Education

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Browsing Education by Subject "Critical skills"

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    2022 Finalisation of the Critical Skills List : Technical Report
    (Department of Higher Education and Training, Pretoria, South Africa, 2022)
    In 2020, the Department of Higher Education and Training (DHET), through the Labour Market Intelligence (LMI) research programme, supported the Department of Home Affairs (DHA) in the development and application of a methodology to identify occupations for the Critical Skills List (CSL). The CSL forms the basis for the issuance of critical skills visas (CSVs) to critically skilled foreign nationals. This process culminated in the publication of a technical report that included a description of the methodology and the preliminary CSL. The Minister of Home Affairs gazetted this preliminary CSL on 18 February 2021 for public comment. The number of responses to the request is evidence of the importance of this list. Between the date of publication and the closing date of 31 March 2021, 363 comments were received. Because of the CSL’s importance as a policy tool, ensuring that it responds accurately to the needs it is designed to address is essential. As the technical report for the reliminary CSL stated, balance is essential: "If critical skills work permits are offered too liberally, they risk taking employment opportunities away from South African citizens. Conversely, if these permits are too strictly withheld, skills gaps are perpetuated at the expense of the South African economy. Achieving this balance is largely dependent on accurately defining a critical skill and then using this definition to develop the appropriate criteria for recognising whether a skill is, in fact, critical or not." Therefore, it was important for the DHA and the DHET to ensure that the approach used to identify occupations on the list was evidence-based and consequently defensible ...
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    Modelling Future Demand and Supply of Skills in South Africa : Technical Report : 10 Year Skills Demand and Supply Forecast
    (Department of Higher Education and Training, Pretoria, South Africa ; Applied Development Research Solutions, Folsom, United States, 2017-03) Adelzadeh, Asghar
    In South Africa, the rationale for regular, coherent and systematic forecasts of demand and supply for skills follows policy initiatives that have given high priority to anticipate changing skill needs due to globalisation, economic restructuring, technological and organizational change, and demographic developments (including HIV/AIDS, ageing populations and migration). An important pre-requisite for skills planning is access to quantitative foresight about the possible future paths of the economy that includes projections of the labour force, job openings, employment and unemployment by qualification under alternative ‘what if’ scenarios. Until last year, South Africa did not have such a comprehensive system to perform consistent skills projections. Through the economic modelling programme of the LMIP, a firm foundation has been established for undertaking such forecasts regularly. The economic model that has been built for skills planning in South Africa (the Linked Macro-Education Model, LM-EM) consists of a multi-sectoral macroeconomic module that is linked to seven inter-related demand and supply modules for occupations and skills. The model also has a user-friendly web-platform that makes it accessible to policymakers, policy analysts, academics and students. The model’s full Technical Report provides a detailed presentation of the modelling techniques used to build the LM-EM. The main objective of this project has been to support strategic thinking and policymaking at the Department of Higher Education and Training (DHET) by building the Department’s capacity as well as that of the Sector Education and Training Authorities (SETAs) to anticipate trends in the demand for and supply of skills from the education and training sector. More specific objectives included (a) Building a holistic and sustainable linked macro-education model with which to regularly generate credible projections of supply and demand of skills in the economy under alternative ‘what if’ scenarios related to theevolution of the economy, the labour market, key external drivers, and key policy changes and prospective reforms; and (b) building capacity at the Department, as well as SETAs, to effectively use the model for their planning purposes.