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Draft presentation for the PSCBC Conference February 2005 Dr Andrew Paterson HSRC

Understanding ‘scarce skills’ in the Public Service with reference to the Education and Health sectors. Draft presentation for the PSCBC Conference February 2005 Dr Andrew Paterson HSRC. Skills gaps and shortages.

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Draft presentation for the PSCBC Conference February 2005 Dr Andrew Paterson HSRC

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  1. Understanding ‘scarce skills’ in the Public Service with reference to the Education and Health sectors Draft presentation for the PSCBC Conference February 2005 Dr Andrew Paterson HSRC

  2. Skills gaps and shortages • Skills gap: present incumbents do not possess the required skills (specific and or generic) • Skills shortage: vacant posts cannot be filled (Hard to fill vacancies) • Working conditions (remuneration & environment) • Supply of qualified personnel does not meet demand

  3. How skills requirements may be defined • Public policy issue • Definition is a specification assumed to create the conditions for the delivery of a service of particular quality • X practitioners per Y population • Teacher-Learner ratio of 1:40(P) & 1:35(S) • Educational & health equality • Budget related issue • Changed spec. can create a ‘shortage’

  4. Defining skills needs & scarce skills • Identification in terms of unfilled posts based on current post structure? How recent is Post provisioning model? • Scarce skills defined in terms of a value chain leading to provision of: • a service or • a product

  5. Flows of human resources: overview

  6. Flows of human resources: departmental view

  7. Supply of skills: key issues • Graduate output (FET, intermediate, ET) • Participation rate (% of population) • Rate of growth • Equity in participation • Education institutions • Quality • Change/modernise the curriculum • Throughput (dropouts and repeaters) • Bridging courses • Cohorts of Matriculants flowing into intermediate or higher education • Supply not all new entrants - incumbents upgrading qualifications. Education – 50%

  8. What we must do • Define ‘scarce skills’ • Identify and measure needs (& scarce skills) • Understand: • magnitude and flows of skills, • market rates for skills etc. • Implement strategy • Monitor outcomes • Foresight in order to avert crisis level in skills needs?

  9. Complexity • Individual autonomy • Competition (no of employers) • Time-bounded (or continuous) • Location specific (intensity) • Restricted control (global flows) • Equity requirements (race/gender/disability)

  10. Strategy elements • Demand • Work conditions & remuneration • Recruitment • Supply • FET & HET • Learnerships • Internships • Information (Marketing) • Co-ordination of elements • Timing of interventions • Creation of new posts/functions (auxiliaries)

  11. Educator – scarce skills • Sub-specification of ‘scarcity’ • Subject specialists Math & Sci • Managers • Senior teachers (age and experience) • Province, rural – urban distribution • Characteristics of supply • Declining numbers • Demographics of current enrolment

  12. Influences on entrants to educator ranks • Demand • 1990s redeployment/rationalisation • (Resolution 3 of 1996 ELRC) • Visibility of posts/conditions (marketing) • Unemployed educators • Supply • Consolidation (100-27) Colleges in 1990s • Mergers of Colleges with Higher Education • Emigration • Epidemiological – HIV/AIDS

  13. Educators: entry & exit Source: RD Review, 2003, p.489

  14. Educators: entry & exit by REQV Source: RD Review, 2003, p.488

  15. Educators: work conditions • Educator X non-educator (Crouch and Perry, 484) • Educators more unionised • Educators working fewer hours per week • Educators earning a higher income than other employed people • Educators enjoyed a pay advantage over non-educators • taking education levels into account • Not taking fewer hours into account • Advantage ranges (>R700 at REVQ12) at age 25-35

  16. Composition of workforce • Racial composition of the educator workforce (1995-1999): • White educator participation increased 18.1% to 20.9% • Labour force altogether: 22.8% to 18.6% • Africans in teaching force either decreased or stayed constant • Opportunities for Africans in private sector labour market opening up (whites relative waning) • Move into SGB posts? • Effects?

  17. Educator turn-over & scarce skills • Highest turnover in WC/NC/Ga – wealthiest & best equipped school systems • Were is the turnover? Localised • Churn rate (REVQ and age) • Churn rate effects?

  18. Scarce skills measures in education and health • Size and focus • Educators [2000]: 336 026+29 939 [SGB] • Nurses [2001: 190 449 • Doctors [2001]: 29 655 • IT Personnel • Control over strategy & market influence • Interpretation of eligibility for: • Scarce skills allowance • Rural allowance

  19. Thank you

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