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

2. 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

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

4. 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.

5. 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

6. 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.

7. 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.

8. 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

9. 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”.

10. 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%

11. 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%

12. 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%

13. 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%

14. 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%

15. 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%

16. 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%

17. 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%

18. 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%

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%

20. 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%

21. 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%

22. 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%

24. 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

25. CBE SKILLS PIPELINE

26. 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.

27. 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

28. 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.

29. 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

30. 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.

31. 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.

32. 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

33. 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.

34. 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.

35. 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

36. 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.

37. 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.

38. 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.

39. THANK YOU