By Adrienne Bird Special Projects Unit, Department of Higher Education & Training

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1 By Adrienne Bird Special Projects Unit, Department of Higher Education & Training

2 » Infrastructure is at the heart of growth;» The National Development Plan and the New Growth Path emphasize infrastructure;» The National Infrastructure Plan consists of 18 Strategic Integrated Projects (SIPs);» SIPs cut across all nine provinces;» SIPs consist of most infrastructure types: roads, railway lines, dams and pipelines, power stations, solar and wind, transmission and distribution grids, broadband, housing, health facilities etc.

3 3 SIPs 1-9 SIPs SIP 1: Unlocking the Northern Mineral Belt with Waterberg as the Catalyst SIP 2: Durban- Free State Gauteng Logistics and Industrial Corridor SIP 3: South Eastern node & corridor development SIP 4: Unlocking economic opportunities in the NW Province SIP 5: Saldanha-Northern Cape Development Corridor SIP 10: Electricity transmission and distribution for all SIP 11: Agri-logistics and rural infrastructure SIP 12: Revitalisation of public hospitals and other health facilities SIP 13: National school build programme SIP 14: Higher Education infrastructure SIP 6: Integrated Municipal Infrastructure Project SIP 7: Integrated Urban Space and Public Transport Programme SIP 8: Green energy in support of the South African economy SIP 9: Electricity generation in support of socioeconomic development SIP 15: Expanding access to communication technology SIP 16: SKA and Meerkat SIP 17: Regional integration for African cooperation and development SIP 18: Bulk water supply and distribution

4 » Presidential Infrastructure Coordinating Commission (PICC) was set up to oversee accelerated delivery of infrastructure;» Amongst its key terms of reference were

Vision of SIPs Skills Plan: Skilling South Africans for SIPs and through SIPs Core Principle: Building people is as critical as building physical assets Short term Medium term Long term

5 Vision of SIPs Skills Plan: Skilling South Africans for SIPs and through SIPs Core Principle: Building people is as critical as building physical assets Short term Medium term Long term Information (demand, supply & gap) Meeting the Demand Building education & training capacity Access & equity at the local level Future (looking beyond the building) 5

INFORMATION: METHODOLOGY used to identify skills in demand: Step One Identify standard

Energy, Water and Sanitation, Step Two Typical Projects in sector Define sub-sectors

for design & construction of projects Skill Prototype Step Four Step Five Estimation of

6 INFORMATION: METHODOLOGY used to identify skills in demand: Step One Identify standard sectors e.g. Energy, Water and Sanitation, Step Two Typical Projects in sector Define sub-sectors (unit of measure / size) Step Three Skills reqd. for design & construction of projects Skill Prototype Step Four Step Five Estimation of which skills are scarce? Scale prototypes up or down to get skill estimation of real projects Four categories: Adequate supply; Critical, Significant or scarce Scale up scarce skills for scarce skill lists

7 Critically scarce: (50-100% scarcity) Surveyor 500 (incl land and eng. surveyors) Materials Engineer 450 Grader Operator 450 Programme/ Project Manager 350 Electronic Eng Technician 300 Gap 1 broad estimates Significantly scarce: (20 50%) Concreter 2500 Bricklayer 1700 Civil Engineer 1400 Electrician 1200 Electrical Engineer 1100 Construction supervisor /clerk of works 1100 Electrical Engineering Technician 950 Millwright (incl. electromechanician) 600 Safety, Health, Environment and Quality Practitioner 550 Boilermaker 500 Carpenter and Joiner 500 Mechanical Engineer 450 Ind. Machinery Mechanic 450 Construction Project Manager / Site Manager 450 Plumber 400 Painter 400 Mech. Eng Technician 350 Draughtsperson 350 Excavator Operator 300 Environmental Eng 300 Chem Eng Technician 300 Pipe Fitter 300 Concrete Plant Worker 250 Earthmoving Plant Operator 250 Plasterer 250 Welder 220 Quantity Surveyor 200 Rigger 200 Crane or Hoist Operator % scarcity not shown 7

8 Demand side: March 2013 Sep March Design Construction Supply side: March 2013 Professional judgement Gap 1 May 2013 Design Construction Install /commission Maintenance Sep Pass/thru put rates Supply curves LM estimates Gap 2 October 2013 Localisation Private sector Public sector March Forecasting model LMIP (DHET/HSRC) Gap 3 March

9 9 Having determined the demand what should we do to address it?

10 School Theory Theory convener Occupational Teams 1 Training Centre convener Practical Theory Practical Workplace Assessment Workplace Workplace convener 2 2 Structured workplace learning PORTAL Final assessment Assessor 10

Describe available skills and advise Dept. of Home Affairs; Describe pathway in detail, and overtime improve the flow; Determine how many are needed, where & when.

11 Describe available skills and advise Dept. of Home Affairs; Describe pathway in detail, and overtime improve the flow; Determine how many are needed, where & when. Identify delivery sites for each stage of pathway 11 Prepare interventions & report, using menu of options from DHET and good practice: Short term; Medium term; Long term.

12 » Teams have been established 30 Sep/1 Oct» Input into enrolment plans for 2014 planned» Lobby for grants from SETAs for candidacy» Look ahead to assist in throughput rates» Improve state capacity» To perform all of these a deeper understanding of the scale and nature of the problems is key!» Research has a vital role to play in the process

Strategic Environmental Assessments (SEAs) for large scale infrastructure projects

Strategic Environmental Assessments (SEAs) for large scale infrastructure projects 1 Presented by: Lydia Cape (Pr. Sci. Nat. Environmental Sciences) Council for Scientific and Industrial Research, South