CBE Presentation to Portfolio Committee Practical Steps to address the Transformation of the Built Environment Presented by: Priscilla Mdlalose Date: 21 February 2017

CONTENT CBE delegation Mandate of the CBE Legislative mandate Strategic Goals of the CBE Background Defining Transformation for the built environment Status of Transformation highlighted by Built Environment Professional Councils Transformation Interventions Proposed Approach to speed up transformation Conclusion

CBE DELEGATION Priscilla Mdlalose (Acting CEO) Clifton Changfoot (CFO)

MANDATE OF THE CBE Promote and protect the interest of the public in the built environment; Promote and maintain a sustainable built environment and natural environment; Promote ongoing human resources development in the built environment; Facilitate participation by the built environment professions in integrated development in the context of national goals; Promote appropriate standards of health, safety and environmental protection within the built environment; Promote sound governance of the built environment professions; Promote liaison in the field of training in the Republic and elsewhere and to promote the standards of such training in the Republic; Serve as a forum where the built environment professions can discuss relevant issues; and Ensure uniform application of norms and guidelines set by the Professional Councils throughout the built environment.

LEGISLATIVE MANDATE Republic of South Africa Constitution of 1996 Council for the Built Environment Act, 2000; Architectural Profession Act, 2000; Landscape Architectural Professional Act, 2000; Engineering Profession Act of South Africa, 2000; Project and Construction Management Profession Act, 2000; Quantity Surveying Profession Act, 2000; and Property Valuers Profession Act, 2000 Public Finance Management Act, 1999 Skills Development Act 97, 1998 Employment Equity Act, 1998 Promotion of Administrative Justice Act, 2000 Promotion of Access to Information Act, 2000 Minimum Information Security Standards Occupational Health and Safety Act, 1993 National Treasury Regulations Consumer Protection Act, 2011 Construction Industry Development Board Act, 2000 National Archives of South Africa Act, 1996 Construction Charter Property Charter

STRATEGIC GOALS OF THE CBE Goal 1 - A Built Environment (BE) that is responsive to the developmental and economic priorities of government. Goal 2 - A transformed BE with appropriate, adequate skills and competencies, responsive to the country’s infrastructure delivery, operation and maintenance needs. Goal 3 - An optimally functioning BE, with a responsive and relevant policy and legislative framework, based on informed and researched positions. Goal 4 - BEPs that operate within a regulated policy and legislative framework.

BACKGROUND TRANSFORMATION INDABA 2010 Indaba dealt with the following key issues: Transformation and Skills development Sustainability of the built environment professions Recommendations from Indaba Transformation and Skills Development The CBE Skills Pipeline Strategy was received by stakeholders. The CBE Skills Pipeline was to be implemented in phases. Voluntary Associations, Employers, CBE, CETA, Department of Basic Education and Tertiary Institutions were identified as key partners for the implementation of the transformation strategy Inter-sectoral collaboration was identified as an important factor in the implementation of the strategy. Career awareness campaigns were to be undertaken to raise awareness about careers in built environment. Funding availability was mentioned as a big impediment to the recommendations which were given by the delegates.

BACKGROUND Cont’d… Sustainability of the BE Professions Stakeholders agreed with the CBE report that pointed to a need to review Government tendering processes Stakeholders pointed out that the State should look at a 2 envelope system that first pre-qualifies bidders on technical quality of their proposals and then consider price Various other models were also proposed i.e. Roaster models, referral models, CIDB Model etc. Strong recommendation that tender specifications and scope work should be developed by technically competent people (professionals) Government departments, specifically the infrastructure departments and municipalities should be capacitated with BE Professionals Mentoring and training for young graduates and small firms should be part of tender requirements – transformation objectives Sector Charters was key in advancing Government’s transformation agenda

DEFINING TRANSFORMATION FOR THE BUILT ENVIRONMENT “A profound process of change, emanating from a need to redress historical disadvantage with a specific focus on the improvement and provision of equal opportunities and access to quality education, training, mentorship and skills development in an effort to drastically increase the quantity and quality of registered built environment professionals”.

