Keynote Address by the Minister of Basic Education, Mrs Angie Motshekga, MP, at the Opening of Curtis Nkondo School of Specialisation held in Gauteng
Programme Director,
Honourable Premier: Gauteng Province Mr. David Makhura,
MEC for Education Mr. Panyaza Lesufi,
MEC for Infrastructure Development Mr. Jacob Mamabolo,
MEC for Social Development Ms. Nandi Mayathula-Khoza,
Mayors and Councillors,
SGB Chairperson Mr. Mandla Thanjikwayo,
Teachers and Learners,
Distinguished guests,
Ladies and gentlemen,
It is my singular honour and a privilege to address this gathering to launch a new era in the basic education sector, namely, the Schools of Specialisation.
Programme Director, I am reminded of the words of the famous political commentator Walter Lippman who said:
"When all think alike, then no one is thinking.”
I want to say today that the true meaning of thinking is innovation. The Gauteng Department of Education’s Schools of Specialisation (SoS) programme is indeed an innovation worth celebrating. The Schools of Specialisation will play an important role in the skills revolution as envisaged in both the National Development Plan and Gauteng’s Government programme of Transformation, Modernisation and Re-industrialisation.
The Schools of Specialisation (SoS) programme would have an enormous positive impact on the Gauteng’s economy in particular and rest of the country in general. Research tells us that, if done right, the basic education is a prerequisite for tackling poverty and promoting short and long-term economic growth.
Schools of Specialisation locates themselves within this paradigm as they seek to nurture the development of top talent across a sub-set of disciplines, and breed South Africa’s future generation of leaders.
At present, there is a misnomer that exists among the majority of our learners who seem to think that basic education is a springboard only to the traditional university education stream. We must say without any fear of contradiction that the sole purpose of a good basic education is to offer various career pathways to all learners - each according to his/her ability.
As, I understand it, the Schools of Specialisation will assist in addressing critical skills shortages in South Africa and accelerate the improvement of existing Dinaledi, Technical and Magnet schools in Gauteng. Most importantly, they will serve as laboratories to deepen teaching and learning methods that can be extended to nearby schools.
In this regard, we must admit that for a long time specialisation in the sector has been inconceivable. As a result, through, “the one jacket fits all approach,” it’s now an accepted fact that some graduates are a mismatch for the skills required by the market.
However, we have come to accept that each child develops uniquely from another. In part, this realisation informed our recent introduction of the curriculum differentiation approach through the Three Stream Model – occupational, technical and vocational streams.
One must admit that when we conceptualised the Three Stream Model, little did we know that Gauteng will take this to a whole new level by launching Schools of Specialisation. This is indeed a welcome innovation and will definitely have a desired impact on the skills deficiency of our youth and workforce.
Fore-instance research conducted by the Development Policy Research Unit at the University of Cape Town showed that there were approximately 200 000 unemployed graduates in South Africa with a mix of certificates, diplomas and degrees. Unemployment among black graduates, in particular, rose faster than any other category of the unemployed: between 1995 and 2005, the unemployment rate for graduates increased by half from 6, 6% to 9,7%.
Sadly, we have not reversed this legacy. According to the University of Johannesburg 2014 Study, it summarised the problem thus:
“The causes of skills shortage were established to be: the closing down of artisan training schools, insufficient practical exposure, unattractiveness of being artisans and migration of skilled artisans among others.”
The researchers found that artisan skills shortages had also impacted negatively on the construction industry - in terms of the quality of work produced, increased costs of projects, delays and a decline in productivity.
Addressing a Youth rally in Siyabuswa in Mpumalanga, 2014, my colleague Higher Education Minister Blade Nzimande said openly that the retail motor industry in South Africa said to him, “there is a shortage of 10 000 motor mechanics”. Minister Nzimande said they had developed strategies to try to send a message that being an artisan is "cool".
