from 1.6 in 2013 to 1.87 in 2014. The number of engineers per 100,000 people increased from 0.26 in 2013 to 0.4 in 2014. This is considered too low with a benchmark of five being considered best practice. However, a medium term target of 0.9 has been set. The research also found that the national average for technical skill levels was 51%, which indicates that many municipalities do not have adequate senior technical management with the appropriate skills. The benchmark of 100% ensures no key technical staff skill level vulnerabilities exist.
As already highlighted in Chapter 1, it is projected in the NDP that by 2030, coal will contribute less to primary energy needs while gas and renewable energy resources, especially wind, solar and imported hydro-electricity will play a key role. By implication, the switch may lead to job losses particularly in coal mining, though many sector stakeholders remain convinced that coal will continue to play a highly significant role into the future, as the investment costs associated with nuclear are so great. Employment in renewable energy technology is projected to offset job losses in the fossil fuel energy production. It is estimated that the green jobs in South Africa have the potential to create as many as 78 000 direct jobs, in fuel production, manufacturing, construction, operation and maintenance, and up to 462 000 other jobs.32
3.2.2 Occupational wage trends
Wages in the energy and water sector have been on an increase between 2004 and 2014. The sectoral wages grew by a weighted average annual growth rate of 8.76% between 2000 and 2014. As demonstrated in Figure 9, the average remuneration in the sector is higher than the national average, which points to the specialised and technical nature of the occupations located in the
31 Business Tech (2016). Accessed on (http://businesstech.co.za/news/it-services/87740/shortage-of-skilled-workers-in-south-africa/). 32 Rutovitz, 2010
29 | P a g e
sector, and the remuneration levels commanded. The above inflation increase in remuneration levels within the sector could be as a direct result of the need for high-level and specialised skills that are worldwide in short supply and for which the sector has to compete in the international market; a premium that the sector has to pay for scarce Black managerial, professional and technical skills in order to meet employment equity targets and the successful bargaining power of the labour unions.
Figure 9: Average real remuneration per employee (2010 prices)
Source: Quantec, 2016
3.2.3 Conditions of employment
The conditions of employment in the sector are governed by the various laws that regulate employment practices and labour relations in South Africa. Issues of health and safety are at the top of the agenda given the possible exposure to danger in the work environment. There is a potential for exposure to dangerous substances in the generation of electricity, nuclear power, in water treatment and in gas stations. Additionally working with high voltage electricity exposes workers to danger. In the water environment there is also potential for things to go wrong.
Trade unions are well organised and represented in the sector. Negotiations between worker representatives and employers are quite stable and productive. Nationally, there was a reported increase in strike incidents from 99 strikes in 2012, to 114 strikes in 2013, and then a decrease in 2014 of 88 strikes recorded (DoL, 2015). It will be important for skills to be an increasingly important item on the collective bargaining agenda as there is the potential for workers to be displaced if they do not adapt to new skills needs and the possibility of achieving significant gains for workers who acquire the necessary skills for occupations of the future.
3.2.4 Impact of migration in the sector
South Africa is increasingly part of a global village and the war for talent is no longer limited to the confines of the borders. Although Stats SA stopped recording emigration figures in 2003 and there is no single local data source that provides information on the movement of workers out of SA, there is stakeholder sentiment that technically skilled personnel are moving elsewhere in the world. Given the dire shortage of skills in the sector, the importation of skills takes place regularly. In the energy sector, there are various projects that were implemented locally by foreign nationals and this also points to the shortage of skills in the sector.
-
100 000
200 000
300 000
400 000
500 000
600 000
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Energy and Water sector Economy
30 | P a g e
3.3 Extent and Nature of Supply
3.3.1 Occupational skills supply
South Africa is facing an enormous challenge in the form of an excessively high rate of unemployment at 26.4%, or 5.5 million people, which is largely of a structural nature, as well as a declining trend in labour intensity. (Statistics SA, 2015). On the other hand, the country is experiencing a scarcity of skills across many occupations.
The skills needed in the energy and water sectors are primarily in the fields of engineering, science and trades. These skills are in demand across various economic sectors in the country, such as construction, manufacturing, chemicals and local government. To evaluate supply of these skills, it would be necessary to have a comprehensive picture of what is needed across various economic sectors.
3.3.2 State of Education and Training
The post-school system is understood as comprising all education and training provision for those who have completed school, those who did not complete their schooling and those who never attended school. It consists of the following institutions, which fall under the purview of the DHET:
23 public universities (with two more being established);
50 public technical and vocational education and training (TVET) colleges ;
public adult learning centres (soon to be absorbed into the new community colleges);
private post-school institutions (registered private TVET colleges and private higher education institutions, also to be renamed TVET colleges);
the SETAs and the National Skills Fund (NSF);
Regulatory bodies responsible for qualifications and quality assurance in the post-school system – the South African Qualifications Authority (SAQA) and the Quality Councils.
3.3.2.1 Supply from Higher Education Institutions
Higher Education Institutions provide the requisite high-level skills for the sector. One of the biggest challenges is that previously disadvantaged universities have not developed engineering faculties implying that the pipeline of graduates is limited to universities that have traditionally produced engineers. The Engineering Council of SA (ECSA) reports that SA has one engineer per 3 166 of the population, well behind Brazil (227), the UK (311), Australia (455) and Chile (681), although ahead of African countries like Tanzania (5 930) and Zimbabwe (6 373).33 This dire shortage of engineers in South Africa demonstrates the inadequate supply of engineers in the country. That means the energy and water sectors, which rely heavily on engineers, remain without the adequate skills supply.
