Staff Reporter

Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, has launched the Labour Market Intelligence Research Reports on Skills Needs for the Economy.

Several of these reports are pivotal for understanding skills supply and demand in South Africa. These include the following:

The List of Occupations in High Demand lists occupations in high demand in South Africa. This list is intended to support enrolment planning at our PSET institutions, resource prioritisation (as in the allocation of funds for bursaries), career information and qualifications development;

The report on the Critical Skills List identifies occupational shortages in South Africa. The Department of Home Affairs uses it to inform the implementation of its Critical Skills Visa regime.

The report on Skills Gaps in South Africa identified skills gaps in the labour market, such as foundational, technical, and soft skills. This assessment considers all the skills that will be required across all segments of the emerging green hydrogen value chain. It also includes the identification of skills gaps and possible interventions to bridge them so that the country can participate in the global hydrogen economy.

Thus far, the project has identified 138 occupations required within the value chain, categorised into engineers, technicians, tradespersons, specialists, managerial occupations, and elementary-level occupations.

“Many of these occupations currently exist in our economy, but some will require top-up skills or new qualifications in order to include green hydrogen capabilities,” the Minister said.

He added that the most required capabilities include hydrogen properties, behaviour and potential hazards created safety when working with or around hydrogen, knowledge of hydrogen-related regulations, standards, and codes, and understanding of electrochemical reactions, processes, and hydrogen production processes.

The report further highlights 27 occupational qualifications currently offered by various training providers and funded by our SETAs (particularly CHIETA and EWSETA) linked to the 39 technicians and tradespersons’ occupations identified as critical for the hydrogen economy.

However, these occupational qualifications currently do not include hydrogen-specific capabilities and must be augmented to address the gaps.

The hydrogen report also identified areas requiring augmentation in TVET and University Curricula and reflected on the need for capacitating teachers and lecturers so that they can train South Africa’s green hydrogen workforce for the many occupations identified in the project.

The report discusses some interventions that could be used to ‘train the trainers.’ It also includes an assessment of workplace-based learning (WBL) opportunities available in South Africa and internationally for green hydrogen–related work.

This assessment highlights that, in contrast to developed countries such as Germany and due to the sector’s nascence in South Africa, there are limited opportunities available for green hydrogen-specific WBL in the country.

INSIDE EDUCATION

Johnathan Paoli

THE Department of Higher Education, Science and Innovation has confirmed that the Trinity International Bible University, which recently awarded actor Sello Maake kaNcube an honorary doctorate, is not a registered private higher education institution.

In a statement released on Sunday, Higher Education spokesperson Veli Mbele said the university is not registered and was not authorised to offer any qualifications, including honorary degrees.

The Department confirmed that it became aware of the irregularities after Maake kaNcube posted pictures on his social media, celebrating his qualification from the university.

The university has previously awarded qualifications to prominent figures including gospel singer Winnie Mashaba and businesswoman Shawn Mkhize.

Mbele said that the department had warned the institution before about continuing to operate illegally and for the need to regularise its operations.

In addition, the spokesperson said that the department wrote to the Council on Higher Education (CHE) for guidance on how honorary qualifications should be offered and by who.

Mbele said the department had nothing against the university or the celebrities honoured, but that it was concerned by the persistent disregard for the departmental regulations by the university management.

He said that the department was considering more comprehensive and decisive action against the university and all other individuals and institutions who continued to act illegally.

Mbele said that while it was willing to engage with the institutions and the celebrities who have been awarded degrees, standards had to be maintained.

“As the Department of Higher Education and Training, we have a legal responsibility to protect the integrity of our qualifications and that of our post school education and training system,” he said.

INSIDE EDUCATION

Johnathan Paoli

Basic Education Minister Angie Motshekga has maintained that her department has steadily been improving services and was currently engaged in appointing teachers, despite claims to the contrary with over 31 000 vacancies at public schools across the country.

Minister Motshekga was replying to a parliamentary questions by Members of Parliament from the Democratic Alliance (DA) on Wednesday, who inquired about the lack of educators within public schools, the department’s plan to ensure the safety of learners and staff and the alleged increase in dropout rates across schools within the country.

