Abstract
This article provides an overview of the key findings of a recent Accenture Research study on the e-skills shortage in South Africa. Within the context of e-skills demand, the article reveals the challenge of accurate assessment in the face of inconsistent demand data and presents the need for a standardised definition of e-skills demand. It also highlights key factors constraining the supply of e-skills in South Africa and the critical role of education in this regard. To further inform and support the e-skills development context in South Africa, the article offers insights into the necessity and value of collaboration between government, industry and educators. This was identified in interviews with players from the information and communication technology (ICT) industry and tertiary education sector as well as from a benchmarking study on the ICT policies and key learnings of six countries.
Zusammenfassung
Dieser Artikel gibt eine Übersicht der wichtigsten Ergebnisse einer Accenture-Research-Studie zur Knappheit von sogenannten „e-Skills“ (IT-Qualifikationen) in Südafrika. Dabei werden die Schwierigkeit einer genauen Bewertung angesichts inkonsistenter Datenlage zur Nachfrage thematisiert und die Notwendigkeit für eine standardisierte Definition der Nachfrage von IT-Qualifikationen unterstrichen. Schlüsselfaktoren, die das Angebot von IT-Qualifikationen in Südafrika beschränken, werden angesprochen, insbesondere die entscheidende Rolle der richtigen Bildung. Der Artikel gibt auch Einblick über die Notwendigkeit und den Nutzen einer engen Zusammenarbeit von Regierung, Industrie und Bildungsinstitutionen zur Unterstützung der Entwicklung von IT-Qualifikationen. Identifiziert wurde dies in Interviews mit Vertretern der Informations- und Kommunikationstechnologie (IKT) aus Industrie und Bildungssektor und in einer Benchmarking-Studie zur IKT-Politik und Lernerfolgen von sechs Ländern.
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Notes
There are a number of established and newly implemented strategies of the South African government designed to encourage the development and growth of the ICT sector and its skills base. A few examples of these training schemes include SAITS Implementation Initiatives with the Department of Trade and Industry; Meraka Institute and Meraka eSkills Institute; Department of Labour initiatives; Sector Education and Training Authority (SETA) initiatives; Skills Development Strategy for South Africa; and JIPSA (Joint Initiative on Priority Skills Acquisition).
In terms of a standardized e-skills definition, this study used a simplified version of the five level e-skills pyramid proposed by the South African e-Skills Council and defines e-skills according to three categories or levels: Level 1 (e-literacy)—e-skills that are needed for modern life outside the workplace and often defined as e-literacy or digital literacy; Level 2 (e-skills)—e-skills that are used as a tool in the workplace but are not part of the job (for example basic users who can competently use generic tools such as MS Word or advanced users who can use sector specific software tools); and Level 3 (ICT specialist)—ICT specialists who have technical skills needed both in the ICT industry and related jobs in ICT enabled industries (this includes high-end ICT research and development skills and people with the ability to develop and maintain ICT systems and where ICT is a an integral job component). See also Vanska et al. (2008) and Primo and Wesso (2007).
Data is taken from the ISETT SETA Sector Skills Plan 2005–2010, published in 2007.
Data is taken from the BANK-SETA Sector Skills Plan 2008/9 Update, published in 2006.
See the “National Master Scarce Skills List for South Africa 2007”, published by the Department of Labour in 2008.
This refers to universities that do not receive any form of government subsidies but are reliant on their own funding.
For detailed scores in the different categories see the Global Information Technology Report, published by the World Economic Forum (WEF) in 2008.
References
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Merkofer, P., Murphy, A. The e-skills landscape in South Africa. Z Politikberat 2, 685–695 (2009). https://doi.org/10.1007/s12392-010-0219-y
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DOI: https://doi.org/10.1007/s12392-010-0219-y