Between 2000 and 2013, the headcount enrolments in universities increased by 77.2% from 555,161 to 983,698. While a range of general qualifications from the Higher Education and Training (HET) sector in the areas of finance, accounting, human resources and Information and Computer Technology (ICT) are utilised in the sector, the output of engineers and other technical graduates is
33 Engineering News (2016). Accessed on (http://www.moneyweb.co.za/archive/sas-engineering-shortage-widens/).
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most relevant; in particular, in the fields of civil engineering, electrical engineering, mechanical engineering, chemical engineering and industrial engineering. Table 4 shows that there has been a 5% increase in students enrolling in Science, Engineering and Technology programmes at higher education institutions. In terms of total enrolments, there was a 2% increase between 2012 and 2014;
however, the DHET has set a target of 1,087,281 enrolments by 2019. Policy statements indicate that student enrolments at universities need to increase by at least 70% by 2030 for enrolments to increase to 1.62 million.
Table 4: Enrolments in public HEIs by major field of study
2012 2013 2014
Science, Engineering and Technology 273,282 283,622 287,221
Business and management 282,299 279,954 272,409
Education 168,608 172,991 166,099
Other humanities 229,184 247,131 243,426
Total 955,385 985,711 971,169
Source, DHET HEMIS, 2016
Figure 10 below, shows the total number of graduates with national diplomas in selected engineering fields from 2003 to 2014. These graduates become available to the national economy as engineering technicians in the relevant engineering disciplines. Electrical engineering has the highest output (1775 in 2014), followed by mechanical engineering (1004 in 2014) and chemical engineering (671 in 2014). Output from all fields has increased substantially over the twelve-year period, although a slight decrease in output was reported in all fields except chemical engineering in 2010. The average annual increase was greatest in industrial engineering (18.3%) followed by metallurgical engineering (15%), mechanical engineering (14.2%), chemical engineering (11.4%) and electrical engineering (6.3%).
Figure 10: Number of national diplomas awarded in selected engineering fields: 2003-2014
Source: CHE, HEMIS, 201
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
CHEMICAL ENGINEERING 230 342 279 362 411 418 431 460 444 499 580 671
ELECTRICAL ENGINEERING 930 1039 1184 1354 1472 1552 1532 1417 1460 1372 1537 1775
MECHANICAL ENGINEERING 288 279 398 537 530 623 660 463 711 793 883 1004
INDUSTRIAL ENGINEERING 80 94 97 139 207 216 302 210 200 254 336 404
METALLURGICAL ENGINEERING 63 60 111 105 107 136 127 120 138 100 189 185
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Figure 11 below, shows the number of first degrees awarded in the same selected engineering fields during the ten-year period of 2003-2014. Upon successful completion of their qualifications and a minimum three years practical experience, these graduates become available to the national economy as engineers or engineering technologists and can register with ECSA as professional engineers or engineering technologists in their respective fields. In 2010, a decrease in total output was reported across all fields except electrical engineering, which showed a 3% increase during the same year. In the following year (2011) increase in output was the greatest in electrical engineering (863), followed by mechanical engineering (775), and chemical engineering (519). The average annual increase was greatest in metallurgical engineering (18.1%) followed by mechanical engineering (13.4%), industrial engineering (13%), chemical engineering (8.5%) and lastly, electrical engineering (6%).
Figure 11: First degrees awarded in selected engineering fields: 2003-2014
Source, CHE, HEMIS, 2014
According to interviews conducted, there is a need to update qualifications, as example adding nuclear modules to first-degree studies, and to add renewable energy modules. Further research is needed to identify the exact nature of the need.
3.3.2.2 Supply from TVET Colleges
Government estimates the shortage of artisans to be between 30 000 and 40 00034. In areas of work such as the artisan trades, apprenticeships have traditionally been the pathway to qualifications; however, the apprenticeship system has been allowed to deteriorate since the mid-1980s, resulting in a shortage of mid-level skills in the engineering and construction fields. Re-establishing a good artisan training system is an urgent priority; the current target is for the country to produce 30 000 artisans a year by 2030. The current number of artisans qualifying annually is approximately 17 000.
34 Financial Mail (2015). Accessed on (http://www.financialmail.co.za/features/2015/05/28/artisans-gap-in-the-economic-plan)
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
MECHANICAL ENGINEERING 328 338 345 401 506 615 754 619 934 1025 1124 1160
INDUSTRIAL ENGINEERING 167 221 275 332 387 400 482 344 389 431 510 569
METALLURGICAL ENGINEERING 38 51 86 79 109 99 157 135 151 140 170 179
CHEMICAL ENGINEERING 309 327 361 363 511 533 588 515 521 653 671 703
ELECTRICAL ENGINEERING 627 637 712 799 852 853 858 884 865 934 1092 1174
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Twenty-one TVET Colleges are already accredited for EWSETA programmes. Further research is needed to identify the extent and nature of provision that could potentially be provided by TVET colleges. The TVET Colleges provide technical and vocational education and training programmes to learners who have completed at least Grade 9 at school level. The TVET Colleges have been identified by the government as a vehicle to improve throughput rates and expand the numbers of qualified people entering the workforce. The DHET’s strategic objective for the Public TVET and Private Colleges sector is to increase access to, and improve success in programmes that lead to intermediate and high-level learning. There are currently 50 public TVET colleges in the country, with over 260 campuses.
Enrolments in TVET colleges have been on an increase. Total enrolments in public and private colleges increased from 773,276 in 2012 to 781,250 in 2014. In 2014, there were 702, 383 students enrolled at the 50 public TVET Colleges. Table 5 outlines the student enrolments in the Public TVET and Private Colleges from 2012 to 2014. Currently enrolments are estimated at around 800,000.
Table 5: Enrolment at Public TVET and Private Colleges 2012 - 2014 2012 2013 2014
Public TVET 657690 639618 702383
Private Colleges 115586 154632 78995
Total 773276 794250 781378
Source: DHET, 2016
Table 6 provides the throughput details of the students who enrolled at TVET colleges in 2014. The number of learners completing their qualifications is low and point to the challenges faced by the TVET system in terms of quality of teaching and learning. Furthermore, there is employer sentiment in the sector regarding the lack of adequate graduate quality.
