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1NSDS III – Implementation Report 2015-2016

ContentsContents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Executive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Chapter 1 – Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The National Skills Development Strategy III (NSDS III) – Framework and governance . . . . . . . . . . . . . . . . . . . 11 The NSDS III – Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter 2: Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Chapter 3: Achievement towards NSDS III goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Goal 4.1: Establish a credible institutional mechanism for skills planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Sector Skills Plan (SSP) Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Sector Skills Plans (SSPs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Roles and responsibilities of the panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Progress of the panel in 2015/16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Goal 4.2: Increase access to occupationally-directed programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Outcome 4.2.3: High level national scarce skills needs are being addressed by work-ready graduates from higher education institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Goal 4.3: Promote the growth of a public Further Education and Training (FET) college system that is responsive to sector, local, regional and national skills needs and priorities . . . . . . . . . . . . . . . 41

National Skills Fund (NSF) support to the Post-School Education and Training System (PSET) . . . . . . . . . . . . 41

Fostering partnerships and forging synergies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Goal 4.4: Address the low level of youth and adult language and numeracy skills to enable additional training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Goal 4.5: Encourage better use of workplace-based skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Goal 4.6: Encourage and support cooperatives, small enterprises, worker-initiated, non-governmental organisation (NGO) and community training initiatives . . . . . . . . . . . . . . . . . . . . . . 64

Goal 4.7: Increasing public sector capacity for improved service delivery and supporting the building of a developmental State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Goal 4.8: Build career and vocational guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Chapter 4: Transformation imperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

The “green economy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Identifying green skills shortages across sectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 The HIV/AIDS programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Chapter 5: Provincial Skills Development Forum,NSDS and Sector Education and Training Authority (SETA) landscape consultations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Annexure 1: SETA research programmes and projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107


AbbreviationsABET Adult Basic Education and Training

AET Adult Education and Training

AgriSETA Agricultural Sector Education and Training Authority

ATD-TTT Artisan and Technician Development Technical Task Team

AIDS Acquired Immune Defi ciency Syndrome

ATNS Air Traffi c and Navigation Services

ATR Annual Training Report

ARPL Artisan Recognition of Prior Learning

BANKSETA Bank Sector Education and Training Authority

BBBEE Broad-Based Black Economic Empowerment

BRICS Brazil, Russia, India, China, South Africa

CATHSSETA Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training AuthorityCBO Community-Based Organisation

CDC Coega Development Corporation

CETA Construction Education and Training Authority (CETA)

CHE Council on Higher Education

CHIETA Chemical Industries Education and Training Authority (CHIETA)

CIP Compulsory Induction Programme

COGTA Department of Cooperative Governance and Traditional Affairs

CPUT Cape Peninsula University of Technology

CUT Central University of Technology

DBE Department of Basic Education

DHET Department of Higher Education and Training

DOA Department of Agriculture

DoL Department of Labour

DPSA Department of Public Service and Administration

DSBD Department for Small Business Development

DSD Department of Social Development

DSPP Dual Systems Pilot Project

DTI Department of Trade and Industry

ECOPS Eastern Cape Occupational Projection System

ELRC Education Labour Relations Council

ETD Education, Training and Development


ETQA Education and Training Quality Assurance

ETDPSETA Education, Training and Development Practices Sector Education and Training Authority

EWSETA Energy and Water Sector Education and Training Authority

FEI Further Education Institution

FET Further Education and Training

FETC Further Education and Training College

FLC Foundational Learning Competence

FP&MSETA Fibre Processing and Manufacturing Sector Education and Training Authority

FSPG Free State Provincial Government

GFETQSF General and Further Education and Training Qualifi cations Sub-Framework

HEI Higher Education Institution

HEQSF Higher Education Qualifi cations Sub-Framework

HESA Higher Education South Africa

HET Higher Education and Training

HIV Human Immunodefi ciency Virus

HRD Human Resource Development

HRDC Human Resource Development Council

HRDS Human Resource Development Strategy

HRDSSA Human Resource Development Strategy for South Africa

HSRC Human Sciences Research Council

HWSETA Health and Welfare Sector Education and Training Authority

IDP Integrated Development Plan

INSETA Insurance Sector Education and Training Authority

IPAP Industrial Policy Action Plan

ITUP Informal Traders Upliftment Project

JIPSA Joint Initiative on Priority Skills Acquisition

LGSETA Local Government Sector Education and Training Authority

LMIP Labour Market Intelligence Partnership

LMIS Labour Market Intelligence System

MAPP-SETA Media, Advertising, Publishing, Printing and Packaging Sector Education and Training Authority