Motshekga confirmed that the number of vacant teacher posts in the country’s state schools has increased by 28% in the past three years, from more than 24,000 in 2021 to more than 31,000 in 2024.

The Minister said KwaZulu-Natal and the Eastern Cape have the highest number of vacancies, but that the department was filling the posts in an ongoing process.

Motshekga said that the department has allowed schools to appoint temporary teachers in an attempt to speedily address the immediate crisis.

DA Shadow Deputy Basic Education Minister Marina Van Zyl said crime statistics indicated there were seven murders, 24 attempted murders and 252 cases of assault with intent to do grievous bodily harm committed on educational premises between October and December last year.

The Minister said in reply, the national and provincial departments have continued to implement the National School Safety Framework (NSSF) as a guiding framework in addressing all forms of violent incidents in schools, including drug abuse.

“The NSSF empowers schools to identify and manage all safety threats, and establish school safety committees comprising stakeholders such as teachers, police officers, school governing body members and learner representative council members,” Motshekga said.

She said that her department was working hard to ensure that access control measures in schools were strengthened and awareness programmes on social ills by partner departments and civil society organisations were implemented.

Motshekga indicated that the department continued to implement the life skills and life orientation curriculum in classrooms, which was the main lever for preventing violence in schools among learners and highlighted the development of a protocol for management and reporting of sexual abuse and harassment.

“This protocol sets out an approach that enables educators and employees of the Department of Basic Education to identify, intervene, report and provide support to all learners who are abused or harassed in school,” the minister said.

The DA’s Shadow Minister of Education Baxolile Nodada inquired about measures the department had put in place to monitor and stop learners being held back and/or coerced to dropout, due to fears that their failure would influence the matric pass rate.

However, the minister denied the claim and said not only was there no such policy or action, but that the department’s analysis indicated that dropout rates had been steadily declining over the years.

Motshekga said during 2020 and 2021, school participation improved despite concerns about the potential impact of the pandemic-related disruptions on drop out rates.

“It is therefore difficult to answer a question about how the department responded to an increase in dropout when in fact there has been no increase in dropping out,” Motshekga concluded.

Many have questioned the department’s  decision to appoint teacher’s assistants with no education background as temporary teachers, in light of the growing number of unemployed education graduates in the sector. 

INSIDE EDUCATION

Johnathan Paoli

Gauteng MEC for Education Matome Chiloane is outraged at the irregularities surrounding the tragic death of two pupils from the Daveyton Skills School while on an extramural trip and said disciplinary measures have commenced for those responsible.

Chiloane and officials from the Gauteng Department of Education visited the school in Benoni on Wednesday on what it referred to as a fact-finding mission in order to uncover the circumstances that led to the unfortunate tragedy.

Two boy pupils, aged 13 and 16, drowned during a discipline camp at the Rock Falls Adventure Ranch in Centurion on Monday, with initial reports suggesting the trip was organised by a non-profit organisation (NPO).

The MEC confirmed that the trip was not approved by the district, that no teachers were present, and that only one social worker was supervising and was responsible for 90 learners.

Chiloane said that it was alarming that hardly any safety protocols were observed in organising the trip for the learners and that those implicated will be suspended from Wednesday.

“Educators have been given guidelines for excursions. It’s concerning that these seem to be ignored. I still don’t understand why you wouldn’t ensure there are lifeguards near bodies of water on these trips. I urge everyone involved in organising them to take necessary precautions and prioritise our children’s safety,” the MEC said.

The MEC expressed his condolences about the tragic event on Monday and said that the Department’s Psycho-Social Support Unit will be dispatched to the school to provide the necessary trauma support and counseling.

“We are deeply saddened by the unfortunate deaths of our learners during a school excursion. On behalf of the Department, we wish to extend our sincerest condolences to their respective families and the Daveyton Skills School community,” Chiloane said.

Chiloane confirmed that the department has appointed an independent law firm to spearhead the investigation into the tragic event.

“We will institute an independent law firm, and that law firm will assist us to get the bottom of the matter,” the MEC added.

INSIDE EDUCATION

Inside Education Correspondent

THE Minister of Basic Education, Angie Motshekga, addressed the Ministerial Task Team (MTT) meeting on the Review of Education White Paper 6. The week-long workshop was held from 8 to 12 April 2024 at the Birchwood Hotel and Conference Centre, Boksburg, in Gauteng. 

