The document discusses the implementation of the Strategic Infrastructure Projects' (SIP) plan and next steps. It outlines the SIP's catalytic and enabling projects in areas like energy, transport, digital infrastructure, and health. It notes challenges in skills development for construction professionals and proposes solutions like career guidance campaigns, increasing university enrollment and capacity, structured workplace training programs, and funding to support academic staff development and 100 new professional candidates annually. Stakeholder engagements and funding sources are also discussed to take the proposals forward.

1. What has become of the SIP’s plan and
what is the envisaged way forward with
its implementation?
Ms Adrienne Bird
Head of special Project Unit
Department of Higher Education and Training
28th June 2016, Construction Management Summit, SACPCMP

2. 2. Enabling socio-economic Unlocking Northern mineral belt
Durban-Free State-Gauteng Corridor Development
South Eastern Node & Corridor Development
Saldanha-Northern Cape Corridor Development
3. Crosscutting
Access to communication technology,
SKA and MeerKat
National school build
Higher Education
Revitalisation of public hospitals
Unlocking the economic opportunities in North West
Province
1. Catalytic
Greening the South African economy
Electricity Generation
Electricity Transmission and Distribution
Integrated Municipal Infrastructure
Integrated Urban Space and Public Transport
Agro-logistics and rural Infrastructure
Regional Integration
2

3. Business IntelligenceProjects Prototypes
Occupations
for typical
projects
When?
Where?
Size?
Project 1
Project 2
Project 3
Consolidated
Occupation Information
Occupations required
over time per location
Reports

4. Analysis per occupation in demand

5. Occupational Team – worked with Professional Intermediate
Body located at Council for Built
Environment
CONSTRUCTION PROFESSIONALS
Theory Convener Prof. D. Thwala
University of Johannesburg
Workplace Convener Mr. C. Israelite
ACPM
Assessor Convener Ms. N. Rakalote
SACPCMP

6. The skills pipeline
School
• Career guidance and subject choices
• Quality of education and achieving grades required for occupation
Theory
• Funding, throughput – enhancing delivery
• Access, new qualifications
Practical
• Availability
• Equipment, simulators, instructors
Workplace
• Enough workplaces to offer meaningful, structured experience
• Coaching, mentoring, funding
Assessment
• Passing a trade test, professional registration, licensing, completing a
learnership or QCTO Award etc
Expertise
• Immigration, secondment, retirees
• Specialisation
+ Employment and related issues

7. Skills pipeline in relation to the professions
• CAREER: Career guidance and subject choices (National Career Advice
Portal - http://ncap.careerhelp.org.za/occupation)
• THEORY & PRACTICAL: University based programmes (Focus: Enhance
Higher Education throughput)
• WORKPLACE: Define and support Candidacy phase – “candidacy means
the practical and work experience training that is an occupational
qualification as determined by the relevant professional body and follows
the completion of an academic qualification required for access to the
assessment for the issue of a professional designation”. Many SETAs have
not accepted this for funding.
• ASSESSMENT: SACPCMP
• EXPERTISE: CPD

8. https://sip-skills.onlinecf.net CHAPTER 5 69
PROFESSIONALS AND ASSOCIATE PROFESSIONALS
Overview 69
Challenges in detail 73
Increasing roles expected of councils 102
Built environment and planning professional 105
Draughtsperson 105
Geographical Information Science (GISc) practitioner, technologist, technician 107
Landscape architect, technologist, technician 110
Land, engineering surveyor 115
Quantity surveyor and estimator 120
Planners 122
Construction professionals 126
Construction project manager and Construction
manager 128
Construction health and safety agent, manager, officer 131
Engineering professionals 134
Aeronautical engineer 136
Chemical engineer, technologist, technician 139
Civil engineer, technologist, technician 142
Electrical engineer, technologist, technician 145
Environmental engineer 149
Industrial engineer, technologist, technician 151
Materials engineer technician 155
Mechanical engineer, technologist, technician 157
Mining engineer, technologist, technician 159
Scientists 161
Database and network professionals 161
The special case of data scientists 163
Forestry scientist, technician 165
Physicist 167
The special case of radio astronomers 168

9. Proposals in report for CM and CPM
SCHOOL
• Career guidance - A major awareness campaign is needed. The SACPCMP needs to team up with NCAP to mount a
major promotion and provide career promotion props and methods to be used at all career promotion events.
THEORY
• Facilities: more students should be enrolled and more universities should offer CM qualifications to ensure an adequate spread nationally.
• Staffing: More lecturers are required to address the large student: lecturer ratios
• Relax requirements for Master's degrees at UoTs, to attract more lecturers and ensure that staff with experience in construction management are
appointed
• Create and support the establishment of three Chairs in Construction Management and maintain them at R10m a year
• Create a Subvention fund for five years for support of specialist CM staff salaries to encourage more people with practical experience to take up posts
• Offer scholarships to existing academic staff to enable them to enhance their qualifications
• Curriculum
• Currently several courses are attended by both construction management and quantity surveying students. There is a need for a return to dedicated
CM Chairs and stand-alone CM qualifications to ensure that diluted and hybrid qualifications are not perpetuated.
WORKPLACE-BASED LEARNING
• Employers must understand the needs of new entrants and to develop adequate training programmes and make capacity available to support them.
Funding from SETAs should be accessed for candidate training to ensure that adequate structure and mentorship is in place to develop them towards
professional registration.
• A total of 100 new candidates should be taken on annually and it is necessary to consider the current backlog of over 1 000 candidates who have not
received structured training and support.