MERSETA Manufacturing, Engineering and Related Services Sector Education and Training Authority

M&E Monitoring and Evaluation

MICTSETA Media, Information and Communication Technology Sector Education and Training Authority

MTSF Medium-Term Strategic Framework


NAMB National Artisan Moderation Body

NASCA National Adult Senior Certifi cate for Adults

NARYSEC National Rural Youth Service Corps

NATED National Education

NEET Not in Employment, Education or Training

NCV National Certifi cate (Vocational)

NCAP National Career Advice Portal

NDP National Development Plan

NGO Non-Governmental Organisation

NLPE Non-Levy Paying Enterprise

NMMU Nelson Mandela Metropolitan University

NPC National Planning Commission

NPF National Planning Forum

NQF National Qualifi cations Framework

NRF National Research Foundation

NSA National Skills Authority

NSDS III National Skills Development Strategy Three (3)

NSDS National Skills Development Strategy

NSF National Skills Fund

NSFAS National Student Financial Aid Scheme for South Africa

NYDA National Youth Development Agency

OFO Organising Framework for Occupations

OTP Offi ce of the Premier

OQSF Occupational Qualifi cations Sub-Framework

PGDP Provincial Growth and Development Plan

PGDS Provincial Growth and Development Strategy

PIVOTAL Professional, Vocational, Technical and Academic Learning

PPP Public-Private Partnership

PSDF Provincial Skills Development Forum

PSDS Provincial Skills Development Strategy

PSET Post-School Education and Training

PWDs People with Disabilities

QCTO Quality Council for Trades and Occupations

RPL Recognition of Prior Learning


SAAT South African Airways Technical

SAIMI South African International Maritime Institute

SAMTRA South African Marine Training Authority

SARETEC South African Renewable Energy Technology Centre

SAQA South African Qualifi cations Authority

SD Skills Development

SDA Skills Development Act (Act 97 of 1988 and as amended)

SDLA Skills Development Levies Act (Act 9 of 1999 and as amended)

SEDA Small Enterprise Development Agency

SETA Sector Education and Training Authority

SERVICES SETA Services Sector Education and Training Authority

SIPs Strategic Infrastructure Projects

SLA Service Level Agreement

SMMEs Small-, Medium- and Micro-Enterprises

SOCs State-Owned Companies

SONA State of the Nation Address

SSACI Swiss South African Cooperation Initiative

SSP Sector Skills Plan

TUT Tshwane University of Technology

TVET Technical and Vocational Education and Training

UCT University of Cape Town

UJ University of Johannesburg

UKZN University of KwaZulu-Natal

UP University of Pretoria

VUT Vaal University of Technology

CUT Central University of Technology

W&RSETA Wholesale and Retail Sector Education and Training Authority

WBE Workplace-Based Experience

WIL Work-Integrated Learning

WITS University of the Witwatersrand

WSP Workplace Skills Plan

WP-PSET White Paper for Post-School Education and Training


Executive summaryThis report provides progress made for the period 2015 to 2016 against the NSDS III Framework. Implementation outputs are measured against each goal of the strategy as summarised in Table 1 of this report. The key outputs against each goal are highlighted in this summary.

Goal 4.1: Establish a credible institutional mechanism for skills planningDuring the period under review, the fi rst report, Skills Supply and Demand in South Africa1 was published in 2016. The Department of Higher Education and Training (DHET) identifi ed the provision of credible information, analysis and signals on the demand and supply of skills as an important contribution to the establishment of the institutional mechanism for skills planning in South Africa. This report is a product of the Labour Market Intelligence Partnership (LMIP), which is undertaken by a consortium of research organisations led by the Human Sciences Research Council (HSRC), in partnership with the Department.

