sector skills plan for the health sector in south africa

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Table 5-3 shows that the total number of Grade 12 candidates who passed physical science increased from 84543 in 1999 to 115607 in 2007, an average annual growth rate of 4%. However, it is clear that the number of matriculants who passed physical sciences in 2008 (Table 5-1) is much lower than the number who passed under the pre-2008 curriculum. Table 5-3 Grade 12 statistics – physical science: 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 physical science 160,949 163 185 153 847 153 855 151 791 161 214 181 828 195 223 214 510 3.7 Passed physical science HG 24,191 23 344 24 280 24 888 26 067 26 975 29 965 29 781 28 122 1.9 Passed physical science SG 60,352 67 823 56 488 70 763 75 693 73 943 73 667 81 151 87 485 4.8 Total passes 84,543 91 167 80 768 95 651 101 760 100 918 103 632 110 932 115 607 4.0 * AG = 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. Biology as a subject was replaced by life sciences during the 2008 curriculum changes. Exposure to biology or life sciences at school may stimulate learners’ interests in the health or animal health sciences, and encourage them to pursue a career in the field. Students intending to enter tertiary-level studies in health sciences in fields such as biomedical technology, emergency medical care, medical clinical practice, nursing, occupational therapy, physiotherapy, optical dispensing, dental technology, chiropractic, phytotherapy and naturopathy are required to study life sciences at secondary school level. 181 It is concerning to note that fewer candidates are studying biology or life sciences at matric level. In 1999, a total of 387787 candidates wrote biology and the number decreased by 0.6% per annum until 2007. By 2008 only 298210 sat the life sciences examination and, of those, only 117483 candidates passed. Almost 33% fewer candidates passed life sciences in 2008 than those who passed biology in 2007 (Table 5-4). 181 Various health sciences faculties: Cape Peninsula University of Technology http://www.cput.ac.za; Nelson Mandela Metropolitan University http://www.nmmu.ac.za; University of Cape Town http://www.uct.ac.za; University of Pretoria http://www.up.ac.za; University of Stellenbosch http://www.sun.ac.za; University of the Western Cape http://www.uwc.ac.za; Walter Sisulu University of Technology http://www/wsu.ac.za. (Accessed August and September 2010). 57
Table 5-4 Grade 12 statistics – biology: 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 489941 449371 443821 440267 467985 508363 528525 564775 2.1 Wrote biology 387787 356215 311026 298089 285852 300154 331457 349137 370622 -0.6 Passed biology HG 44230 40336 39853 41034 44225 42496 49419 50722 54450 2.6 Passed biology SG 119021 126363 121978 127173 124432 128441 127269 130564 141318 2.2 Total passes 163251 166699 161831 168207 168657 170937 176688 181286 195768 2.3 * 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. Analysis of the above statistics shows that the secondary school system is producing fewer candidates with the combination of subjects required for entering tertiary-level studies in the health sciences. Apart from the issue of insufficient numbers, there are serious concerns about the quality of the matriculants. Education experts have found that the levels of literacy and numeracy skills in South Africa are considerably lower than those of other developing and several African countries. According to the DBSA Roadmap, in a comparison with developed countries the top 6% to 10% of South African students were at the same level as the top 75% of students in the advanced countries. 182 These realities confirm prevailing concerns about poor student readiness for tertiary studies. Nursing colleges report an oversupply of under-qualified learners who do not meet the academic entrance criteria. 183 These colleges also experience dropout rates at around 75%, which is an indication that prospective nurses are not properly prepared for training at post-school level. 184 182 Development Bank of South Africa. 2008. Education Roadmap: Focus on the Schooling System. Published at http://www.dbsa.org/Research/Roadmaps1/Education%20Roadmap.pdf. (Accessed August 2010). 183 Breier, M.,Wildschut, A. and Mgqolozana, T. 2009. Nursing in a New Era – The Professional Education of Nurses in South Africa. 184 Bateman, C.2009. “Legislating for nurse/patient ratios ‘clumsy and costly’ – experts”. South African Medical Journal. August 2009. 99 (8). Published at http://www.scielo.org.za/pdf/samj/V99n8. (Accessed August 2009). 58
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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
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 74 and 75: 5 THE SUPPLY OF SKILLS 5.1 INTRODUC
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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sector skills plan for the health sector in south africa

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