STATUS OF TRANSFORMATION HIGHLIGHTED BY THE BEPCS Yellow = decrease in % since 2010 2010 %African 2015 %African 2010 %female ECSA Professional 9% 18% 3% 6% Candidate 44% 55% 19% 22% SACAP 33% 14% 21% 34% 30% 28% 31% SACLAP 0% 1% 47% 15% 53% 49% SACQSP 13% 12% 51% 26% SACPVP 20% 36% 41% 35% SACPCMP 2% 75%

ECSA % TRANSFORMATION BY RACE Category   2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 AVERAGE Candidate Engineer African 12% 22% 8% Coloured 33% 56% 15% 2% 24% Indian 13% 7% 3% White 11% 5% 4% Candidate Engineering Technologist 27% 31% 18% 20% 47% 44% 28% 6% 9% 17% Candidate Certificated Engineer 46% -4% 43% 0% 16% -9% -8% 14% -16% -1%

Candidate Engineering Technician African -6% 105% 19% 14% 8% 28% Coloured 193% -18% 53% 30% Indian 367% -71% 15% 10% 5% 65% White 671% -84% 12% 9% 6% 123% Professional Engineer 21% 17% 18% 3% 7% 13% -1% 2% 1% 0% Professional Engineering Technologist 26% 36% 32% 29% 22% 16% 11%

Professional Certificated Engineer African 24% 11% 20% 21% 12% 18% Coloured 0% 14% 13% 22% 9% Indian -3% 5% -5% 3% White -1% 2% -2% -28% 51% Professional Engineering Technician 10% 25% 17% 19% 16% 1% 7% Registered Lifting Machinery Inspectors 45% 15% 33% 31% 4% 8%

Registered Medical Equipment Maintainers African 0% Coloured Indian   0% Coloured Indian White Registered Fire Protection Systems Inspectors Registered Lift Inspectors 20% 17% 14% 10% 29% 6% -7% 13% 4% -3% -2% 1% -9% Total 44% 16% 19% 22% 18% 5% 36% -11% 9% 8% -6% 2% 3%

ECSA % TRANSFORMATION FOR GENDER Category   2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 AVERAGE Candidate Engineer Male 12% 16% 6% 5% 9% Female 13% 20% 8% Candidate Engineering Technologist 19% 24% 15% 10% 18% 30% 17% 11% Candidate Certificated Engineer 2% 23% -16% 27% -7% 67% -17% 0% Candidate Engineering Technician 26% 37% 7% 33% 44% 21% Professional Engineer 3% 1% Professional Engineering Technologist 25% 48% 35% 31% 28% Professional Certificated Engineer -1% 50% 40% Professional Engineering Technician 14% Registered Lifting Machinery Inspectors 100% Registered Medical Equipment Maintainers Registered Fire Protection Systems Inspectors Registered Lift Inspectors -2% 4% -6%

SACAP % TRANSFORMATION 2013/2014 2014/2015 2015/2016 AVERAGE Male Female MALE FEMALE Candidate Architectural Draughtsperson African 5.73% 6.67% 18.67% 68.75% -27.92% 88.89% -1.17% 54.77% Coloured -23.08% 100.00% 90.00% -20.00% -26.32% 50.00% 13.54% 43.33% Indian -21.05% 200.00% 86.67% 33.33% -32.14% 125.00% 11.16% 119.44% White 1.96% 10.26% 23.08% 16.28% -5.21% -11.00% 6.61% 5.18% Candidate Architectural Technologist -3.76% 43.59% 48.44% 14.29% -13.68% 10.94% 10.33% 22.94% -35.71% 0.00% 4.76% -17.14% 21.05% 44.83% 17.39% 2.38% -22.22% 10.02% 5.41% -9.52% 7.53% 32.63% 10.00% 16.67% -43.64% 13.26% -8.70% Candidate Senior Architectural Technologist 7.84% 43.64% -8.86% -12.50% 14.21% 23.61% 62.50% 24.36% 105.56% -71.43% 22.73% 250.00% -11.11% 3.87% 64.29% 2.61% 4.17% 16.10% 4.00% -18.98% -13.46% -0.09% -1.76%

Professional Architectural Draughtsperson -4.44% 333.33% 28.68% Candidate Architect African -11.86% 26.67% 17.31% 21.05% 21.31% -39.13% 8.92% 2.86% Coloured 8.33% -16.67% 7.69% -60.00% -35.71% 250.00% -6.56% 57.78% Indian -6.25% -5.00% 40.00% 15.79% 52.38% -27.27% 28.71% -5.49% White 1.36% -8.11% 4.01% 20.59% 6.43% -31.71% 3.93% -6.41% Professional Architectural Draughtsperson -4.44% 333.33% 28.68% -65.38% -34.34% 955.56% -3.37% 407.83% -3.94% -9.09% 14.87% 20.00% -20.54% 241.67% -3.20% 84.19% -12.50% -11.11% 4.76% 25.00% -21.59% 110.00% -9.78% 41.30% -8.89% -8.19% 11.97% 19.11% -3.45% -25.67% -0.13% -4.92% Professional Architectural Technologist 7.94% 15.38% 27.94% 33.33% -27.01% 95.00% 2.96% 47.91% -7.69% 0.00% -28.57% 683.33% 31.67% -63.83% -1.53% 206.50% -4.17% 7.61% 23.08% -10.10% 68.75% -2.22% 30.61% -6.32% -10.00% 11.91% 23.81% 0.80% -17.95% 2.13% -1.38%

