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EDUCATION
TRAINING MUST FOCUS ON HIGH DEMAND OCCUPATIONS
Of the 345 skills identifi ed as being in high demand, the majority are in occupations in the digital and IT fi eld. To address the skills shortages, education experts must plan targeted training and development programmes. By DENISE MHLANGA
The 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 identifi ed 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, qualifi cations 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 qualifi cations for these occupations, or the occupation is new and there are no qualifi cations available to address it in the sector,” says ETDP SETA CEO Sesi Nombulelo Nxesi.
The ETDP SETA is required to develop such qualifi cations in partnership with the Quality Council for Trades and Occupations, or create and support a platform for other stakeholders to develop these qualifi cations.
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 used the labour market information received from the workplace skills plan and annual from the workplace skills plan and annual training reports submitted by its constituent training reports submitted by its constituent employers in the education, training and employers in the education, training and development sector.
Deputy director-general: Technical and Deputy director-general: Technical and Vocational Education and Training (TVET) Vocational Education and Training (TVET) at the DHET, Sam Zungu, says that TVET at the DHET, Sam Zungu, says that TVET colleges conduct strategic planning annually colleges conduct strategic planning annually under the guidance of the DHET. under the guidance of the DHET.
“As part of enrolment planning in this “As part of enrolment planning in this process, colleges are required to engage process, colleges are required to engage with the OIHD list and incorporate it into their with the OIHD list and incorporate it into their provision in partnership with employers, provision in partnership with employers, SETAs and other stakeholders to make this SETAs and other stakeholders to make this work,” says Zungu.
Although the targets differ for various Although the targets differ for various colleges, they are all mainly driven by the colleges, they are all mainly driven by the facilities available, especially for practical facilities available, especially for practical training. For this reason, the DHET will not training. For this reason, the DHET will not prescribe the numbers, but will drive a prescribe the numbers, but will drive a comprehensive agenda that will guide comprehensive agenda that will guide colleges towards planning around the colleges towards planning around the occupations in high demand. › 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
“However, not all colleges are expected to offer skills training for all occupations in high demand. Local needs are taken into account during planning to deliver the suite of scarce skills and OIHD.”
Mnisi encourages career development organisations to make use of the OIHD list. He further urges young people to visit the DHET career website (www.careerhelp.org.za) for more information on occupations in high demand and the required skills.
SETA-SPECIFIC INTERVENTIONS
The ETDP SETA has interventions like its student internship programmes, which last for 18 months. The SETA pays the student a
AGCO Africa is driving a skills development initiative under the banner of advancement in agriculture.
ACCESS TO QUALITY EDUCATION IS CRITICAL FOR AGRIBUSINESS DEVELOPMENT
With jobs, such as crop produce
analysts and agricultural scientists, identifi ed as among the 345 occupations in high demand, and the country’s high unemployment rates, there is a compelling case for the provision of quality education and hands-on training in all areas of agriculture.
By developing the various skills needed for a career in agribusiness, learners will be able to avail themselves of agribusiness opportunities to generate sustainable incomes, build sustainable economies and achieve food security, says Dr Dominik Reus, managing director, AGCO Corporation, Africa.
“Almost two-thirds of the world’s uncultivated arable land is in Africa, so the continent has great potential to feed itself and the global population. AGCO wants to empower Africans who have a passion for the agricultural sector, particularly technical and sales representatives, who can serve as trusted partners to African farmers. To this end, AGCO Corporation launched the AGCO Agriculture Foundation (AAF) in 2018 with one goal in mind: ending hunger globally. As the world’s nutritional demands change, the AAF is committed to making an impact locally and globally,” explains Reus.
The AAF adopts a holistic approach to food security and sustainable agriculture development to attract future agricultural enthusiasts and support marginalised farmers. It aims to build much-needed agricultural infrastructure to meet increasing nutrition needs and ensure food security as well as equipping those interested in a career in agriculture with the necessary skills to enable them to become fi nancially self-suffi cient.
stipend and monitors them in the workplace, explains Nxesi.
It also provides bursaries, awarded through partnerships with key stakeholders in the education, training and development sector, to students enrolled in scarce skills programmes such as mathematics, science, technology, accounting, and economics, as well as to students studying Early Childhood Development and education programmes.
“To ensure that high schools in the rural areas and township communities prepare students for these high-demand careers, the ETDP SETA partners with the Department of Basic Education (DBE) to roll out career guidance initiatives.”
She adds that the EDTP SETA also initiated the Matric Rewrite programme to assist students in rural and townships schools to complete Grade 12. It was eventually handed over to the DBE.
