sector skills plan for the health sector in south africa

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5 THE SUPPLY OF SKILLS 5.1 INTRODUCTION The previous chapters clearly indicated that the health sector (and specifically the public health sector) is in a critical state as a result of skills shortages. Clearly, the demand for skills by far exceeds the supply of them. In this chapter the supply-side of the labour market is considered. The different elements of supply are described, supply figures are presented (in as far as they are available), and the supply-side constraints that contribute to the current shortages are highlighted. The chapter starts with a discussion of the institutional arrangements and capacity for skills development. This is followed by professional registration and graduation trends. The role that the HWSETA plays in skills development is then discussed. The chapter concludes with a discussion of some of the most important factors that impact on the supply of skills – both positively and negatively. 5.2 THE SOUTH AFRICAN SECONDARY SCHOOL SYSTEM The results of the Senior Certificate examination are key factors in determining the supply of skills for the health sector. Grade 12 mathematics is an entry requirement for most of the tertiary-level study programmes providing access to the sector. In addition, most of the tertiary institutions require prospective health sciences students to have studied either Grade 12 physical sciences or Grade 12 life sciences (previously referred to as “biology”). In 2008, a total of 554 664 learners sat the Senior Certificate examination. Of the full-time candidates with seven 180 or more subjects, 37.8% failed. However, irrespective of subject choice, only 19.1% (106 047) qualified for university entry. Just more than 300 000 candidates wrote Grade 12 mathematics, and only 89 186 candidates achieved 40% and above. Notably fewer candidates wrote Grade 12 physical sciences and only 61480 achieved 40% and above in the subject. A total of 117 483 passed life sciences; i.e. 39.4% of the candidates who wrote this subject (Table 5-1). 180 The National Senior Certificate (NSC) examination of 2008 was the first that was based on the New Curriculum Statement (NCS), which requires all learners in Grades 10 to 12 to take seven subjects. Two of these subjects must be South African languages, one of which must be the language of teaching and learning. In addition to two languages, all learners must offer Life Orientation and either Mathematics or Mathematical Literacy. In addition to these four compulsory subjects, learners must choose three subjects from a list of approved subjects. http://www.education.gov.za/emis/emisweb/statistics.htm. (Accessed August 2010). 55
Table 5-1 Grade 12 statistics – mathematics, physical sciences and life sciences: 2008 Number of matriculants who - N 2008 % of those who wrote Wrote Grade 12 554 664 Wrote mathematics 300 008 Achieved 40% and above in mathematics 89186 29.7 Wrote physical sciences 217300 Achieved 40% and above in physical sciences 61480 28.3 Wrote life sciences 298210 Achieved 40% and above in life sciences 117483 39.4 Source: Department of Basic Education. The National Senior Certificate (NSC) examination of 2008 was the first that was based on the New Curriculum Statement (NCS), with no distinction being made between higher grade and standard grade subjects. The NSC has been criticised for its standard of education, especially in the sphere of mathematics, where mathematical literacy is offered as an alternative to mathematics. Learner participation is no longer accessed at higher and standard grade, and thus the old and new curricula are not comparable. The HWSETA baseline study found that this situation has raised concerns over the standard of mathematics taught in schools. Table 5-2 shows that the total number of Grade 12 candidates who passed mathematics increased from 99 366 in 1999 to 149 228 in 2007, an average annual growth rate of 5.2%.When the number of passes in mathematics in 2008 is compared with that of previous years (Table 5-2), the number of candidates who passed matric with mathematics decreased. In 2007, for example, a total of 149 228 candidates passed mathematics on the higher grade and standard grade; while in 2008 only 89 186 candidates passed Grade 12 mathematics. Table 5-2 Grade 12 statistics – mathematics: 1999-2007 1999 2000 2001 2002 2003 2004 2005 2006 2007 AAG Number of matriculants who N N N N N N N N N % Wrote matric Not known 489 941 449 371 443 821 440 267 467 985 508 363 528 525 564 775 2.1 Wrote mathematics 281 304 284 017 263 945 260 989 258 323 276 094 303 152 317 642 347 570 2.7 Passed mathematics HG 19 854 19 327 19 504 20 528 23 412 24 143 26 383 25 217 25 415 3.1 Passed mathematics SG 79 512 85 181 78 181 101 289 104 707 109 664 112 279 110 452 123 813 5.7 Total passes 99 366 104 508 97 685 121 817 128 119 133 807 138 662 135 669 149 228 5.2 * AAG = Average Annual Growth. Source: Department of Basic Education. Education Statistics in South Africa at a Glance in 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006 and 2007. 56
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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
Page 23 and 24: 2 PROFILE OF THE SECTOR 2.1 INTRODU
Page 25 and 26: 2.3 EMPLOYERS IN THE SECTOR The hea
Page 27 and 28: ) The South African Nursing Council
Page 29 and 30: several institutions are specifical
Page 31 and 32: development and care in areas such
Page 33 and 34: PERSAL database The PERSAL system k
Page 35 and 36: African Coloured Indian White Total
Page 38 and 39: In 2010, 460 000 people are employe
Page 40 and 41: Table 3-1 Health expenditure in pub
Page 42 and 43: According to the Development Bank o
Page 44 and 45: Table 3-3 Primary healthcare visits
Page 46 and 47: 3.4 THE MOBILITY OF LABOUR In 2006
Page 48 and 49: 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
Page 64 and 65: Table 4-2 Total professional positi
Page 66 and 67: Organisations are also required to
Page 68 and 69: 4.4 FUTURE DEMAND 4.4.1 SKILLS DEVE
Page 70 and 71: 4.5.3 MATERNAL, CHILD AND WOMEN’S
Page 72 and 73: 4.6 CONCLUSIONS The growing demand
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 100 and 101: Therefore, the HWSETA’s skills de
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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