Professional Senior Architectural Technologist Professional Architect African 12.17% 12.50% 25.58% 133.33% -13.58% 76.19% 8.06% 74.01% Coloured -0.93% -20.00% 12.15% 0.00% -24.17% 237.50% -4.31% 72.50% Indian 2.08% 10.88% 5.56% -11.66% 100.00% 0.44% 39.35% White -2.19% 11.11% 12.93% -2.88% -8.08% 2.01% 1.62% Professional Architect 7.07% 26.83% 19.34% 3.85% -12.25% 38.89% 4.72% 23.19% -8.24% 20.69% -17.14% 16.67% -44.83% 2.81% -13.76% -4.42% 10.53% 8.33% 19.05% 12.82% -10.00% 5.58% 6.52% -2.09% 4.57% 13.07% 14.93% 5.61% -18.01% 5.53% 0.49% Total 2.59% 62.29% 28.70% 32.40% -14.54% 151.73%   -1.09% 34.37% 21.15% 88.27% -8.86% 85.90% -7.93% 19.57% 28.23% 48.65% -2.38% 44.82% -2.89% 0.03% 15.49% 15.21% -0.13% -21.19%

SACLAP % TRANSFORMATION 2013/2014 2014/2015 2015/2016 Male Female Candidate Lansdscape Architect African 0% -50% Coloured   50% -33% Indian 100% -100% White 15% 20% 47% -11% -9% Candidate Landscape Technician Candidate Landscape Technologist -29% -20% 60% 13% -30%

Professional Landscape Architect African Coloured 0% Indian White 5%   Coloured 0% Indian White 5% 4% 1% Professional Landscape Technician 400% 200% 100% -300% 300% 500% Professional Landscape Technologist -100% 25% -40% 67%

SACPVP % TRANSFORMATION Professional Associate Valuer & SRPA 2012/2013 2013/2016 Male Female Candidate & CSRPA African 1% 5% -10% Coloured -2% -17% -34% -27% Indian 14% -76% 338% White -12% -7% -25% Professional Associate Valuer & SRPA 33% 3% 48% 16% 0% 36% -13% 67% -1% 7% -32% -36% Professional Valuer 40% 133% 176% 171% 50% 114% -20% 250% 125% -3% 4% 21% 98%

SACQSP - % TRANSFORMATION Category 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016 Male Female Candidate African 44% 19% -13% 63% 6% 8% 2% 1% -10% -16% Coloured 0% 200% 32% 350% 30% 67% 17% 20% 88% 217% Indian 7% 216% -70% -3% 46% 9% -15% White -12% -4% 50% 29% 11% 15% -6% 51% 39% Professional 38% 54% -2% 5% 137% 96% -29% -40% 167% 141% -8% 16% 13% 22% 45% 18% -9% -33%

TRANSFORMATION INTERVENTIONS A PARTICIPATORY approach towards achieving HOLISTIC transformation: Focused on the entire SKILLS PIPELINE Streamlining the process – with a specific focus on key “areas” in need of redress/-structure Ensuring continuous supply of quality and aptly skilled individuals Cooperation between key role players

CBE SKILLS PIPELINE

TRANSFORMATION Cont’d… Transforming the Built Environment Professions through Skills Development Initiatives and programmes to develop the competencies of previously disadvantaged individuals to be in line with SETA-defined core, critical and scarce skills. These programmes must result in tangible outcomes such as degrees, diplomas, certificates to eventual lead to professional registration.

TRANSFORMATION Cont’d… School Level Career awareness by BE professionals, Dept of Basic Education and Dept of Higher Education at an early school level. Interventions aimed at improving maths and science skills, competencies/skills to start at early childhood development stages. Departments to increase monitoring on the implementation of these interventions with much focus on the previously disadvantaged schools

Tertiary Education Level Continuous mentoring and assistance to students entering tertiary institutions. Financial and social support for the student Government infrastructure departments and BEPs to explore ‘Adopt a Student’/vacation work to motivate and expose students to the industry. To ensure that all institutions have accreditation status (DHET, CHE to monitor) . Bursary expenditure must ensure a quality Return On Investment, this must be aligned with the Skills Development Act and Skills Development Levies Act. There should be a monitoring system to focusing on the entire pool of applicants and the reasons for non-acceptance into a tertiary course/programme. The built environment to adopt the Thuthuka model for Chartered Accountants by SAIntitute of Chartered Accountants (SAICA) to support funding to students.

