Nuclear Africa Conference 2014
19 March 2014
Nathan E Sassman
Director: Applied Research, Innovation &
Collaboration
IRP 2010 -2030: Energy Mix
23%
15%
42%
NIASA EDUCATIONAL SUB-COMMITTEE REPORT
ON SKILLS REQUIREMENTS FOR THE PROPOSED
NUCLEAR BUILD PROGRAMME, March 2012
-Total HR Needs Per Annum-
Engineers
TotaL engineers required over next twenty years -
2,230.
Therefore, 110 engineers must graduate annually from
university annual and join the nuclear build programme.
Scientists and Professionals
Total peak scientists required - 220.
Therefore, 22 scientists must graduate annually from
university and join the nuclear build programme annually for 10
years. Includes physicists, chemists, environmentalists, quality
auditors and quantity surveyors.
Options for the Establishment of a South African Wind
Energy Centre (SAWEC) with Lessons Learnt from
China and Germany (June 2011).
Taking the IRP 2010 wind capacity development scenario (2011 –
2030) as a basis, figures for training needs are on average per year
as follows:
 668 engineers
 892 technicians
 1,127 skilled workers
 742 other staff (very diverse group)
.
NIASA EDUCATIONAL SUB-COMMITTEE REPORT
ON SKILLS REQUIREMENTS FOR THE PROPOSED
NUCLEAR BUILD PROGRAMME, March 2012
-Conclusions & Recommendations
Conclusions:
i.
A likely risk to the build programme will be the shortage of skills, both capacity (skilled
personnel) and capability (skilled at the right level).
ii. The throughput of Higher education institutions in South Africa is too low to address the
needs for the new nuclear build programme.
iii. Universities are struggling to attract students into current nuclear programmes. This is
mainly due to the absence of the nuclear new build programme.
iv. There are very few places that can offer a nuclear-related experiential work for artisans
and technicians. The current work-place experience opportunities throughout the
industry are not sufficient to cater for the expected need.
v. The key assumption of this report is a programme of six reactors of 1,600 MW each. There
are other possibilities that might also lead to a different number of reactors for the same
output. This might affect of the outcomes of the human resource requirements.
vi. This report demonstrates that although a new build nuclear programme of the scale
considered presents significant challenges in the supply and demand of skills for
government, sectorial bodies, employers and education and training providers, the return
on skills investment promises not just new jobs for a renewed nuclear industry, but also
an industry with global growth opportunities for South African businesses and secured
employment for its skilled workforce.
Energy Human Capital Development &
Knowledge Generation Programme–
Why? (@10mins)
Vision
To facilitate a broad-based national programme
that will deliver on capacity building
and research and development initiatives
for and in partnership with the energy sector
in South Africa
A bit of history
•
SANHARP initiated in response to human capital needs of Pebble Bed Modular
Reactor in 2005
•
Located at Necsa from 2003 to 2009
•
Migrated to NRF in 2009 where located to date
•
In 2011 DST started to complement SANHARP with other energy HCD
programmes- RSES, DSEE, Manus & MatSci, DSEE, KINGS
•
Focus shifted to include renewable energy
•
Now called Energy Human Capital Development & Knowledge Generation
Programme (E-HCD&KG)
Energy Human Capital & Knowledge
Generation Programme (E-HCD&KG)
E-HCD&KG Programme
DoE
• Sector Champion
DST
• Sponsor
NRF
• Implementer
Developmental Modalities
Funding levels
Undergraduate disciplines
RSES Postgraduate disciplines & degrees
•
Engineering, Natural Science, AgriScience, Management Science, Law,
Economics, and other related and relevant discipline
•
BSc Hons, BSc Eng, BEng or MTech for master’s and MSc or MSc Eng for
doctoral degrees.
Key achievements
•
•
•
•
•
(@20mins)
88% of beneficiaries from disadvantaged backgrounds & 63% are female – aligned
to Ministerial Guidelines on Bursaries
“w.r.t. demographics, SANHARP outperforms other SET HCD pipeline
programmes, e.g. those for astrophysics and space, i.t.o. high output of black and
female undergraduates.”
From 2005 and 2013, SANHARP funded 345 students (180 graduated, 101 active)85% being undergraduates and 15% being post graduates. @ 18 unis.
Student completion rate is 71% -significantly higher than the national rate for
contact universities of 45% (CHE Report 2013)
Since inception, Grade 12 pass rate is 100% with 100% passing with exemption
(exception 1st year of programme @96%).
•
•
Learners pass rate for maths and science ranges from 70% to 100%
Provided high-end skills in the nuclear energy sector, both in the industry & at
postgraduate level, and contributed to R&D through publications & technology
development
Key achievements
•
Relevant programme- alignment to national policy- (e.g.
•
•
High end, competitive bursary values- for government bursaries
Life skills is a critical interventions providing soft skills to disadvantaged students
enabling them to cope in a new university environment.
EPC 2013- provide students with an opportunity to showcase their work, share
knowledge, and network with each other and key role players within the industry.
360 delegates – 140 students, +85 researchers (RSA, Kenya & Beijing), 19
universities & 12 sector organisations (with exhibitions), 600 Grade 10 learners,
cross-cutting topics with excellent speakers –raised +R1M in sponsorship
Quality educator development workshops - and educators have derived great
benefit from the workshops
Efficient utilisation of budget- bulk spent on core activities- bursaries &
developmental activities
•
•
•
DST’s 10 Year Innovation Plan;
Human Resource Development Strategy; National R&D Strategy; Nuclear Energy Policy and Strategy
(NEPS) for the Republic Of South Africa; The National Industrial Policy Framework (NIPF); National
Skills Development Strategy;
Key challenges & recommendations
•
•
•
•
•
•
•
Improvement of profile & strategic position – NRF & partners
Stagnant budget- R15M for past 5 years, student stipend remained same, eroded by
inflation- decrease /cancellation of activities, laptops, books & rental by students
negatively affected
Administrative efficiencies can be improved- e.g. need for additional human
resources, information management - especially for student tracking, tracer studies
Increase size and scale of programme to meet needs of IRP –if SANHARP/EHCD&KG is the preferred service provider for nuclear/energy HCD
Increase footprint of collaborative partners- e.g. public sector (DoE, DoBE and
DHET) and industry partners, ranging from nuclear, energy and engineering
associations, private sector, SOEs and OEMs, in funding the development model at
both school and university levels, as well as creating opportunities for experiential
learning
Debate on fragmentation & location – misplaced
Are we prefect? No- we can learn from programmes such as SAICA’s TEUP &
TBF & others – regionalisation, support of students, etc
Key messages (25mins)
• A bursary programme with a heart
• Beyond the pilot- lets get serious!
• Come on board- join the flagship
Minister of Energy, Honourable Dikobe Ben Martins, Mp,
at the Energy Leaders Roundtable, Jhb
11 February 2014
“Government, business, labour, social organisations and
all energy stakeholders must thus contribute to economic
transformation.
The private sector which accounts for seventy percent
(70%) of the South African economy, must actively
contribute to inclusive growth, investment, social
development and economic transformation.
The Department of Energy will play a pivotal role in
mobilising and leveraging the participation of all
stakeholders.”
Video (@25mins)
VIDEO
(if time allows)