Programme Director, we take no solace in the fact that the phenomenon of skills shortage is not only a South African problem but a global challenge. Globally, research indicates that 50% of industries in developing countries are also facing skills shortage. This skills shortage has had negative impact and contributed to the chronic vacancies and poor productivity in most productive sectors of the various economies.
Programme Director, the situation is acute when we compare our country with the developed world in just one area, i.e. the production of engineering professionals.
The figures indicate that the United States of America produces 380 engineers per million people, China 225 per million people, India 95 per million people and South Africa about 45 per million people. America, India and China have between 130 and 450 people per engineer. In short, this means South Africa has only one engineer for every 3200 citizens.
Our diagnosis of this dire situation of skills shortages and skills mismatch points to a myriad number of reasons. These are:
- The discontinuing of colleges offering technical subjects for teachers and technical schools contributed to the reduction of the number learners pursuing skills orientated careers.
- The stigmatisation of learners who are under-performing academically and, if they decide to opt for the technical field – this is looked on as an inferior pathway.
- The ongoing exodus (brain drain) of skilled and experienced personnel in search of competitive salaries.
- Inadequate mentoring and training mostly by industry and business
- A global demand for skills in these sectors with the resultant global mobility of these skills.
- Under-prepared learners who lack the basic knowledge and fundamental skills of technology and engineering subjects.
- The deficiencies in the present school system and in particular the low numbers of learners with the requisite Grade levels in Maths and Science to undertake post-matric education in the engineering sector.
- The collapse of traditional artisanal training.
Some other contributing factors are the persisted gender discrimination where women are not encouraged to pursue technical and technological careers. In some cases, it is the reluctance of big businesses in many sectors of the economy to equip their workforce to adapt to change as the economy becomes more knowledge-based. When structural change occurs, too often the outcome is retrenchments rather than retraining and redeployment of working people. This trend must stop.
For our part as Government, I must admit that there has been indeed some policy paralysis. There is an apparent a lack of synergy between the General Education and Training (GET) band versus the Further Education and Training (FET) band.
In addition, there are various post-school sub-systems which include Universities, Universities of Technology, Skills Education Training Authorities in South Africa (SETAs) and the Technical Vocational Education and Training (TVET). There is a dire asymmetry amongst these. This has led to the lack of realignment, inefficiencies and frankly at times to wasteful expenditure.
Is there a need for me to state the obvious that all these various post-schooling sub-systems work in silos?
This state of affairs has had a negative impact on the economy, because our country had had to source foreign skills for infrastructure development amongst others. This, obviously, is an untenable situation because it results in huge revenues leaving the country without any meaningful skills transfers.
Programme Director, not all is lost. Since, we made the right diagnosis; we have been hard at work to turn this situation around for the better. We have finalised the new Curriculum Assessment and Policy Statements for the Technology and Technical Subjects through the introduction of specialisation in the following five areas:
- Civil Technology specialising in (woodworking, construction and civil services).
- Electrical Technology specialising in (power systems, digital systems and electronics).
- Mechanical Technology specialising in (Automotive, fitting and machining and welding).
- Technical Mathematics and
- Technical Sciences.
We have also come to a realisation that for a significant percentage of learners, namely those with moderate or severe intellectual disability, or other barriers to learning are more inclined to a technical skills and vocational track.
In this regard, together with the Department of Higher Education and Training (DHET), we have started with the process of curriculum alignment for Technology and Technical Subjects between and among the Senior Phase, FET and TVET colleges. The reason for this alignment is to avoid duplication of programmes and learning content.
Programme Director, in conclusion, I must say Gauteng has demonstrated yet again that it is a leader of the pack in the sector. We commend the Premier Ntate Makhura for his leadership that allows for innovation. Ntate Lesufi - your energy, zeal to succeed and innovation is highly commended.
Truly, there is no turning back. We must revolutionise skills development in this country, in line with the injunction of the National Development Plan, Vision 2030.
Ngiyabonga!!!
Ke a leboga!!!
I thank you!!!