Table 6: Examination Results in Public TVET Colleges in 2014
Qualification Category Total Registered Total Wrote Total Completed
Report 190/1 (N3) 44082 42244 23411
Report 190/1 (N6) 58634 57014 24396
NC(V) Level 4 24941 22176 7624
Total 127657 121434 55431
Source: DHET, 2016
Table 7 below provides a breakdown of the number of students who registered and completed
sector related qualifications.
Table 7: Registrations and completions in engineering within Public TVET Colleges in 2014
NC (V) Programme Total Registered Total Wrote Total Completed
Civil Engineering and Building Construction 1680 1471 329
Electrical Infrastructure Construction 2733 2489 595
Engineering and Related Design 2663 2368 520
N6: Engineering Studies 16769 15928 7926
Source: DHET, 2016
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As demonstrated in Table 7 above, only 20% of the students enrolled in the sector related programmes completed. This paints a supply side challenge pertaining to the TVET colleges in relation to the sector. Despite high enrolments, very few learners complete their programmes.
3.3.2.3 Workplace learning
The EWSETA allocates discretionary grants to facilitate the development of scarce skills as identified in the Sector Skills Plan. To facilitate this process, EWSETA also has the mandate to develop occupationally based qualifications and to accredit skills development providers to deliver these qualifications. The EWSETA provides grant funding for the implementation of a number of programmes including learnerships, apprenticeships, bursaries and internships in order to address scarce skills. The SETA is however constrained by limited funds to meet increasing demand. Therefore, the issue becomes one of prioritising the allocation of the available funds and using the funds to pilot, and act as a catalyst to leverage additional resources. The SSP needs to motivate the entire sector to work together to address the skills challenges that are agreed.
The water sector is multi-disciplinary. This means that one cannot access the sector and be operational with a university degree only. Workplace learning is critical to ensuring further learning to advance the water sector skills. To this extent, internships and candidacy programmes are important to build the necessary professionals needed by the sector. Whilst various mentoring programmes exist within companies, EWSETA needs to develop a structured mentoring programme that all organisations in both the water and energy sector can subscribe to. This would ensure the effective management of skills and knowledge transfer, drawing on the experience of skilled technicians and professionals to develop future capacity.
Accredited training providers
The EWSETA has accredited a number of skills development providers across the country to deliver on its occupationally based learning programmes. The launch of a Renewable Energy (RE) Centre of Excellence in August 2014 to respond to industry’s renewable energy skills needs generally and the solar (PV and CSP) energy skills needs specifically is also another milestone contribution by the EWSETA to the skills supply environment. The EWSETA has 73 accredited providers as shown in Table 8.
Table 8: EWSETA Accredited Providers
PROVINCE NO OF PROVIDERS
Eastern Cape 4
Free State 3
Gauteng 21
KwaZulu-Natal 12
Mpumalanga 13
Western Cape 10
North West 9
Northern Cape 1
Total 73 Source: EWSETA Database
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SETA supported learning programmes
An analysis of the type of learning interventions supported during 2015 and the first six months of 2016 is illustrated in the figure below:
Figure 12: Type of learning interventions supported by EWSETA
Source: EWSETA QMRs submitted to DHET.
It is evident from Figure 12 that the programmes supported by EWSETA leans heavily towards learnerships and skills programmes. The reasons for this need to be further interrogated. This may be an indication that the SETA need to re-align grant allocations to be more closely aligned to interventions to address the identified scarce skills occupations. In the PIVOTAL list provided later in this chapter, it is clear that artisan development, higher education studies, and internships and work-integrated learning are key interventions in support of the development of scarce skills.
Table 9: Sector supported learning interventions Learning Programme 2015 2016
AET 234 143
Apprenticeship 1559 2444
Learnerships 544 831
Bursaries 5439 13675
RPL 27 310
Internships 745 1554
Skills Programmes 163893 129191
Total 172441 148148 Source: WSP data 2015 and 2016
Annual training report data show that in 2015 and 2016, employees in the sector participated in over 320,000 learning interventions. In the main training was towards skills programmes and short courses aimed at improving employee performance and knowledge. Skills programmes are frequently done for top-up skills needs and compliance requirements, such as occupational health and safety. Table 9 shows that bursaries are the second largest component of company learning interventions, followed by apprenticeships, which more closely mirrors the PIVOTAL programmes identified to support the development of scarce skills.
4019
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3.3.3 Skills supply problems
In terms of supply, there are a number of inhibiting factors in the supply system identified during interviews.
Firstly, there is consensus that there are not enough people studying in engineering and related fields to meet the current or anticipated increased demand for skilled people.
Secondly, young graduates do not have the requisite skills as required by industry and, as a norm, have to do structured additional in-house training and frequently, training available only from abroad.
The quality of graduates from TVET Colleges is frequently not of a good quality, or of varying quality. The quality of some artisans that qualify are questioned.
There is a skills gap in terms of people nearing retirement, and a large shortage of experienced people in the pipeline that can fill these positions.
The fifth factor mentioned is an inadequate set of qualifications available to develop people for new, emerging occupations, especially in the nuclear engineering, wind and solar energy fields.
The lack of qualifications and sector-specific shorter training programmes leads to the fact the training is done by institutions from abroad.
