Addressing the SIPs skills scarcity

September 9th, 2014, Published in Articles: PositionIT



Clare van Zwieten

Not surprisingly, land surveying, engineering surveying and geomatics have been identified as scarce skills by the Department of Higher Education and Training (DHET) in its “Skills for and through SIPs” report. Occupational teams preparing the report first analysed the 18 Strategic Integrated Projects (SIPs) making up the National Infrastructure Plan, identified the projected scarce skills and provided suggestions on how to address the skills scarcity.

With regard to schooling, the teams suggested that numeracy programmes be introduced at primary school to insure that all secondary school entrants have the basic numeracy skills in place. They propose that Maths and Physical Science be given priority, that teachers undergo training in their subjects, and that teachers be rewarded for successful outputs. They advise that an equivalent of Maths Higher/Standard Grade be re-introduced in preference to Maths Literacy. They also recommend that Senior Certificate results, in particular for Maths and Physical Science, not be adjusted to achieve a higher pass rate, and that matric outcomes be better aligned with higher education requirements.

In terms of theory, the report suggests that increased funding be made available to accommodate higher enrolment numbers and to provide the necessary infrastructure. It recommends that salaries for lecturing staff be increased by at least 25%, that additional staff be employed, and that minimum qualification requirements for lecturing staff at universities of technology (UoTs) be dropped while simultaneously developing their capacity at a postgraduate level.

The professional occupational teams advise that major workshops be convened with industry to determine the required qualifications and courses, as well as the most sought after graduate attributes. They also suggest that institutions needing to roll out new courses be encouraged to start working with the DHET and industry on content.

The report proposes that the most effective teaching tools and methods be identified, and then be introduced nationally. It calls for student tutoring support to be expanded, and for numeracy programmes be rolled out at UoTs. That summer/winter schools be introduced and that “killer subjects” be repeated in each semester. It further proposes that admission policies, assessment methods and targets be reviewed with a view to improving throughput, and that the number of bursaries for SIP Professionals should be expanded.

However, if the proposals outlined in this report are to have any chance of sustainable success, it is essential that the Department of Basic Education get its house in order, as this is where the rot first sets in.

Primary school children need to be taught by teachers who know their subject matter and who are held accountable for their output. Primary school teachers must be allocated reasonably-sized classes and provided with the necessary tools and resources. Struggling learners need to be given more assistance in the primary stages, and promoting pupils who do not meet the required standard has to stop.

Solutions can be devised to assist students at secondary and tertiary level who are not up to scratch, but sustainably enhancing our SIPs skills capacity, for both professional and non-professional occupations, requires a refocusing of our primary school education system, and a clear determination to get education working from the bottom up.

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