Address by Minister of Education, Naledi Pandor at the meeting of technical high schools in South Africa, Emperor's Palace, Kempton Park.

Thank you for accepting the invitation to attend this meeting with principals of technical high schools. I have convened this meeting to discuss the position of technical high schools and their role in the skills development agenda of our country.

The meeting creates an opportunity for us to gain a full understanding of these schools and to consider ways in which we can provide improved support to them.
It is obvious that one of the major progressive developments in education has been the establishment of a single education system from a previously fragmented system. With the development of a single education system, we have made significant progress in increasing access to education for young people.

Recent enrolment patterns in schools indicate that our country has already achieved universal access to education for those young people from seven to 15 years of age. This is what our recently published ministerial committee on learner retention has revealed to us. This achievement is a clear expression of our commitment to providing our people with opportunities for participation in education.

Government is committed to supporting our education system along this growth trajectory so that all our people can enjoy the fruits of our democracy. 2008 marks the completion of the process of implementing a national curriculum in all grades. The new curriculum introduces learners to the knowledge and skills that are required in the 21st century.

With support from the department and district officials and the provision of preparing young people for higher learning work and other opportunities and relevant resources, this curriculum will help us educate individuals for worthwhile jobs. Technical schools have a specific role to play in the education we offer young people. The four technology subjects developed for implementation in grades 10, 11 and 12 are updated versions of the Report 550 subjects. It is important to ensure that schools and teachers are equipped to offer these subjects. And this is why I have invited you to this meeting.

I would like to hear from you what the Department of Education could do to support you in your important role in skills development. The teaching of technology subjects is challenging and resource intensive and I would like to hear your considered views on how we can further support you to assist South Africa to build its human capital base.

There are huge opportunities for young people with technical skills. The recently published Manpower 2008 Talent Shortage Survey found that almost 40% of South African companies are having trouble finding staff with the right skills. They are crying out for electricians, carpenters/joiners and welders. There are many vacancies for engineers, accountants and finance workers. Many countries are confronted by skills shortages.

Our Sector Education Training Authority/Department of Labour priority-scarce skills list indicates shortages of the same skilled people welders, electricians, boilermakers, instrumentation and electronics technicians, and so on. These are skill areas in which our institutions must train young people.

It is our view that technical schools, with their specialised focus in technology offerings, should improve their efforts in this regard. In particular we must encourage the development of learning in science and technology fields. The enrolment data in technology subjects indicate that over 80 000 young people have enrolled in these subjects in grade 11. This provides a critical mass of young people who can leave the system ready for skilled employment. The question is: what more should be done to support these young people to succeed.

The tough challenge for technical schools is to craft for themselves a new and purposeful identity in the context of recent developments in the Further Education and Training (FET) landscape. The introduction of the new curriculum in schools, and more recently, the introduction of the National Certificate (Vocational) in FET colleges raise questions about the alignment and identity of technical schools.

The phasing out of the N1-N3 programmes, I know, will impact quite significantly on many of your offerings. I am challenging you to propose ways in which you could emerge as centres of excellence, with a differentiated identity from academic schools and FET colleges, offering education and training that is in high demand, of high quality and on a sustainable basis.

Technical schools have the advantage of both academic and vocational experience. They can provide young people with the skills they need in an expanding, and increasingly sophisticated economy.

This is why I have convened this meeting of technical high schools. I hope that we can develop a common vision together and recommend mechanisms that will help to strengthen the role of technical schools in South Africa.

I would therefore like to invite you to consider establishing a small representative committee to consider and suggest steps we could take to address these challenges. I look forward to hearing your views on these matters so that collectively we can strengthen the role and position of technical schools in our quest of providing technical skills to the young people of our country.

I thank you!

Issued by: Department of Education
13 May 2008