3.4 Skills Gaps
Critical skills refer to skills gaps within an occupation or ‘top up’ skills. Training for critical skills usually takes the form of short courses delivered in-house or externally. Generally companies pay this type of training intervention through mandatory grants and in-company training budgets. To a lesser extent, discretionary grants are used. Table 10 depicts the critical Skills that were identified from through a process that entailed the analysis of WSP/ATR submissions, interviews and workshops:
Table 10: Critical Skills List
Management Soft skills Technical Other
Leadership and management skills
Mentoring and coaching
Planning and project management
Conflict management Negotiation and
persuasion Business skills Analytical skills Scenario planning skills Report-writing skills Morals/ethics skills Skills to address the
Green Economy Agenda
Project management Teamwork
Decision making Interpersonal skills Emotional intelligence Assertiveness Teamwork People skills such as
managing diversity Communication Presentation skills Listening skills Life skills (personal,
finance, time management, resilience, stress management)
Innovation and creativity
Personal hygiene Food safety
Health and Safety Arc Welding Scaffolding Underground setting
course Water Purification Fire fighters SHE awareness training Safety officer course Forklift Basic lab & Instrument
Training Technical Report Writing Lubrication Essentials Risk Management
Advanced Operator Training
Basic Environmental Awareness
Customer relations Customer service Communication skills Telephone etiquette ABET/numeracy and
literacy Ability to apply
knowledge Access to information Interpersonal relations
skills Problem solving and
decision-making skills Conflict resolution skills Time management skills Anger management
skills Listening Skills Business and general
37 | P a g e
Management Soft skills Technical Other
Labour law Labour economics Case management
First aid Care of HIV/AIDS
patients, & care of disability)
Numeracy
Dangerous Goods Training
Hazardous Materials Transport
HIRA (Hazardous Identification of Risk Assessment)
Landfill Operations Water reticulation pipe
laying Supply chain
management
Skills training for Shop stewards
3.4.1 EWSETA Scarce Skills Occupations
Table 11 provides an indication of the top 30 scarce skill occupations, as reported in the 2016 EWSETA WSPs, based on occupations that have vacancies and occupations that are hard to fill. Fifty-three companies provided inputs into the scarce skills list below. The scarce skills occupations were ranked according the frequency that they were reported by companies as scarce. This was then compared with scarce skills identified in interviews, and with the findings of scarce skills research in the previous SSP.
Table 11: Scarce Skills Occupations
Occupation OFO Code
Indicated as a scarce skill during interviews
Included in the previous submission of the SSP
Electrical Engineer (G) 215101 Yes Yes
Engineering Manager 132104 Yes Yes
Programme or Project Manager 121905 Yes Yes
Electrician(G T) 671101 Yes Yes
Health and Safety Manager 121206 Yes Yes
Quantity Surveyor (G) 214904 Yes Yes
Construction Project Manager 132301 Yes Yes
Environmental Manager(G) 134901 Yes No (but environmental
engineer is listed)
Fitter 653303 Yes No
Fitter and Turner(T) 652302 Yes Yes
Program or Project Administrator 441903 Yes Yes
Water Process Controller (G) 313201 Yes
Civil Engineer (G) 214201 Yes Yes
Stock Clerk / Officer 432101 Yes Yes
Welder(T) 651202 Yes No
Boiler Maker(T) 651302 Yes Yes
Production / Operations Manager (Manufacturing) 132102
Yes No (but operations
technicians are listed)
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Occupation OFO Code
Indicated as a scarce skill during interviews
Included in the previous submission of the SSP
Energy Engineer (G) 215103 Yes Yes
Water Quality Analyst (G) 213306 Yes
Application Development Manager 133104 No
Concentrated Solar Power (CSP) Plant Process Controller (G) 313106
Yes No
Instrument Mechanician (T) 672105 Yes Yes
Pipe Fitter (T) 642607 Yes Yes
Diesel Mechanic (S T) 653306 Yes Yes
Environmental Engineer (G) 214301 Yes Yes
Environmental Engineering Technician 311906
Yes No
Millwright(T) 671202 Yes Yes
Plumber (T,G) 642601 Yes Yes
Power Generation Operations Manager (G)
132105 Yes No
Source: EWSETA 2016 WSP data; interviews; previous SSP research
Companies in the sector identified 113 scarce skills occupations in the WSPs submitted. The table above reflect only the top 30. There is a high correlation between WSP data, interview inputs and scarce skills identified in previous research, which included an on-line sector survey.
According to interviews, there is a need for qualified and experienced engineers across the engineering disciplines (and more specifically maintenance and commissioning engineers, electrical engineers and environmental engineers), and for technologists, technicians and artisans. There is also a demand for scientists, accountants, legal specialists, auditors and inspectors.
Emerging “new” scarce skill occupations identified in the WSPs as well as in interviews include wind energy operations managers, wind turbine plant process technicians, concentrated solar power (CSP) plant process controllers, environmental engineers, maintenance skills for wind farms, technicians in renewable energy and nuclear energy, nuclear engineers, electrical and project engineers.
These scarce skills are identified despite inputs from stakeholders that indicate that the water and energy sector is an attractive sector for prospective employees, and that wages are market related. Importation of skills from abroad is limited, according to interviews conducted. This happens primarily during the construction phase of generation plants.
3.5 PIVOTAL List
The top ten scarce skills for the EW sector spans across major occupational groups. The compilation of the EW sector Scarce Skills list follows a process that involves analysis of WSPs, as well as validation through focus groups, and SMME and Skills Development Forums with stakeholders in the sector. In compiling the top scarce skills the analysis considers the number of times an
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occupation is identified as scarce in the WSP submission, occupations identified as scarce skills per sub-sector during interviews and focus groups and reasons for scarcity given during the survey
In addition, Interviews are conducted with a number of stakeholders, which include industry bodies, government stakeholders, sector training bodies, employer bodies and other key informants. Interviews focus on developments in the sector, emerging trends as well as future skills needs. Most importantly, these engagements with sector stakeholders probe the most relevant interventions to address the scarce skills. Such interventions include qualifications and learning programmes as well as funding mechanism that could yield optimal benefit for the sector.
In the WSP submissions, the EWSETA gathers data on the scarce skills i.e. occupations where employers experience difficulties recruiting qualified people. In estimating scarce skills for the sector, the numbers are weighted on the size of employers as well as on number of employers to achieve a rounded up demand. These have been derived for WSPs and tested with stakeholders a year ago. The list has again been tested during a planning session with Board members. The top ten list represents priority skills and does not imply these are the only skills that are critical for the sector economy.