Its objective was to review the MTT’s work and work streams, identify key recommendations for the Minister’s consideration, and produce a management plan for the MTT’s outstanding work.

The White Paper outlines how the sector will build an education and training system to foster a compassionate and inclusive society, emphasising the need for adaptation to accommodate diverse learning needs. Since its inception in 2001, the sector has, despite challenges, made significant progress in implementing Inclusive Education. 

Minister Motshekga underscored several critical factors essential for implementing Inclusive Education in South Africa in her address. She emphasised the necessity for special needs education to be integrated, recognising that its success requires collaboration among sections and other departments, such as Health and Social Development and other stakeholders. 

Additionally, the Minister underlined the importance of the MTT by providing honest assessments, reviewing the policy framework of Education White Paper 6, and using the policy commitments made in 2001 as a benchmark. 

Furthermore, the Minister highlighted the significance of addressing issues affecting ordinary people and vulnerable communities, emphasising the need to enrich the review of the White Paper in ways that effectively serve the communities’ needs.

Separated into three breakaway sessions, the participants from Situation Analysis, Policy and Legislation, and Conceptual Framework work streams thoroughly reviewed, examined, and evaluated the progress of implementing Education White Paper 6. Critical issues presented included amendments designed to eliminate barriers and enhance access to basic education for all learners, including those with disabilities.

Jabulani Ngcobo, Director Inclusive Education, stated: “The Minister appointed the Ministerial Task Team on 5 January 2023, and it has recently completed a year, so we needed to devise a plan for the remaining work of the MTT, reflecting on it and mapping how it will be spread across the remaining period. 

“This productive five-day workshop was a testament to the dedication and commitment of the members to enhance and focus the work of the MTT. I am pleased with the dedication and work ethic displayed by all the participants.” 

The meeting agreed that the co-chairpersons, Prof Sigamoney Naicker and Dr Margie Schneider, will consolidate the report from the input from the work streams of the MTT. 

This report will be tabled for the Minister’s consideration.

INSIDE EDUCATION

Edwin Naidu

THE Portfolio Committee on Higher Education, Science and Innovation has presented a comprehensive 6th Parliament Legacy Report on the Department of Higher Education and Training (DHET) with a clear message for those who will follow.

Although there has been much to celebrate over the past three decades, the Committee said more must be done to strengthen its oversight and legislative functions in the years to come.

Chairperson Nompendulo Mkhatshwa delivered the assessment report on 20 March at Northlink TVET College, Tygerberg Campus, in the Western Cape.

The Portfolio Committee oversees the DHET and the Department of Science and Innovation (DSI), which has over 120 reporting and non-reporting entities and more than 20 pieces of legislation governing its work from July 2019 to March 2024.

Despite the inadequate time allocated to the Committee and the constant changes in the Parliamentary programme impacting the oversight work, Mkhatshwa said the Committee could interact across the tertiary sector.

Through intervention, the Committee has observed improved stakeholder relations in universities and Technical and Vocational Education Training (TVET) colleges. To its credit, the work done for the readiness for the 2024 academic year contributed to reducing student protests at the beginning of the year.

Mkhatshwa said the Committee welcomes the Department’s plan to develop and implement an integrated information management system for the post-school education and training sector. This will address the wastage observed over the term under review regarding students from multiple funders double-dipping and learners participating in multiple Sector Education Training Authorities (SETAs), and enable better planning and use of financial resources.

Elaborating on the success of education under 30 years of democracy, Mkhatshwa said the Committee recalled key achievements and listed critical areas for improvement while providing succinct advice for the team that will form the 7th administration, which will be appointed after the elections on 29 May.

Looking back on the changes in higher education, Mkhatshwa reminded members that in 2004 and 2005, mergers and incorporations were implemented, resulting in 24 universities. This was preceded in 2001 by the merger of 152 Technical Colleges to 50.

In 2009, the Department of Education was split into the Departments of Basic Education and Higher Education and Training. SETAs were migrated from the Department of Labour to DHET in the same year. In 2012, FET colleges (renamed TVETs) were migrated to DHET. By 2015, Adult Education and Training migrated to DHET (established as CET Colleges). The budget for education in 1994 was R193,1 million, rising to R113 billion in 2023, excluding skills levies.

