1. Healthcare

George Campus (Saasveld)
THE ROLE OF TERTIARY INSTITUTIONS TO EDUCATE MANAGERS
ABOUT MODERNISATION AND ITS POWER TO INDUCE RAPID
CHANGE IN THE FORESTRY INDUSTRY – Tiaan Pool
EDUCATIONAL PHILOSOPHY
Environment
Business
• Ecology
• Natural Resource Management
• Business Management
• Environmental Management
• Entrepreneurship
• Certification
• Resource Economics
• Legislation
• Integrated Social Development
• Human Resource Management
• Environmental Education
• Communication / Negotiation
• Health & Safety
Social
ROLE PLAYERS
Public Sector
(Government)
Providers
Skills
Private Sector
(Employer/
Producer)
Training
&
Science
Education
Citizen
(Employee)
Reality
GOVERNMENT
• Originated to protect people from conflicts
and to provide law and order.
• Purpose to protect the people from threats
within and without.
• Hired by the people to guard (protecting
life, liberty and property).
• Directing and supervising public affairs
PRIVATE SECTOR
(EMPLOYER/PRODUCER)
• A legal entity with the right to control the
manner and means of services performed
by workers under a contract.
• Obliged to compensate.
• A person, company, or country that makes,
grows, or supplies goods or commodities
for sale
• Secret to their existence is sustainability.
CITIZENS (EMPLOYEES)
• A native or naturalized member of a state
or nation, who is entitled to enjoy
protection, legal rights and privileges
granted by the government.
• Owes allegiance to its government.
• Obligated to obey its laws and fulfil duties
as called upon.
CITIZENS (EMPLOYEE)
(Greg Ellis; 2014)
TRAINING PROVIDERS
• Training Centres/companies
– Skills (Task orientated)
– Training
– Competencies
– Short term needs (Reality)
• Tertiary education institutions
– Education (Science/Leadership orientated)
– Research
– Short term needs (Reality)
– Long term needs (Sustainability)
WORKFORCE AT RISK?
Nobel Prize–winning economist Robert Shiller – “The 2nd Machine age”
• Technology has make the pie bigger, leading to record
wealth.
• Unfortunately not everybody benefits from it. Some people,
even a majority, may be worse off.
• Since the Industrial Revolution, there was a rising tide that
has helped most people, but in the past 15 - 20 years this
trend has diverged.
• Productivity continues to grow steeply and innovation is
strong, but median income and employment have stagnated.
• More wealth less jobs. More productivity les income.
• World focus on either productivity or inequality.
• Long term poor economic growth and sustainability.
ADDRESSING THE ISSUE
• Politicians don’t confront the issue – they pick
issues that get them re-elected.
• Discussion around inequality policies threatens the
sense of identity people have through their role in
society (Politicians, business men, privileged).
• It is necessary to plan and enact legislation to deal
with the inequalities produced by advanced
technology if not, the rich are going to be taxed
more - thus creating a precedent in future.
• Livelihood insurance is an option…..(Dole)
• If the bureaucracy don’t take action the private
sector will have to.
SO WHAT?
• Modernisation is often the same as mechanisation = less
jobs (Not compatible with policy of job creation and
transfer of ownership of land)
• Modernisation is close to functional training not catered
for by NMMU (Large classes and time required)
• Balance needed between science and
functional/technical training.
• Saasveld has to cater for both sides of coin and needs to
be guided by the private sector (Academic board)
• Saasveld focus on educating managers about
modernised systems and should do research to make
modernisation sustainable.
EDUCATION/RESEARCH
• Modernisation create challenges for, and
opportunities for cooperation between all
role players.
• M Tech studies & B Tech projects
• New land owners & contractors should
attend industry induced higher education
programmes & SLP’s.
FOOD FOR THOUGHT
SA is classified as a “developing country” because a big
portion of the population is uneducated. Consider this:
• Why do we buy buttons, tools, glue, clothes, food
and toys - because we forgot how to make them?
Is this not contributing to our “undeveloped”
status?
• Maybe we must start to identify and recognise our
own strengths and use them to advance learning
amongst our youth.
• At the University we therefore not only deal with
adult/adolescent learners, but mainly with an
African instead of a Western culture.
CURRENT DEVELOPPMENTS
• Modernisation of 2016 curriculum.
• Industry has played significant part in finalising
the new curriculum via Advisory Board and
workshops.
• Increased depth in the qualification framework by
introducing the Honours degree. (Including an
applied research project).
• HCVM 2014
• SLP’s - a flexible system which enables rapid
response to specific needs.
AND THE FUTURE?
Balance, innovation,
sustainability, indaba,
awareness.
Success seems to be connected with action. Successful leaders keep on
moving. They make mistakes but they don’t quit