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Table 7: Top 10 Scarce Skills
OCCUPATION CODE
OCCUPATION SPECIALISATION/ ALTERNATIVE TITLE INTERVENTION PLANNED BY THE SETA
NQF LEVEL
QUANTITY NEEDED
121905 Programme or Project Manager
Project Director The placement of trained learners for experiential learning , Learnerships and Bursaries
8 1000
214301 Environmental Engineer
Air Pollution Control Engineer, Water Resource Specialists
Bursaries for studies in engineering and water sciences
8 2500
213306 Water Quality Analyst Hydrographical Technical Officer, Hydrological Technical Officer, Waste Water Treatment Officer / Technician
Bursaries for studies in engineering and water sciences
7 2500
215103 Energy Engineer
Bio-energy Engineer, Energy Services Engineer, Hydro Energy Engineer, Nuclear Energy Engineer, Renewable Energy Engineer, Solar Energy Engineer, Wind Energy Engineer
Bursaries for studies in engineering 8 5000
214201 Civil Engineer Bio systems Engineer, Construction Engineer, Geotechnical Engineer, Forest Engineer
Bursaries for studies in engineering 8 1000
215101 Electrical Engineer Control Engineer, Electric Power Generation Engineer, Electrical Design Engineer, Power Distribution Engineer, Power Systems Engineer
Bursaries for studies in engineering, Apprenticeships
8 1000
671101 Electricians Construction Electrician, Electrical Wireman, Electrical Fitter
Learnership, Apprenticeships and Bursaries
4 3000
313106 Concentrated Solar Power (CSP) Plant Process Controller
Concentrated Solar Power (CSP) Plant Technician, Solar Power Plant Operator
Learnership, Apprenticeships and Bursaries
4 3000
313201 Water Plant Operator Sewerage Plant Operator, Waster Water Operator, Water Treatment Plant Operator, Water Treatment Plant
Learner ships 3 1000
642602 Solar Installer Solar Photovoltaic installer, Solar Thermal Installer Learnerships, Apprenticeships and Bursaries
2 3000
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3.6 Conclusion
The preceding analysis in the SSP illustrates that the supply of skills in the engineering and trades fields is not adequate to meet the current or anticipated demands of the economy. This includes projected growth in the energy sector, diversification in both the water and energy sectors, and the fact that the sector is competing for skills nationally as well as globally. One of the characteristics of the professions and technical trades is the aging nature of those employed, with a large number being over the age of 55. This indicates a serious challenge in not only meeting expanding skills needs but also replacing a large number of people retiring over the next 5 – 10 years.
Concerning sustainable water resource development, there is a need to develop new skills and leadership in hydrology and hydrogeology to drive groundwater usage at a local level and the storage of surface water in aquifers. It is necessary to build human and institutional capacity to better manage water databases, create communication and awareness and project the cost implications of utilising alternate sources of water such as groundwater and the development and implementation of green processes and technologies and to expand high level knowledge and quality research in areas such as groundwater usage, desalination, water treatment, the role of women in water in rural areas and informal settlements etc.
An analysis of the potential of an unfolding green economy indicates the potential to create approximately 98 000 new direct jobs, on average, in the short term, almost 255 000 in the medium term and around 462 000 employment opportunities in the formal economy in the long term.
There is therefore a need to intensify training in the engineering and trades fields, to strengthen the SETAs role in facilitating workplace learning partnerships between employers and educational institutions, to influence the design of training systems, including curricula, which requires close cooperation between education and training providers and employers – especially in those programmes providing vocational training.
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Chapter 4: SECTOR PARTNERSHIPS
4.1 Introduction
The following section sets out the approach of the SETA to SSP implementation partnerships, examining some of the challenges and projecting future partnership development.
4.2 Partnership strategy
Partnerships are being developed that help further the skills development strategy of the SETA. The partnerships can be categorised under the following headings:
Research and development partnerships: established to improve the information and knowledge base in the sector on labour market trends and development, including supply and demand for skills. Higher Education partnerships often start with a research focus and then lead to developments in relation to curriculum, lecturer development and innovation projects that have a skills element. It is important that the SETA fosters partnerships that have a research and theory focus but which at the same time is practically orientated and produces real benefits for the sector and its sub-sectors.
Qualification and programme development partnerships: established to encourage and facilitate the development of a range of qualifications and programmes aligned to scarce skills occupations in the sector. Development processes often lead to delivery and so partnerships with TVET colleges and universities aimed at building supply capacity in the sector can change over time to education and training partnerships. Ideally colleges that the SETA partners will become centres of specialisation in the delivery of programmes that address occupational skills needs in the sector.
Education and Training partnerships: intended to strengthen the links between employers in the sector and providers to expand the delivery of programmes aligned to occupational needs in the sector, and which provide a good mix of theoretical, practical and work based training. Such partnerships will involve funding and co-funding of priority programmes to address scarce and critical skills needs as well as commitments by employers to provide workplace-learning opportunities during the programme and internships after completion of programmes. These partnerships should also have a focus on existing workers and their upskilling, including RPL programmes and programmes to enable existing workers to develop skills for scarce skills occupations and future skills needs in the sector.
Transformation and change partnerships: established to address priority transformational goals such as those related to race, gender and disability. Transformation and change also includes changes that will enable the sector to respond to climate change and expand sustainable energy production. Some changes will not be achieved if market mechanisms are left to determine future resource management and so formal multi-stakeholder partnerships are required to drive national policy.
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4.3 Assessment of current partnerships
4.3.1 Research and development partnerships
As part of the SETA’S contribution to Operation Phakisa, two research chairs for Oil & Gas Research are being funded. The intention is to ensure that collaborative research projects are put in place and a sound research agenda managed to inform skills development to support the growing ocean economy. A solid research base is needed to enable informed planning that anticipates occupational need and ensures an adequate supply of skills for the different sub-sets of economic activity envisaged in Phakisa.