In their recommendations to their successors when they take up their oversight roles in Parliament, Mkhatshwa said the Committee found that the critical challenges include tackling the sector’s slow transformation, which remains a concern, and inadequate policies and procedures to address Gender-Based Violence.

She said in its legacy report that the Committee was concerned about governance and management challenges, including institutions being placed under administration, some more than once.

Mkhatshwa also noted the increase in the use of institutional autonomy to evade public accountability. Another area of concern was the inadequate funding for the higher education, TVET and Community Education Training (CET) sectors, which was alarming, given the need to expand access to education and training.

Furthermore, she said the outstanding audits of some universities, TVET colleges, and the National Student Financial Aid Scheme (NSFAS), as the Office of the Auditor-General reported, were problematic as they limited Parliament’s ability to scrutinise expenditures and performance.

Other areas of concern, according to Mkhatshwa, were the growing student debt and the disparities in the concessions given by institutions, which are causes for concern. Unpaid student debt since 1994 is estimated at around R16 billion.

Mkhatshwa said the Committee was concerned that the National Skills Fund (NSF)-funded service providers siphoned off skills funds to address poverty, inequality, and unemployment through skills intervention.

Also criticised was the NSF’s lack of communication, consultation, and coordination regarding implementing the student accommodation pilot project at the start of the 2024 academic year, which has brought instability to some institutions.

In its broad range of recommendations, Mkhatshwa said the Committee urged the 7th Parliament to lobby the Standing Committee on Appropriations to consider allocating voted funds to the loan scheme for the missing middle and its sustainability, given that the current funding from the NSF and SETAs can only fund 47% of the missing middle students for a four-year programme, including funding for postgraduate students.

She said the Ministerial Task Team Review on the National Skills Fund has recommended reviewing the Skills Development Act to address governance challenges by appointing the Board as the accounting authority.

Mkhatshwa added that the 7th Parliament should monitor the development and implementation of gender transformation policies, especially GBV&F by TVET colleges and universities. The new committee must also report on the Department’s implementation of the Policy Framework to address Gender-Based Violence in the Post-School Education and Training System.

Furthermore, she noted that the 7th Parliament must monitor developments around the court review of the Independent Assessor Report on UNISA and progress in implementing the Ministerial Task Team Review of UNISA recommendations.

In particular, the committee must monitor Mangosuthu University of Technology (MUT), placed under administration in September 2022, to ensure that the University does not regress.

The committee was also tasked with following up on the minister’s recommendation to consider appointing an independent assessor to investigate governance challenges at UCT.

Mkhatshwa said the Department’s University Branch should ensure that universities develop processes to prevent employees from doing business with the universities without declaring their interest. There must be a follow-up on implementing the recommendations of the Colloquium on Institutional Autonomy Report.

She said the 7th Parliament must ensure that the Department and the stakeholders (UMALUSI and SITA) maintain a zero percent certification backlog.

The Department should take measures to professionalise the CET sector and ensure that CET colleges play a significant role in the PSET system.

The Committee of the 7th Parliament should ensure that the Department expedites the development of an integrated database for SETAs so that they can have the data of all the beneficiaries of skills development projects.

This database will also assist with detecting beneficiaries who are double-dipping in terms of learnerships and other skills intervention programmes offered by SETAs.

SETAs should improve their regional presence to be more accessible to the public. The Department should take action against SETAs struggling to achieve good audit outcomes, such as the Services SETA.

Mkhatshwa said action must be taken against those employees who resign before the conclusion of their disciplinary hearings. SETAs should blacklist all the service providers that have received funding for skills development projects and are not able to complete the projects or provide evidence that supports the spending on projects.

The Department should follow up with the relevant law enforcement authorities to ensure those implicated in the NSF forensic investigation report are convicted. The NSF should also update the 7th Parliament about the conclusion of disciplinary and other criminal cases against employees involved in the forensic report.

The Department should ensure that all the companies and their directors that are fingered in the forensic report are blacklisted from doing any business with the state.

Mkhatshwa urged NSFAS and the Department to ensure better communication, coordination, and consultation on the student accommodation pilot project. Adequate funding should be allocated to the Department to provide sustainable funding for the loan scheme for the missing middle and postgraduate funding.