In addition, the DHET established the Sector Skills Plan (SSP) Framework as a means to support Sector Education and Training Authorities (SETAs) in developing professionally researched and sound Sector Skills Plans (SSPs), which are submitted in conjunction with the SETA Strategic Plans and Annual Performance Plans (APPs). Data and input sources such as Workplace Skills Plans (WSPs) and Annual Training Reports have been amended. A panel of experts are in place for fi nancial year 2015/16 to evaluate all SSPs to ensure that they are of high quality and are aligned to their Strategic Plan and APP. The panel was appointed in November 2015 and commenced with evaluating the SETA planning documents in December 2015.

Goal 4.2: Increase access to occupationally-directed programmesDuring the period under review, more than R500 million was earmarked by the NSF for producing employable graduates in the area of artisan development. In 2015/16, the NSF sought to advance artisan development by advocating for effective partnerships between employers, as integral stakeholders, and TVET colleges, as training institutions of choice. The NSF reported that it traversed the country engaging high school learners in Grades 9-12 and the youth, especially those not in employment, education or training (NEETs), to consider artisanship as a career of choice. According to the NSF, the country is currently producing 13 000 artisans annually through the considerable investment and commitment of artisan development role players. This exceeds the target of 10 000 artisans per year set out in NSDS Output 4.2.2. An example of the NSF’s contribution to improving and accelerating artisan training and development is the R175 million that is has committed to an artisan partnership programme with Transnet, Denel, South African Airways Technical (SAAT) and Eskom.

Goal 4.3: Promote the growth of a public Further Education and Training (FET) college system that is responsive to sector, local, regional and national skills needs and priorities

With the new focus on repositioning Technical and Vocational and Education Training (TVET) colleges as institutions of choice for learners who are seeking skills and training in skills that will enable to secure employment or create viable businesses, as well as the expand role of universities in skills development and training, SETAs have been tasked with fostering signifi cant partnerships and forging greater synergies with TVET colleges, universities and employers.

During the period under review, of the 21 SETAs, 19 (90%) achieved their target of having 85% Black learners entering TVET colleges. Only one of the SETAs (5%), however, achieved the goal of having 4% people with disabilities (PWDs) as part of those learners. The percentage of SETAs that had 54% female learners entering TVET colleges was 62%.

When it came to learners entering university, the rate of success in SETAs reaching their goal of 85% Black learners was 82%; for 4% PWDs it was 12% and for 54% female it was 59%.

1 This report was published in 2016 by the LMIP, a research consortium led by the HSRC and funded by the DHET.


The data shows that for the 16 SETAs that set a target, six (38%) attained an achievement rate of 90% or better; two (13%) achieved a rate between 50-89%; and eight (50%) achieved a rate below 50%. The combined achievement rate for all SETAs in the TVET college category was 41% and the total number of students completing a learning programme was 3 849.

For universities and universities of technology of the 15 SETAs that set a target, seven (47%) attained an achievement rate of 90% or better, one (7%) achieved a rate between 50-89%; and seven (47%) achieved a rate below 50%. The combined achievement rate for all SETAs in the university category was 60% and the total number of students completing a learning programme was 4 494.

Goal 4.4: Address the low level of youth and adult language and numeracy skills to enable additional training

Although the need for specifi c projects to address the problems of illiteracy and poor numeracy skills is persistent, the importance of implementing Adult Education and Training (AET) programmes among some SETAs seems to have declined. The focus of most SETA projects as regards this goal seems to have shifted towards Goal 4.4.1.3, which emphasises the provision of work experience for youth to improve their employability. At the same time, in many cases SETA and NSF projects that target non-governmental organisations (NGOs), community-based organisations (CBOs), cooperatives, trade labour unions and others often contain AET elements.

During the period under review, the data indicates that for the 14 SETAs that set a target for the number of learners that would enter an AET programme, only eight (57%) attained an achievement rate of 90% or better; four (29%) attained an achievement rate of between 50-89%; and two (14%) achieved an achievement rate less than 50%. The combined achievement rate for all SETAs for the number of learners that would enter an AET programme was 97% and the total number of learners that actually entered was 13 602.