Another important research partnership is with the Stellenbosch University Water Institute (SUWI). The outcome of the research conducted so far has been important to SETA planning. The research will inform the expansion of partnerships with TVET colleges to deliver programmes that address water sector skills needs and so the detail of some of the research is set out in the next section on qualification and programme development partnerships. This practical and usable research will inform research partnership development in the period ahead.
A Nuffic funded project launched in 2010 on training in IWRM firmly established the Centre of Water and Sanitation Research (CWSR) at CPUT is one of the key stakeholders in skills development and training.
The EWSETA also entered into partnerships with University Of Zululand, University of Kwa Zulu Natal, University Of Ferrara, University Di Bologna, University of Johannesburg, University Of Venda, University Of Stellenbosch, University Of Limpopo, University Of Western Cape, Walter Sisulu University, Nelson Mandela Metropolitan University, Cape Peninsula University of Technology and Durban University of Technology.
International liaison and overseas study tours also included visits to the National Research Nuclear University (MEPhi), Rosenergoatom, Atomtechnergo and ROSATOM-CICE & T in Moscow, Russia. Visits to Italy and Spain included liaison with the National Research Council in Rome, as well as the four U Alliance Universities and CIC energiGUNE Energy Cooperative Research Centre in Madrid, LEITAT Technological Centre in Barcelona, TKNIKA in the Basque and CTAER and PSA-Ciemat in Almeria.
The EWSETA entered into a strategic partnership with the Southern African Netherlands Chamber of Commerce (SANEC) to facilitate work with Dutch companies in an oil and gas skills training programme and to maximise research, development and innovation opportunities in the energy and water services sector between the two partners. The EWSETA is currently also working with SANEC, SAOGA and IRO, to organise a South Africa/Netherlands Oil and Gas Summit.
4.3.2 Qualification and programme development partnerships
EWSETA has successfully entered into partnership with 38 TVETs to accelerate access to occupationally directed qualifications in middle level skills. Twenty-five TVETs partnerships have been in existence for some time and 13 are new partnerships. Aside from working directly with TVET Colleges to identify and support their skills development and training needs, the SETA funded a research project in which the Stellenbosch University Water Institute (SUWI) conducted an educational needs analysis of TVET College lecturers in the South African water sector. The research highlighted some of the challenges in working with public colleges, including: limited number of
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sector relevant courses at public and private TVET colleges in South Africa; mismatch between the skills needed in the sector and the emphasis placed on these same skills by TVET college lectures in the classroom; and lack of practical experience and / or appropriate qualifications with regard to TVET College lecturers teaching these courses. The research also found that there is unevenness of provision across provinces.
Some examples of progress include: Boland College is planning to teach additional water-related courses on its Strand Campus, (Western Cape) from 2015 onwards; Northern Cape Urban College is planning to roll out a WWT course in 2014; Motheo College (Free State) & Orbit College (North West) are awaiting accreditation for their WWT courses; Umfolozi College (KwaZulu Natal) and Motheo College (Free State) currently offer water-sector learnerships; South West TVET College (Gauteng) has a vacancy for a “Water Treatment Practice” post, inferring that there is a possibility of future water-related courses or subjects.
In some instances, the partnerships contributed towards the achievement of EWSETA’s regional operations strategy. Some of the TVETs Colleges accommodated EWSETA by availing office space. In addition, EWSETA further leveraged on these partnerships as most of the regional stakeholder engagements have been hosted by TVETs Colleges.
CPUT leads a number of qualification development projects with EWSETA and LGSETA and offers degrees and continuous professional development courses in water, sanitation and wastewater.
4.3.3 Education and training partnerships
The SETA is collaborating with a number of state-owned enterprises (SOEs) responsible for Strategic Integrated Projects. These included ESKOM, the IDC, DBSA, Transnet and the Trans-Caledonian Tunnel Authority (TCTA). Significant levels of training are being funded or co-funded in these projects and such training will be expanded. There is also a partnership with the independent energy producers and the huge skills gaps in this industry are being addressed.
Many of the public TVET colleges that are listed in the previous section are having learners funded in programmes to address occupational needs in the sector and these will expand as the quality of such programmes improves and there is evidence that they meet industry needs. The TVET partnerships have assisted EWSETA in terms of availing office space for EWSETA’s regional support. In a number of colleges, the capacity challenges are being addressed by partnerships with private education and training providers who are accredited to deliver EWSETA programmes.
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Figure 13: Financial commitments to partnership programmes
Source: EWSETA Financial systems
Given the importance of workplace learning and addressing the training needs of employees, it is important to expand the partnerships with employers. The partnership with Eskom is an extremely important one. This extends beyond the training done by Eskom that is funded by the SETA. Eskom spends some 4.5% of its payroll on education and training. The potential for joint work on implementing the SSP is great.
Figure 14: Learners funded through partnerships
The sector value chain has identified six sectors as being critical for energy water. These are Agriculture, Manufacturing, Chemical industry, Transport, Construction, and Local Government. Partnerships are needed with all the relevant SETAs to identify skills needs in the value chain and address them. The basis of these partnerships is already laid. For example, there is a partnership between EWSETA, MERSETA and False Bay TVET College to train 500 learners on domestic solar geyser installation in townships. A recent meeting with LG SETA has produced a partnership agreement that has already resulted is shared responsibility for QCTO qualifications development. A
Government Partner
21%
Social Partner5%
TVET55%
University13%
Employer6%
R 432 million committed to partnerships
Government Partner
65%
Social Partner4%
TVET25%
University1%
Employer5%
Partnerships covering almost 17800 Learners
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key focal area going forward will be resource management and the occupations that are mainly located within municipalities.
4.3.4 Transformation and change partnerships
The EWSETA has engaged with a number of major players in the nuclear and oil and gas sub-sectors, such as the South African Oil and Gas Alliance (SAOGA), to pursue the EWSETA’s involvement in Operation Phakisa.