INSIDE EDUCATION

Staff Reporter

Basic Education Deputy Minister, Dr Reginah Mhaule, embarked on an oversight and monitoring programme to the Bohlabela Education District to take key education officials to task in terms of supporting underperforming schools in the district.

As part of her visit, she engaged with School Management Teams (SMTs), teachers and learners from Ngwaritsane, Masilela and Marcia Mokoena Secondary Schools, as well as education stakeholders in Thulamahashe.

During a briefing session with the Deputy Minister, the SMTs affirmed that action plans are in place to address the rate of underperforming schools in their purview. These include the intensification of learner support programmes targeted at struggling learners, moderate and top achievers; the strengthening of parental involvement and support; and the promotion of positive discipline amongst learners.

As part of the visit, Ms Busisiwe Ndlovu, Chief Education Specialist for Further Education and Training in Bohlabela, indicated that underperforming schools in the District were a cause for concern. “In response to the issue, the District has deployed chief education specialists, subject advisors and circuit managers to provide intervention support to the affected schools.

In line with the strategies initiated to improve quality results during the 2024 National Senior Certificate (NSC) examinations, the District conducted one-on-one accountability sessions with 57 underperforming schools.

We also conducted performance review sessions with SMTs of all 143 schools, focusing on the 2023 NSC results. We have organised meetings with all high school teachers, particularly the Grade 12 teachers to explore possible techniques that can be adopted in improving learning outcomes.

We further conducted Residential Workshops for underperforming teachers in Mathematics and Physical Sciences to improve quality results. The District is currently planning to conduct content workshops; online lesson broadcasts; school based additional classes to assist learners with identifiable challenging topics; and winter school classes for the 57 underperforming schools.

We will also host a one-week camp for talented Mathematics and Science learners, as well as a camp for Accounting, Economics and Business Studies during the winter school holidays. Schools will also be encouraged to implement the provincial Learner Performance Improvement Plan (LPIP) and schools are encouraged to implement the plan,” she explained.

In response to the briefing Dr Mhaule informed district officials that her visit to the province was meant to unblock bottlenecks to ensure that schools were adequately supported and resourced. She encouraged school principals to take charge in terms of monitoring curriculum coverage in their respective schools and urged the District to accelerate the filling of vacant posts.

Deputy Minister Mhaule also interacted with the Grade 12 learners during assembly. In her keynote address, Dr Mhaule encouraged learners to concentrate on their studies: “The main objective of our visit to this District is to motivate you to work harder and to remain focussed to improve the performance of the District for the better. I know you have potential to achieve quality results and I therefore advise you to cooperate with your teachers and ensure that your schools obtain an above 80% pass rate,” Dr Mhaule concluded.

INSIDE EDUCATION

Inside Education Reporter

Mathanzima Mweli, DBE Director-General, convened a two-day Heads of Education Departments Committee (HEDCOM) Workshop aimed at reviewing the performance of the Basic Education Sector since the 6th administration resumed office.

The Workshop took place at the Pestana Kruger Lodge in the Mpumalanga Province from 8 – 9 April 2024. HEDCOM is regarded as a critical engagement platform where education matters are tabled for discussion and consolidation before being escalated to the Council of Education Ministers (CEM) for consideration and approval.

During the Workshop, HEDCOM expressed appreciation to various education stakeholders, including school principals; teachers; learners; and parents for showing dedication and determination towards delivering quality education. According to HEDCOM, the Basic Education Sector, under the leadership of the CEM, has succeeded in intensifying the revision and implementation of the Curriculum Assessment Policy Statements (CAPS), especially in the current administration.

Senior managers from various units of the DBE were given time slots to present progress reports on key programmes in their purview. These included the Learner Discipline Model; Development of a Curriculum Review Policy; Reflection on Teaching, Learning and Assessment; Modernisation of the National School Nutrition Programme (NSNP); General Household Survey 2022; Implementation of the Early Childhood Development (ECD) Programme; Placement of Funza Lushaka Graduates; Mathematics, Science and Technology (MST); Provision of Quality Inclusive Education for Learners with Special Needs; Implementation of the Three Stream Model (Academic, Vocational and Occupational Streams).

