What does the country and business need from universities?

1. What does the country and business need from universities? Sizwe Nxasana Inyatelo Leadership Retreat November 2013

2. Current Landscape Growing Business-University partnerships in SA (e.g.: SAICA/Thuthuka, THRIP, Tip Top, Bottom Up, the Gauteng innovation hub) South African universities Traditional partnerships (accounting, business school and engineering faculty links) with business/industry. Room to be more `entrepreneurial’ in their relations with business.South African businesses Not enough thought about the kind of universities it (and the country) needs. Could play an active role in influencing education to meet the challenges of globalisation.

3. A New Partnership Between Universities, Private Sector, Government and Unions National Development Plan calls for active citizenship and partnerships to accelerate progress, deepen democracy and build a more inclusive society There is currently no structured partnership between universities, private sector and government

4. The blockages to be addressed by the Partnership • Entering education and training • Inadequate basic education (especially mathematics and science) • Absence of career guidance (across the board) • In some cases limited number of spaces where learners can study an occupation (teachers, medical doctors, engineers) • Sustaining learners through post-school education (a challenge evidenced by poor throughput and completion) • Limited preparation for tertiary education (linked to poor basic education and learning skills) • Inconsistent quality with respect to: relevance of curriculum (teachers), appropriateness of qualifications (teachers and engineers), adequate infrastructure and lecturing staff • Inadequate funding (and support) of students

5. The blockages to be addressed by the Partnership (contd) 3. Insufficient access to practical training opportunities and placement: • Not a clear programme to enable young graduates to enter workplace or to gain relevant experience – nor is there support for graduates through this process ) • Inadequate funding of this process for many professions • In some professions, graduates are not always placed/absorbed in the workplace (social worker) or do not want to work in the public sector (nursing) or in SA (better pay elsewhere) or in the profession (better pay in other streams)

6. Professions with shortages to meet NDP targets See importance of these professions illustrated by the comparative analysis shown in the following slides • Education (Teachers) • Engineering (Professional Engineers) • Health (Doctors, Pharmacists, Nurses) • Financial (Chartered Accountants and Actuaries) • Agriculture (Veterinary Doctors) • Social (Social Workers)

7. A snap look at the comparative data: teachers 6 Primary & Secondary Teachers

8. A snap look at the comparative data: engineers

9. A snap look at the comparative data: doctors

10. A snap look at the comparative data: nurses

11. A snap look at the comparative data: pharmacists

12. A snap look at the comparative data: chartered accountants

13. SA Needs Business needs universities that are not just preparing students for specific work or professions, but prepare well-rounded, active and intelligent members of the workforce and members of society We need: Effective communicators Problem-solving skills Transferable skills Ability to work in groups Innovators Entrepreneurs

14. Example of Education Collaboration in Basic Education Four Patrons National Education Council 40-50 representatives of stakeholders NECT Up to 12 Trustees NECT Office

15. NECT Patrons, Council Co-Chairs and Trustees Patrons: Council Co-Chairs: Trustees:

16. Objectives of the NECT • Provide a governance platform for joint civil society, business, teacher associations and Government initiatives to improve education. • Oversee implementation of national education collaboration programmes. Improve the quality of schooling and systems for monitoring and supporting schools. • Consolidate knowledge generated by private and public sector organisations about school improvement in order to benefit the national reform agenda. • Improve coordination of private sector-funded school improvement activities and encourage alignment with the national school reform agenda. • Set guiding principles for programmes.

17. NECT Rollout Plan 2014 -4,000 Schools - 2 million learners 2015-9,000- 6 million learners

18. Global Outlook Rise of a global knowledge economy, requires strategic partnerships that go beyond traditional funding of discrete research projects. World-class research university of the 21st century is a vital centre of competence to help tackle social challenges, drive economic growth and foster innovation. Partnerships can: • impact teaching and learning; • develop new funding streams; • rethink the role of the research university; • facilitate technology transfer and • commercialise research results.

19. Opportunities University-business partnerships can shape professional degree programmes to create more work-ready graduates Partnerships can also help identify opportunities for further business development, generation of research-based knowledge and technologies that can develop new businesses University knowledge and skills and private sector finance can provide support and development opportunities to poor communities for sustainable economic development. Customized academic programmes Creation of long-term dialogue and cooperation models to better satisfy the requirements of the job market Grow small businesses by leveraging university research , development and innovation capabilities

20. Thank You