1 Joint Initiative on Priority Skills Acquisition 09 June 2008 Industry and Higher Education Institutions: Addressing Priority Skills

Ways of Unpacking Demand- Ideal Permanent – continuity – base load Step or gradual changes Schedule driven – projects - uncertain Variable – contractors, etc SETA SSP numbers for 2005, 06, 07 What we know about projects in sectors What we know about shutdown and variable needs

Engineering demand  JIPSA target = 3,000 across engineering disciplines Priority demand based on count and constant over last 3 years  Electrical engineers and technologists (> 2,000)  Civil engineers and technologists (>1,500)  Mechanical engineers (>800)  Electronics engineers and technologists (>400)  Mining engineers (>300)  Chemical engineers (>300)  Geologists, geophysicists (300)  Metallurgists, Materials scientists (>200)

Engineering technician demand  JIPSA target = 300 across engineering disciplines Priority demand based on count and constant over last 3 years  Civil engineering draftspersons and technicians (>1,000)  Mechanical engineering draftspersons and technicians (>1,000)  Mining Technicians (>900)  Chemical Engineering Technicians (>500)  Electrical engineering draftspersons and Technicians (>500)  Electronic engineering draftspersons and technicians (>400)

Artisan demand  JIPSA target = 30,000 additional across engineering and construction disciplines  Shutterhands & Steel fixers (>5,000)  Welders (>5,000)  Electricians (>4,000)  Fitters (>4,000)  Motor mechanics (>3,000)  Millwrights (>1,500)  Automotive electricians (>1,500)  Boilermakers (>1,500)  Diesel mechanics (>1,500)  Electrical distribution workers (>1,000)  Toolmakers and patternmakers (>1,000)  Fitter and Turner (700)  Instrument mechanics (700)  Carpenter and Joiner (>500)  Earthmoving equipment mechanic (>300)

Trade demand - Emerging  JIPSA list excludes following – emerged since list adopted  Vehicle body builders (>5,000)  Electronics instrument trades workers (>4,000)  Metal casters & forgers (>5,000)  Metal machinists (>2,000)  Telecommunications trades workers (>2,000)  Plumbers (>1,500)  Chemical plant operators (>1,000)  Plasterers (>1,000)  Conclusion – DPE input

Projected national demand and supply

Supply and Demand

Supply and demand

Enrollment

Graduation

What is Business Doing? Based on data for 89 companies:  27% of employees, close to 1 in 3, received training during the last year (SETA funding supports training for an estimated 2% of employees)  42,604 non-employees trained over 12 month period  The 76 companies captured account for over R3,9bn investment in education & skills over 12 months  58 of the companies surveyed contribute an additional combined CSI spend on education & training of R466m  Companies surveyed are spending on average 3,76% of payroll on education & skills, in addition to the 1% skills levy  Total number of individuals who receive training in the HET band culminating in a qualification 8,713 (employed) 5,661(unemployed) CEO Commitment Going Forward

The Talent Pipeline From School Learner to Sasol Bursar Gate 1Gate 2Gate 3Gate 4 School EntrySasol Bursar PRIMARY SCHOOLHIGH SCHOOLINITIAL SCREENINGINTERVIEW & TESTING Literacy Numeracy English Proficiency (HG D+) Mathematics HG (C+) Science HG (C+) Based on university entrance requirements. Academic (50%) Leadership (25%) Sport and/or Culture (25%) Panel Interview ELSA Mathematics Proficiency LPCAT EE Considerations (minimum 50%) Start of Bursary Scheme Macro Supply

Meeting the Challenges to Increase Throughput – Short term levers Psychometric assessment for fit: Learning Potential (LPCAT) & English Language Proficiency (ELSA). Support interventions for students who are borderline i.t.o. their assessment: Bridging programmes Extra tuition in notoriously difficult subjects Understanding and support for socio-economic aspects Rigorous monitoring of progress with timeous intervention i.e. more hands on management Bursar relationships and development programme for all bursars in the scheme: Orientation to Sasol and life as a student before studies commence. Personal Interviews and line management workshops during annual campus visits. Interactive networking opportunities with the Junior Engineers Forum and Senior Line Management. Assistance with personal problems through the Employee Assistance Programme. Monitoring academic performance, offering advice andfollowing up on corrective actions. Sasol Reaching New Frontiers training and development program (Dream builders)- motivation, goal setting, study and memory skills etc.

Emerging Issues  Definition (clarifying and marketing)  Nature of the Learners (access criteria, selection process and implications for support)  Nature of the Institution (core issues re staff: student ratio, facilities and staffing)  Nature, Relevance and Quality of the Programmes (including length (breadth and depth of progamme)  Work Integrated Learning  Progression – learning and employment  Funding Arrangements