Ishmail Mnisi
FOCUSED, QUALITY AGROBUSINESS TRAINING
One of these programmes is a skills development initiative driven by AGCO Africa under the banner of “Advancement in Agricultural Education”. Fully funded by the AAF, the initial intake, commencing on 1 September 2021, for the Africa Agribusiness Qualifi cation (AAQ) will comprise 20 participants. The AAQ is a 12-month, part-time accelerated programme targeting participants from across the continent. Activities will be hosted in South Africa and include virtual lectures (theory), fi eld training (practical) and workplace experience.
The quality agrobusiness-industry training aims to empower participants with the technical and sales skills, knowledge, training and opportunities needed to create a robust agribusiness sector for Africa. This will contribute to Africa’s Agenda 2063 and the following Sustainable Development Goals (SDGs) 2030 of the United Nations: Goal 1 – No Poverty, Goal 2 – Zero Hunger, Goal 4 – Quality Education, Goal 5 – Gender Equality and Goal 8 – Decent Work and Economic Growth.
The programme is facilitated through the Gordon Institute of Business Science (GIBS), together with Harper Adams University in the UK, while AGCO South Africa and the Cerealis Technology Institute in South Africa provide technical expertise and support.
“We are confi dent that once the participants have completed the course, they will be able to contribute to the agricultural industry in a meaningful, sustainable and profi table manner,” says Metti Richenhagen, managing director, AGCO Africa Foundation. “We understand the importance of increasing the appeal of agriculture as a career choice for young students, diversifying our industry and empowering farmers to take ownership of their agriculture businesses.”
Dr Dominik Reus
“WE ARE CONFIDENT THAT ONCE THE PARTICIPANTS HAVE COMPLETED THE COURSE, THEY WILL BE ABLE TO CONTRIBUTE TO THE AGRICULTURAL INDUSTRY IN A MEANINGFUL, SUSTAINABLE AND PROFITABLE MANNER.” – DR DOMINIK REUS
CHANGING LIVES
THE RHIZA BABUYILE WAY
Through its unique development model, Rhiza Babuyile is helping to transform economically disadvantaged young people into economically productive, self-sufficient citizens
Rhiza Babuyile is a nonprofit organisation prides itself on developing young adults from disadvantaged communities who want to be economically independent. It achieves this by providing access to quality healthcare, skills, early childhood development and economic opportunities.
Jacob Senoamadi, Rhiza Babuyile’s fundraising officer, speaks about the importance of developing township communities: “We are all about developing young people in township communities. Being born in a township community, I know what education can do, I know what having a small business can do, and what it means to have economically viable options available to you. These are the building blocks that Rhiza Babuyile offers to young people in township communities so that they can achieve economic independence.”
DEVELOP, PRODUCE, REINVEST AND TRADE
The organisation’s strategy is best visualised by the Rhiza Babuyile Cycle, which consists of four elements: develop, produce, reinvest and trade.
Skills Development Programme co-ordinator Siyabonga Phakathi says: “The only way to solve unemployment is to have a skilled labour force. We need jobs, but before we get jobs, we need a skilled labour force, and to achieve that you need the right calibre of people. This is where we as an organisation contribute by training beneficiaries.”
Rhiza Babuyile develops the community through education and healthcare-related projects, which address the community’s direct needs. Where beneficiaries have access to quality education and healthcare, the organisation aims to give them access to the economy through production or employment opportunities.
The crucial aspects of production are relevant training and small business development. The organisation’s training is aimed at providing young adults with marketable skills that will enable them to secure employment. Its small business development objective is for the creation and sustainability of viable township businesses. This leads to beneficiaries being able to trade their skills or products for an income.
As self-sufficient community members the beneficiaries can now reinvest their income into their communities by procuring the goods and services they need from the community. It is this reinvestment that makes the organisation’s model sustainable and leads to the development of the community at large.
The Early Childhood Development Programme upskills township teachers and principals in Diepsloot and Tembisa to transfer quality education to children by preparing them for primary school, the foundation for becoming productive citizens. The organisation’s education curriculum trains teachers and principals to better manage their ECD centre’s curriculum. In addition, the organisation refurbishes township preschools to make them welcoming, safe and state-of-the-art centres that children and parents love and appreciate.
Through its Skills Programme, Rhiza Babuyile offers IT (Level 3, 4 and 5), Fashion and Design and Agriculture courses for young people in Diepsloot and Orange Farm. The courses are facilitated by young people who have graduated from the organisation’s Skills Centre. They enhance the learners’ experience and education by sharing their experiences and knowledge.
The organisation’s work is reinforced by different partners and sponsors who share the same values, vision and mission of building stronger and sustainable communities with ubuntu, care, respect, integrity and accountability as selfless givers who believe in making an impact.
Rhiza Babuyile believes in keeping its promise to those it serves: “Developing beneficiaries from economically disadvantaged communities into economically productive citizens.”
The organisation calls upon sponsors to come on board.
➔ Scan this QR code to go directly to the company website.
For more information:
011 462 7431 info@r-b.org.za www.r-b.org.za