Workplace Training Level In-service training under a formal training contract is the final step towards qualification as a professional. Government to standardize Structured Candidacy Workplace Framework to ensure equity in allocating quality work to all candidates , and to ensure adequate interaction and counselling by professionally registered mentors/managers. Occupationally directed instructional and work-based Learning Programmes that require a formal contract must be formally assessed by an accredited body. Occupationally-directed instructional and work-based Learning Programmes that do not require formal contracts must also be formally assessed by an accredited body

Professional Level The key deliverable at this level is keeping the registered professionals within the industry and keeping professional registration status as an attractive ideal to be reached. This can only be done in collaboration with each BEPC respectively and through amongst others awareness creation. Clear targets have to be formulated to increase the number of professionals (specifically Black professionals) in the built environment industry. Senior people need to offer effective mentoring and coaching or put effective and sustainable mentoring of candidates in place, additionally mentoring must carry substantial CPD points.

Professional level con’t… High standards of competency and professional ethics must be ensured. Mechanisms must be put in place to ensure that professionals are responsive to the country’s developmental priorities and structured and quality assured CPD programmes formulated. Built Environment Professionals in the Public Sector Skills development initiatives must be formulated for built environment professionals in municipalities, provincial departments, national departments and state owned enterprises. Emphasising the notion to lead by example.

PROPOSED APPROACH SHORT-TERM MID-TERM LONG-TERM Significant increase in the number of registered professionals within the shortest amount of time. SHORT-TERM MID-TERM LONG-TERM Interventions aimed at feeding the skills pipeline and ensuring a steady supply of potential BEP’s Focused on future needs ensuring quality, effectiveness and sustainability

SHORT-TERM Objective of short term interventions: Significant increase in the number of registered professionals within the shortest amount of time. Ensure that all built environment practitioners employed by government are registered. (students who have completed their studies to be registered immediately as candidates – change their status from bursary holders to candidates as soon as they join government departments) Make registration compulsory in specific professions. This needs to be aligned with the Occupational Special Dispensation policy of the Department of Public Service Administration (DPSA) which supports the attraction and retentions of professionals in government by encouraging attractive salary packages. Enforce and monitor the implementation of the cidb Standard for Skills Development which encourages contractors to set aside percentage of their contracts for skills development.

SHORT-TERM Promote and enforce the implementation of the Standard for Infrastructure Procurement and Delivery Management (SIPDM); this requires that registered professionals sign off projects from their inception to their completion. It demands public sector to have their own registered personnel. Standardize and enforce Structured Workplace training Framework. Review and strengthen the governance of the CBE and the six BEPCs. Promote registration of practitioners who have acquired skills over a number of years working in the sector – through RPL system.

SHORT-TERM Digitizing contact sessions for candidates Tracking progress of candidates electronically Submissions of portfolio of evidence electronically by candidates Ensure that candidates are followed-up annually (this requires additional funding for BEPCs) Follow up on deregistered and unregistered practitioners in each profession, especially women. make student chapter registration compulsory under accreditation of Accredited Learning Sites (ALS) Completion of the Identification of Work which complies with Competition Laws

MEDIUM-TERM Track students from point of entry. Interventions aimed at feeding the skills pipeline and ensuring a steady supply of potential BEP’s. Track students from point of entry. Follow up and track final year students. All BE programmes to be accredited and institutions monitored by DHET to ensure all students receive quality education and relevant skills required by the industry. Longitudinal study on progression through the skills-pipeline initiated by 31 March 2019. Complete engagement process with key industry stakeholders such as VAs for mobilisation of built environment skills for deployment in municipalities (this will support the capacity building of the public sector and the establishment of mentorship for young graduates). Review project planning, supply chain management and procurement processes within key Government departments to support skills development of candidates.

LONG-TERM Focused on future needs ensuring quality, effectiveness and sustainability Development of an online student/professional BE platform and database. Work with education institutions to create programmes to create awareness of the built environment professions from early childhood. Establish “Thuthuka” replica for the built environment to fund students and to mentor and coach young graduates in the built environment professions.

Conclusion The success of transformation is dependent upon strengthening of partnerships between government and the built environment private sector. This will facilitate the resourcing of the transformation initiatives, easy access to skills development for students and candidates; a unified approach in producing skills for infrastructure delivery for the country and for neighbouring African states. Continuous oversight by the political heads is appreciated to increase accountability of the CBE and the six BEPCs who are entrusted with the registration of professions and human resource development in the sector.

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