Through a partnership with SAOGA, an opportunity has been created for EWSETA to be in partnership with Government, Business and other SETAs {Manufacturing, Engineering and Related Services SETA (MERSETA), Chemical Industries SETA (CHIETA) and Transport SETA (TETA)}. The purpose of the Working Group is amongst others to develop the skills development roadmap for the Offshore Oil and Gas industry in South Africa.
During the past year, the SETA has engaged government departments (DTI, DoE and DWS, the provincial governments of the Free State, Northern Cape, Eastern Cape and others, District Municipalities (Vhembe, Ehlanzeni, Capricorn and Gert Sibande), TVET Colleges and universities, as well as Aurecon and The Water Academy.
The EWSETA signed a number of strategic Memoranda of Understanding (MoUs) with international partners during the previous financial year to give effect to its NSDS III goals.
Currently, the SETA is in the process of concluding a collaborative agreement with the National Nuclear Regulator (NNR). EWSETA is currently exploring ways to support the Nuclear Industry Associations of South Africa (NIASA) skills development strategy.
4.4 New Partnerships
The focus over the next few years will be to consolidate and deepen the partnerships that have been developed. Priority will be given to establishing a Research Chair, driving skills development through universities and TVET colleges, working with MERSETA and CHIETA in the energy sector and with LGSETA in the Water sector. Provincial government is becoming increasingly involved in energy diversity strategy and resource management and the SETA will be seeking to work with provinces to ensure that skills development in the two sectors is aligned to provincial plans. A key focus going forward will be to work with employers, including small, emerging companies to support expansion and job creation with training.
4.5 Conclusion
A great deal of work has been done in recent years to establish partnerships to implement the sector
skills plan. Financial and human resources have been allocated to the implementation of
programmes within the partnerships and a very large number of learners have benefited. There are
challenges, and in some cases, the partnerships have not always been sustained. However, there is a
solid strategy and sense of direction within the SETA and some priority partnerships have been
identified. The ongoing work on value chains within the sector will provide an important focus for the
partnerships and the programmes of work linked to the partnerships.
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Chapter 5: SKILLS PRIORITY ACTIONS
5.1 Introduction
Chapter 5 recommends a set of skills development priorities for the EW Sector in the form of a strategic framework. These priorities are drawn from the research findings of preceding chapters and take cognisance of government initiatives outlined in Chapter 2.
5.2 Findings from Previous Chapters
The following themes emerge from the research conducted and the findings in each of the previous chapters.
5.2.1 Significant skills needs in established industries. Although there are plans for changes in both the supply of energy and the management of water, existing established industries have a strong future. It will be important to ensure that the key professional and technical skills needed to produce energy in traditional power stations and manage current water management systems continue to be supplied. In fact, there will be an increased demand because of the numbers of highly skilled people retiring, the aging nature of existing plant and equipment and the urgent efforts being made to meet demand from existing capacity.
5.2.2 New industries, new skills needs.
There are many new industries and with them new occupations are being developed with new skills. These do not always feature in current WSPs, nor do current enterprises necessarily believe they will be needed in the future. There is some scepticism about the ability of government to drive the changes being proposed both in energy production and in water management. Nevertheless there is a strong commitment to changing the balance of coal versus nuclear, and coals versus alternative forms of energy. There is also a determination to make better use of limited water to achieve more. There is a need for the EWSETA to identify the skills needed and to work with other government and private sector stakeholders to drive the changes and support them with skills development. It is a key feature of developmental states that when a set of changes are agreed then all stakeholders work together to achieve them. The EWSETA needs to position itself as an important component of the developmental state driving the changes required by the country’s commitment to global treaties and development goals.
5.2.3 The need for skills interventions at all levels.
The most obvious and best-articulated demand is for professional skills and technicians/artisans. These are the traditionally needed skills and will be needed into the future. However, there is also a need to focus at very high-end skills such as project managers of large engineering projects, innovation and knowledge creation. Many stakeholders suggested that unless South Africa remains ahead of the game in research and development changes taking place will be led by foreign companies and jobs created will also be filled by foreign workers. That means more emphasis is needed on strengthening research and innovation partnerships and supporting knowledge creation. At the same time there are needs emerging in relation to such things as water management that require lower level skills. For example, water loss could be reduced if the users of water were more aware of water management issues (implying awareness training) and if they could do simple repairs such as changing a washer or repairing a broken tap (implying basic plumbing skills). There is a need
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for the SETA, whilst prioritising, to retain a focus at different educational levels and occupational groups.
5.2.4 Serious challenges on the supply side. The White Paper on post school education and training is requiring all role-players, including SETAs to drive more of the supply of skills through public universities and TVET colleges. There is great potential in the sector to achieve this and already universities are playing a significant role in supply of engineers and specialists, and TVET colleges are delivering artisanal skills and occupational qualifications relevant to the sector. However, as the Stellenbosch research shows the relevance and consistency of quality are not always as required. Stakeholders express concern over quality and the readiness of those qualifying to take up jobs in the sector. The SETA is working hard to address these challenges through lecturer development programmes, qualification and curriculum reviews and support programmes for learners. However, more needs to be done and the SETA will need to invest in the supply side over the coming years.
5.2.5 A great deal to do with limited resources. It is clear that within the energy and water sectors, there are huge needs and demands and yet the levy income available for meeting that demand is quite limited. This requires the SETA to consider its role carefully and to examine how it can help coordinate and facilitate the meeting of needs rather than doing it all from its own funds. This is recognised in the sector and there are a large number of partnerships developing where various role-players are working together to achieve these goals. It can be expected that the number of partnerships will grow and the size and scope of partnerships will expand.
5.3 Alignment to national strategies and plans
The EWSETA has taken careful note of the various national strategies and plans affecting the sector. The SETA is committed to playing its role in the expansion of the economy as envisaged in the NDP, NGP and IPAP. The HRDSA signals the need to identify skills for the economy and the PSET White Paper make it clear that the SETA must work in partnership with public PSET institutions and focus on expanding workplace training for occupational qualifications. Sector strategies relating to renewable energy and water resource management are critical to the focus of the SETA and its priorities.