Mweli indicated that CAPS enabled the sector to maintain stability in the Basic Education Sector. “As things stand, CAPS is regarded as one of the strongest policies in terms of transforming the landscape of education in South Africa.

However, the policy might need to be revised to meet the demands of the 21st Century. I therefore extend my gratitude to the various Heads of Departments (HoDs) for their consistent attendance in all HEDCOM sittings. Our coordinated efforts will assist us in promoting uniformity in the Sector.

This Workshop has enabled us to accelerate the consolidation of information required for the handover report, which will be submitted to the 7th Administration post the General Elections.”

HEDCOM, in turn, extended its gratitude to Mweli for his leadership in steering the Sector in the right direction.

The HoDs applauded the DBE for its efforts in ensuring that learners have broad non-academic streams at their disposal to make informed decisions in their career choices. HEDCOM remains a valuable platform, particularly in identifying shortfalls and progress encountered in the education system. The next HEDCOM will be held in the Northern Cape Province during August 2024.

INSIDE EDUCATION

By Pierre Bekker

A remarkable expansion is underway in South Africa’s energy sector. The country is increasingly embracing renewable energy sources, spurred by pragmatic considerations such as sustainability, economic competitiveness, and environmental responsibility.

As South Africa strives to address global challenges like climate change and energy security, the renewable energy sector is brimming with exciting career paths for the next generation. Here, Temporary Employment Services (TES) providers can play a vital role in bridging the gap between South Africa’s young workforce and the renewable energy sector’s growing labour needs. By facilitating placements and participating in skills development partnerships with industry players, TES providers can empower young people to enter this rapidly growing industry.

The energy crisis – a catalyst for change
The urgency behind our transition to renewable energy is heightened by an ongoing energy crisis, which is characterised by load shedding – deliberate, rolling power cuts implemented to manage electricity demand. This crisis highlights the need for a more sustainable, secure energy system, and renewable energy sources like solar and wind offer a viable solution that harnesses clean and abundant natural resources to power the nation.

The promise of renewable energy for employment in South Africa
Given that it is predicted that by 2029 at least 19.28% of all energy used will be from renewable sources, it is clear that this is an industry that will keep growing, with the private sector actively leading the expansion.

The surge in adoption indicates a shift towards sustainable practices and signifies a promising future for renewable energy in our country. Positively, this growth in the renewable energy sector offers significant career prospects for the youth. This is particularly important in light of data released by Statistics South Africa in May 2023 showing that the total number of unemployed youth aged 15-34 years stands at a staggering 4.9 million, which is 46.5% of the country’s employable population.

With roles spanning across various disciplines such as engineering, project management, research and development, and policy advocacy, young individuals will be able to contribute to the design, installation, and maintenance of renewable energy systems, lead project initiatives, drive innovation, influence policy decisions, and even venture into entrepreneurship. This presents a dynamic and promising field for career growth and development, the ideal conduit for young people to actively shape a sustainable future for the nation.

A growing industry for a growing workforce

The opportunities presented by renewable energy extend beyond mere employment. For unskilled workers, it offers a gateway to gainful employment and provides valuable skills development opportunities.

Construction projects associated with renewable energy infrastructure serve as learning platforms, imparting essential skills such as workplace safety practices, technical skills, and project management expertise.

The decentralised nature of renewable energy projects means that opportunities are not limited to urban centres but extend to rural areas, which contributes to inclusive economic growth and development across the country.

Career possibilities aplenty in renewable energy

In terms of specific roles in high demand within the renewable energy industry, there is a spectrum of avenues available to individuals with varying skill levels. From health and safety personnel to engineers and semi-skilled and skilled electricians, civil works professionals and project managers, the sector offers an unimaginable array of career paths.

As the industry matures, there will be a growing need for workers in operations and maintenance roles, providing long-term employment prospects for young individuals who gain the necessary specialised skills.

Embracing renewable energy career paths offers young South Africans personal and professional growth opportunities. The sector’s long-term stability ensures consistent employment opportunities, with certain renewable energy projects likely to span several decades.

Being part of a flourishing industry presents a chance to be at the forefront of innovation and development, with ample room for career advancement and skill enhancement. Contributing to renewable energy initiatives also allows individuals to make a tangible impact on mitigating climate change and fostering a more sustainable future for generations to come. This factor has proven to be important with the upcoming Gen Z workforce.

