EDUCAT ION
TRAINING MUST FOCUS ON HIGH DEMAND OCCUPATIONS Of the 345 skills identified as being in high demand, the majority are in occupations in the digital and IT field. To address the skills shortages, education experts must plan targeted training and development programmes. By DENISE MHLANGA
IMAGES: SUPPLIED
T
he 345 skills in high demand are for jobs in the digital economy, energy, infrastructure development arena and occupations like data scientists, web developers, electrical engineers, toolmakers, crop produce analysts and agricultural scientists, among others. These employment opportunities were identified in the 2020 List of Occupations in High Demand (OIHD) produced for the Department of Higher Education and Training (DHET). The OIHD list aims to identify skills shortages in those jobs showing strong employment growth and use the information to inform planning processes in the postschool education and training system, particularly enrolment planning, decision-making on the prioritisation of resource allocations, qualifications development and career information and advice. “New occupations expected to emerge as a result of innovation and technological advancement are also included in this list,” says Ishmael Mnisi, DHET spokesperson. Additionally, public and private organisations, professional bodies, trade unions and research organisations use the OIHD list to support the provisioning of their education and training programmes.
The Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) says that the strong demand is due to a shortage of specialised skills. “It could mean that there are limited institutions offering relevant qualifications for these occupations, or the occupation is new and there are no qualifications available to address it in the sector,” says ETDP SETA CEO Sesi Nombulelo Nxesi. The ETDP SETA is required to develop such qualifications in partnership with the Quality Council for Trades and Occupations, or create and support a platform for other stakeholders to develop these qualifications. Nxesi says the organisation provided research input to the 2020 OIHD publication through its sector skills plan process, which used the labour market information received from the workplace skills plan and annual training reports submitted by its constituent employers in the education, training and development sector. Deputy director-general: Technical and Vocational Education and Training (TVET) at the DHET, Sam Zungu, says that TVET colleges conduct strategic planning annually under the guidance of the DHET. “As part of enrolment planning in this process, colleges are required to engage with the OIHD list and incorporate it into their provision in partnership with employers, SETAs and other stakeholders to make this work,” says Zungu. Although the targets differ for various colleges, they are all mainly driven by the facilities available, especially for practical training. For this reason, the DHET will not prescribe the numbers, but will drive a comprehensive agenda that will guide colleges towards planning around the occupations in high demand. ›
FAST FACT
The OIHD list promotes enrolment planning that is aligned to demand-side data and also emphasises differentiation in terms of the programmes offered by the education and training institutions, according to the DHET.
“Not all colleges are expected to offer skills training for all occupations in demand.” – Ishmail Mnisi
Sesi Nombulelo
“AS PART OF ENROLMENT PLANNING IN THIS PROCESS [ANNUAL STRATEGIC PLANNING], COLLEGES ARE REQUIRED TO ENGAGE WITH THE OIHD LIST AND INCORPORATE IT INTO THEIR PROVISION IN PARTNERSHIP WITH EMPLOYERS, SETAS AND OTHER STAKEHOLDERS TO MAKE THIS WORK.” – SAM ZUNGU Sam Zungu
Skills_Education3.indd 17
SKILLS DEVELOPMENT
17
2021/06/29 10:47 AM