5.4 Recommended Actions
5.4.1 Research Research and the coordination of research outputs to specify or clarify labour market demand in the sector. Many outputs could be developed for this, including SSP research, but also a whole research agenda to try and project skills in relation to energy and water demand.
5.4.2 High level skills and innovation focus Projects are needed that brings together high-level skills stakeholders in the sub-sectors to identify and plan for professional development to meet future needs.
5.4.3 Middle level skills A programme of work to address middle level skills including technical and artisan trades. A critical part of this will be to develop a plan with relevant colleges to deliver occupational qualifications needed in the sector.
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5.4.4 Upskilling of employed workers RPL and retraining to address the challenge of the current work force adjusting and adopting to new skills needs.
5.4.5 Small business focus A focus on small business development to support expanded employment in a more diverse sector.
5.4.6 Equity A set of interventions to address the challenge of equity in relation to gender. This to include ensuring improved gender balance in key professional and technical occupations, but also enabling women to become part of the process of finding solutions to energy and water management challenges in rural areas and informal settlements.
5.4.7 Strategic partnerships A focus on partnerships that have the purpose of mobilising multiple stakeholders and revenue sources to address skills needs. A framework for such partnerships to be understood and developed is set out in the partnership section.
5.4.8 M&E Improved monitoring, evaluation and assessment of impact. Much more evidence should be gathered of what works and what does not to inform future planning.
5.5 Sector strategy and action plan
The following table sets out eight strategic outcomes that the SETA will focus on over the next five years and specific outputs that will inform the work of the SETA and sector skills development stakeholders. It is recognised that not all of the works set out can be achieved by the SETA alone, but working together in planned partnerships, they will incrementally be achieved by 2020.
Strategic Outcome Outputs to be achieved in the next five years
1. Research into the sector and labour supply and demand is conducted and used to improve planning
Research chair established and producing regular research and academic outputs
Trends and anticipated labour market changes are understood and inform plans
Research agenda and strategy reviewed, agreed and implemented All year programme for SSP development put in place Research repository for the sector established and made accessible
to stakeholders Regular seminars on research in the sector to ensure wide
understanding and application Skills audits conducted
2. High level skills developed and innovation supported
Appropriate forums established with research and innovation stakeholders in the sector
Priority high level occupations identified for development Learning pathways mapped and key interventions identified to
support them Candidacy programmes established that enable qualified engineers
and other graduates to gain well-structured work experience and obtain professional registration.
Innovation projects supported
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Strategic Outcome Outputs to be achieved in the next five years
3. Middle level skills supplied to meet the needs of the sector
Priority established and future scarce skills occupations are identified and agreed
Learning pathways are mapped for each priority occupation Appropriate qualifications are identified for each occupation and
where there are gaps occupational qualifications are developed and registered
Artisan and other middle level programmes are promoted and supported
Public TVET colleges are supported to develop capacity to deliver programmes, including lecturer development, lecturer industry placements, curriculum development and work integrated learning approaches
Partnerships are promoted between colleges and employers that expand work placements both during programmes and after completion.
Partnerships between TVET colleges and universities are encouraged to establish programmes at level 5 and 6 that address the need for more advanced technical training in new and emerging occupations
4. Skills of employed workers enhanced to enable career pathing, improved mobility and ability to adjust to change
Career pathways for middle and higher level occupations inform career guidance in the sector
Programmes that include RPL and top up programmes are agreed and promoted in the sector
Effective mentoring programmes are developed and promoted.
5. Small and emergent businesses are supported with skills development to play an increasing role in the sector
Training needs of small and emergent businesses are researched and agreed with sector stakeholders
Programmes are established that enable access by small and emergent businesses
6. The equity profile of the sector is improved, particularly in professional and technical occupations and the role of women in the sector is strengthened through skills development
In all programmes and projects there will be an emphasis on youth. Factors that stand in the way of equity identified and strategies
agreed to remove them Processes are put in place to encourage increased enrolment of
women and black people in professional and technical programmes, and for those qualifying to gain practical experience
Systems and structures established in the sector to improve women engagement in energy and water management are supported with skills development
Specific attention is given to women in the planning of career guidance and promotion of scarce skills occupational learning pathways
Community based education and awareness programmes are promoted and supported including where necessary basic skills programmes
7. Strategic, multiyear partnerships are put in place to implement
A partnership strategy is developed and agreed Priority transformation and change processes are identified and
agreed
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Strategic Outcome Outputs to be achieved in the next five years
the SSP and to achieve transformation and manage change in the sector
Projects are identified to expand renewable energy production and reduce dependence on fossil fuel energy production
Projects are identified to promote better awareness and management of water
Projects are identified to support long-term strategic developments such as nuclear power expansion and the ocean economy.
Partnerships are put in place to lead and manage agreed projects and programmes
Transformation and change projects are supported with skills development
8. Progress in achieving SSP goals is monitored, the effectiveness of programmes is measured and impact evaluated to inform planning and decision-making in the sector
A monitoring system is put in place for the implementation of the SSP
Regular reports are made to stakeholders on progress Tracer studies conducted of learners and findings used to inform
improvements Placement and alumni tracking system put in place TVET College and university partnerships outputs monitored and
evaluated impact studies conducted and inform adjustments to strategy
5.6 Conclusion
It is important to emphasise that the above strategy is one that the SETA has adopted for the sector. It is acknowledged that this is a very large programme of work and that the SETA cannot do all this work alone. The assumption is that the SETA will develop a programme of work in its Strategic Plan and Annual Performance Plan and that the SETA will drive implementation. However, it will only be with the active involvement and commitment of the sector stakeholders that the plan will be implemented.
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WWF (2015) Technical Report; Renewable Energy vision: South Africa
WWF (2015) Energy. Concentrated Solar Power;
WWF (2015) Technical Report: Framework to assess the economic reality of shale gas in South Africa