Shaping the workforce of the future

As an alternative to traditional career pathways, Temporary Employment Services (TES) providers and outsourcing firms can play a crucial role in facilitating entry into the renewable energy sector for the younger workforce.

TES providers specialise in sourcing, recruiting, and managing temporary or contract workers, offering flexibility and scalability to businesses in need of labour. By partnering with TES providers, the sector can access a pool of talented individuals with diverse skill sets, bridging any skill gaps and accelerating project timelines.

TES arrangements allow individuals to gain valuable hands-on experience in the industry, building their resumes and enhancing their employability in the long term.

In this way, TES providers can serve as a strategic resource for both employers and young professionals looking to embark on a career in renewable energy and, in the long run, the transition to renewable energy provides the ideal opportunity for our youth to contribute meaningfully to the country’s sustainable development.

As the sector continues to grow and evolve, embarking on renewable energy career paths offers young individuals the chance to be part of a transformative journey towards a greener, more prosperous future.

Pierre Bekker is the Manager at Quyn International Recruitment & Staffing Solutions.

INSIDE EDUCATION

Inside Education Reporter

Deputy Minister of Higher Education, Science and Innovation Buti Manamela has launched the Indwe 4IR Lab at the Artisan and Skills Development Centre in Ekurhuleni East TVET College.

The establishment of the Indwe 4IR Lab is a direct result of a collaborative Private-Public Partnership involving the Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA), Festo Didactic and the Ekurhuleni East TVET College.

This strategic alliance aims to introduce comprehensive 4IR educational programmes that will significantly boost the employability and productivity of the workforce and enhance capacity-building efforts for TVET college staff.

“It’s quite an honour for me to be part of this launch of the Indwe 4IR Lab. Today is a significant milestone for all accounts. It’s a momentous occasion representing a decisive step in our ongoing efforts to reposition our post-qualification and training sector to be much more agile and build the necessary capacity to capitalise on the opportunities presented by the advent of the Fourth Industrial Revolution,” said Manamela.

The Deputy Minister said the 4IR resulted from the convergence of the past century’s groundbreaking scientific and technological advances, and it has had a profound impact on the world.

“One of the most obvious of these impacts has been how the advent of the 4IR has challenged our understanding and knowledge and how it can be applied. This is mainly because the 4IR is characterised by unprecedented intersectionality in the convergence of digital, biological, and physical realms, accompanied by the proliferation of groundbreaking technologies based on the fourth industrial revolution.

“So, it has forced us to radically rethink the nature of skills, the nature of jobs, and the nature of the workplaces, including the fact that it has rendered some skills and jobs obsolete. Still, it has also given birth to new and exciting industries, especially artificial intelligence.”

Manamela said the launch of the indoor Fourth Industrial Revolution lab must be viewed as part of the government’s strategic goals in developing the relevant skills to address our pressing socio-economic challenges and help steer the economy from resource-driven to knowledge-driven.

In line with the vision by President Cyril Ramaphosa to harness technological innovation fully to drive economic growth and societal upliftment, Manamela said this has led to the establishment of the Fourth Industrial Revolution Commission, which has laid out crucial recommendations prioritising investments in human capital development and the establishment of critical institutions and platforms to drive these innovations, ensuring that young people are equipped with the relevant skills.

“The other priority that our embrace of the Fourth Industrial Revolution must help us address is youth unemployment, a disturbing phenomenon in which over 2 million young people are not in any form of employment, education, or training,” he said.

He said the new lab on campus would benefit the new entrants and existing students trained in various other trades.

“We have launched these 4IR centres in many of our TVET colleges. Today’s launch is a continuation of these efforts. The lab is also envisioned as a vibrant hub of creativity and innovation, offering opportunities for young people to engage with cutting-edge technologies. It is also imagined to be a space where young people can acquire skills in exciting areas such as robotics, 3D printing, the Internet of Things, and advanced wireless technologies.

“These skills are no longer optional but essential for success and prosperity in the digital age. There is, therefore, no doubt that the establishment of Indwe 4IR Lab will also position the TVET College as a transformative hub for the communities of Ekurhuleni,” he said.

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