10. How to take the proposals
forward?
cidb Skills Standard
Gazette No. 36760 of 2013
Standard for developing skills
through infrastructure
contracts

11. cidb Skills Standard - overview
 Collaborative effort - cidb, DPW, DHET, DED
 Standard provides for structured workplace training
towards the attainment of national outcomes leading to:
 Occupational qualifications
 Trade qualifications
 University of technology diploma (P1 and P2)
 Candidacy for professional registration

12. cidb Skills Standard - impact
• 3000 workplace training opportunities per year
• Improved university of technology graduation rates
• Increased learners taking trade tests
• Increase in professional candidates and ultimately registered professionals

13. Additional strategy: Priority professions for 2016
• Civil engineering
• Quantity surveying
• Construction Professionals (Construction Project Managers and
Construction Managers)
In addition 13 trades and a number of plant and machine operators as
well as elementary occupations selected

14. Requests from HEIs for support of CPM and CM
UNIVERSITY FOCUS R
Durban University of Technology Bursaries, qualification and curriculum development, more lecturers and
lecturer development, e-learning, infrastructure upgrades, tutoring of
bottleneck subjects
R 22,390,000.00
Mangosuthu University of Technology Bursaries, WIL, qualification and curriculum development, lecturer
development, infrastructure upgrades, student support
R 30,905,000.00
Nelson Mandela Metropolitan
University (CM)
Funding across the range of support interventions including bursaries, re-
curriculation, lecturer development, a specialist chair and candidacy support
R 9,600,000.00
Nelson Mandela Metropolitan
University (Building Science)
Bursaries, WIL, qualification and curriculum development, lecturer
development and infrastructure upgrades
R 2,972,000.00
University of Cape Town (CM) Increase the number of honours students and redesign course material R 6,950,000.00
University of Johannesburg Bursaries, WIL, qualification development, more lecturers and lecturer
development, alternative programme to increase access and equity targets
R 20,332,500.00
University of the Free State Bursaries, qualification and curriculum development, more lecturers and
lecturer development, e-learning, infrastructure upgrades, supporting at risk
students
R 17,300,000.00
University of Witwatersrand
(QS, CM, CPM)
Increase the number of honours and masters students, redesign course
material, increase lecturing space and capacity and develop part-time courses
R 26,350,000.00
TOTAL R 136,799,500.00

15. Construction – one level of registration
• BSc(CM) – min of 3 years of workplace training
• BTech – min of 4 years of workplace training
• National Diploma – min of 6 years of workplace training
The long period is problematic, so institutions trying to get more learners up
to BTech or degrees (although BTech now being phased out), to allow them
to become candidates sooner

16. Request for support –
New Generation of Academics Programme (nGAP)
• Funding over several years which covers PhD and also annual earnings

17. NGAP requests
Institution No Rate Total
Construction Management
DUT 3 R 2 150 000.00 R 6 450 000.00
NMMU - PhDs - fees only 10 R 710 000.00 R 7 100 000.00
UJ 3 R 2 150 000.00 R 6 450 000.00
Wits 4 R 650 000.00 R 2 600 000.00
CM sub-total 20 R 22 600 000.00

18. Request for Candidacy Support
• CETA
• LGSETA
• AgriSETA
• Chieta
• FoodBev
R108,000,000.00 ,
43%
R90,000,000.00 ,
36%
R54,000,000.00 ,
21%
Civil engineering
Quantity surveying
Construction management

19. Categories of funding needed
• Schooling
• career guidance
• Theory
• Bursaries
• Programme design – new qualifications, curricula, learning materials
• Student recruitment, admission and selection
• Staffing (30% vacancies in some depts. and many of existing now under-qualified due to
new qualifications) – more lecturers, Chairs, upgrading of qualifications and substitute
lecturers while staff write up theses
• Teaching and learning methods
• Infrastructure – new lecture theatres, laboratories and equipment, libraries
• Programme administrative services – secretarial, lab technicians etc
• Practical
• Laboratories, equipment etc.
• Candidacy
• Structured workplace-based learning

20. Building a Capable State
Capable StateMakingPublicServicea
CareerofChoice
GraduateRecruitment
Scheme
Developingtechnical&
specialistprofessionalskills
Long-TermPerspective
TrainingandManagement
Professional, Efficient, Effective and Equitable, Citizen-Centred and
Development oriented
Chapter 13 of the National
Development Plan calls on the
Government build a Capable
State. In order to achieve a
Capable State, the NDP makes
recommendations which
include:
•Making Public Service a
Career of Choice;
•Piloting a Graduate
Recruitment Scheme;
•Developing Technical &
Specialist Professional
Skills;
• Having Long-Term
Perspective Training and
Management

21. LGSETA programme
• SACPCMP have an award from LGSETA to mentor and
develop 75 construction managers or construction project
managers in local government towards professional
registration
• Candidates selected
• Induction has taken place
• Mentoring will start in earnest in July 2016

22. Sources of funding engagements
• SETAs
• DHET ear-marked funding
• Newton Fund – Royal Academy of Engineers
• CSIR, SANRAL and Provincial DOTs for civil engineering laboratories
• Any other ideas please?