sector skills plan for the health sector in south africa

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Therefore, the HWSETA’s skills development interventions will be strongly focused on the alleviation of skills shortages and the development of new skills that can intervene in the poorest and most under serviced areas of the country and segments of the population. Skills-development support and interventions will also give preference to historically disadvantaged individuals – specifically in the professions where the racial profile is still skewed. The SETA will also implement a special programme for people with disabilities (Strategy line 15). 6.3.2 CODE OF DECENT CONDUCT The HWSETA intends to develop, in collaboration with its skills development delivery partners, a code of decent conduct, to popularise this code through stakeholder capacity-building interventions and to establish mechanisms to deal with non-compliance (Strategy line 20) 6.3.3 LEARNING PROGRAMMES FOR DECENT WORK a) Programmes to facilitate access, success and progression In Chapter 5 of this SSP the problems experienced at school level were highlighted. Of particular concern is the inadequate quality of education and the fact that learners enter the health-specific occupational programmes unprepared, which leads to high dropout and failure rates. In view of the enormous scarcity of skills such wastage in the educational system needs to be contained. In the planning period the HWSETA will, in collaboration with universities and FET colleges that offer healthrelated training, develop or fund general bridging courses and specific bridging courses in mathematics and science (Strategy lines 2 and 3). The HWSETA will also work with universities on an undergraduate support strategy for health professional training that will be aimed at increasing the pass rate of undergraduate students (Strategy line 5). b) Information and career guidance The HWSETA will develop a structured career guidance strategy at the beginning of the period covered by NSDS III. The aim will be to reach as many school learners (grades 7 to 12) as possible and to create awareness of the occupations in the health sector at all levels. Special attention will be given to occupations in which skills shortages are experienced and new mid-level occupations that are being created to alleviate the shortages of professionals (Strategy line 1). c) Recognition of prior learning As explained in Chapter 5 of this SSP the HWSETA has already made progress in terms of the development of RPL mechanisms and the implementation of RPL processes. In this planning period it will continue with this work in collaboration with the professional bodies in the sector. The key focus 81
will be on the development and implementation of an RPL support strategy and the development of national assessment centres for the implementation of the strategy (Strategy line 12). d) Raising the base The HWSETA will support vocational adult basic education in order to assist people who were previously excluded from formal education to improve their qualifications (Strategy line 4). 6.3.4 PIVOTAL OCCUPATIONAL PROGRAMMES Pivotal programmes are “professional, vocational, technical and academic learning” programmes that meet the critical needs for economic growth and social development. They are also programmes that generally combine course work at educational institutions with structured learning at work. In the health sector most of the entry-level learning paths can be classified as pivotal programmes. In this planning period the research unit of the HWSETA will undertake research to identify the occupations that need to be supported through the proposed Pivotal Grant (Strategy line 6). The HWSETA will also accredit workplaces for delivering the workplace components of pivotal programmes and it will address the skills development needs of staff involved in the delivery of the workplace experience part of pivotal learning programmes (Strategy line 7). Learnerships are well established forms of pivotal learning programmes and the HWSETA will publicise the scarce skills identified in this SSP and the learnerships that provide entry to these occupations. It will also make discretionary funding available for learnership support (Strategy lines 8 and 13). The HWSETA will also make bursaries available from its discretionary funding and will publicise the availability of the bursaries linked to information on scarce skills (Strategy line 16). Another intervention in the suite of strategies to support pivotal learning programmes is the development of a strategy to provide unemployed graduates with workplace placements and workplace exposure. This strategy will be implemented in cooperation with the employers in the sector (Strategy line 17). Lastly, the HWSETA will develop a postgraduate internship support strategy that will assist postgraduate students to obtain placement in workplaces in the sector (Strategy line 18). 6.3.5 SKILLS PROGRAMMES AND OTHER NON-ACCREDITED SHORT COURSES The HWSETA will publicise the list of available HWSETA skills programmes and make discretionary funding available for skills programme support (Strategy lines 9 and 14). The SETA furthermore intends to develop a register of short courses for the health sector, develop a support strategy for learners on short courses and publicise the WSP-based pivotal funds available for non-accredited short courses (Strategy line 10). 82
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SECTOR SKILLS PLAN FOR THE HEALTH S
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2.4.6 LABOUR UNIONS ...............
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5.2 THE SOUTH AFRICAN SECONDARY SCH
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LIST OF TABLES Table 2-1 Total empl
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ABBREVIATIONS AND ACRONYMS ABET Agr
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EXECUTIVE SUMMARY INTRODUCTION The
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Health professionals and practition
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Implementation of these policies dr
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statistics are for 2008 when the Ne
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In collaboration with the professio
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Information submitted by the depart
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2 PROFILE OF THE SECTOR 2.1 INTRODU
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2.3 EMPLOYERS IN THE SECTOR The hea
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) The South African Nursing Council
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several institutions are specifical
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development and care in areas such
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PERSAL database The PERSAL system k
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African Coloured Indian White Total
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In 2010, 460 000 people are employe
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Table 3-1 Health expenditure in pub
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According to the Development Bank o
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Table 3-3 Primary healthcare visits
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3.4 THE MOBILITY OF LABOUR In 2006
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Arguably, many of the driving facto
Page 50 and 51: 3.8 MANAGEMENT OF THE HEALTH SYSTEM
Page 52 and 53: 3.9.2 REGULATION OF QUALITY Strict
Page 54 and 55: service are not well defined. 113 S
Page 56 and 57: ) Challenges These proposals aim to
Page 58 and 59: 3.10.5 STRATEGY TO FIGHT TUBERCULOS
Page 60 and 61: Veterinary skills are in demand glo
Page 62 and 63: 4 THE DEMAND FOR SKILLS 4.1 INTRODU
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Page 70 and 71: 4.5.3 MATERNAL, CHILD AND WOMEN’S
Page 72 and 73: 4.6 CONCLUSIONS The growing demand
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Page 76 and 77: Table 5-3 shows that the total numb
Page 78 and 79: 5.3 INSTITUTIONAL ARRANGEMENTS AND
Page 80 and 81: 5.3.4 PRIVATE HOSPITALS Private hos
Page 82 and 83: Table 5-5 shows the registration fi
Page 84 and 85: 5.4.3 REGISTRATIONS WITH THE SOUTH
Page 86 and 87: Table 5-10 Number of health-related
Page 88 and 89: The HWSETA has also registered seve
Page 90 and 91: 5.7.3 INTERNSHIPS The HWSETA has su
Page 92 and 93: 5.8 FACTORS INFLUENCING THE SUPPLY
Page 94 and 95: d) The introduction of mid-level sk
Page 96 and 97: of legally enforceable nurse/patien
Page 98 and 99: annual growth rate in professional
Page 102 and 103: In Chapter 5 it was mentioned that
Page 104 and 105: Cape Peninsula University of Techno
Page 106 and 107: http://www.hwseta.org.za/upload/sec
Page 108 and 109: National Treasury. 2009. “Health
Page 110 and 111: assistants”. Published at http://
Page 112 and 113: APPENDIX A SCARCE SKILLS LIST - PRI
Page 114: OFO Code OFO description Private he
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