For the 14 SETAs that set a target for the number learners that would complete an AET programme, seven (50%) attained an achievement rate of 90% or better; one (7%) attained an achievement rate of between 50 and 89%; and six (43%) achieved a percentage rate less than 50%. The combined achievement rate for all SETAs for the number of learners that completed an AET programme was 73% and the total number of learners that completed was 6 952.

Goal 4.5: Encourage better use of workplace-based skills developmentTo address this challenge, the NSDS III, through both the mandatory and discretionary grants of the SETAs, must support training of employed workers and encourage employers to expand such training, in order to improve the overall productivity of the economy and address skills imbalances in our workforce in particular, and the labour market in general. Accordingly, emphasis is placed on the use of the levy-grant system with investment into our overall skills agenda.

During the period under review, the SETAs provided skills development programmes (learnerships, bursaries and skills programmes) to employed and unemployed learners. The data shows that for learnerships, 11 (55%) of the 20 SETAs that set targets attained an achievement rate of 90% or better; four (20%) achieved a rate ranging from 50-89%; and fi ve (25%) achieved a rate below 50%. The combined achievement rate for all SETAs in the learnership category was 85% and the total number of workers enrolled was 27 797.

For bursaries, 12 (67%) of the 18 SETAs that set targets attained an achievement rate of 90% or better, four (22%) achieved a rate ranging from 50-89%; and two (11%) achieved a rate below 50%. The combined achievement rate for all SETAs in the bursary category was 87% and the total number of workers enrolled was 7 101.

The data also indicates that for skills programmes, 14 (67%) of the 21 SETAs attained an achievement rate of 90% or better; one (5%) achieved a rate between 50-89%; and six (29%) achieved a rate below 50%. The combined achievement rate for all SETAs in the skills programmes category was 129% and the total number of workers enrolled was 84 863.


Goal 4.6: Encourage and support cooperatives, small enterprises, worker-initiated, NGO and community training initiatives

In order to achieve this goal, the focus must be specifi cally on skills development in cooperatives, small businesses, NGOs, CBOs and trade unions. During the period under review, the data indicates that for the number of cooperatives supported, 13 (87%) of the 15 SETAs that set targets attained an achievement rate of 90% or better and two (13%) achieved a rate ranging from 50-89%. The combined achievement rate for all SETAs in this category was 134% and the total number of cooperatives supported was 782.

In addition, 14 (82%) of the 17 SETAs that set targets attained an achievement rate of 90% or better; two (12%) achieved a rate ranging from 50-89%; and one (6%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 107% and the total number of small businesses supported was 8 420.

Goal 4.7: Increase public sector capacity for improved service delivery and support the building of a developmental State

During 2015/16, the NSF continued to support partnerships with State-Owned Companies (SOCs) to fully utilise their facilities to produce qualifi ed artisans for the economy in line with the New Growth Path (NGP), Skills Accord and Industrial Policy Action Plan (IPAP) strategies of government. Its partnerships with Transnet, Denel, Eskom and SAAT to produce qualifi ed artisans began to yield fruitful results.

Throughout the reporting period, the NSF broadened and expanded its support to government departments and SOCs. For example, its long-term partnership with SOCs continued in which student engineers undergo intensive Engineering Development and Innovation Programmes at the University of Johannesburg (UJ), in partnership with the DHET. The main focus of these Work-Integrated Learning (WIL) sessions, which began in 2012, is to assist students with technical skills. The training included a mechanical workshop for basic training, an electrical workshop for hands-on training, general writing techniques and practices, and a theoretical classroom for training on the Occupational, Health and Safety Act (Act 85 of 1993). Other examples of NSD collaboration with public entities are included throughout this report.

Goal 4.8: Build career and vocational guidanceIn order to achieve this goal, both the SETAs and the NSF respectively must seek to build career guidance initiatives in their sectors and generally, as a key component of the NSDS III.

During the period under review, 19 (90%) of the 21 SETAs that set targets attained an achievement rate of 90% or better and two (10%) achieved a rate ranging from 50-89%. The combined achievement rate for all SETAs in this category was 145% and the total number of career guidance related initiatives implemented was 46 532.

However, it must be noted that the data received from SETAs are not explicit on the type of intervention carried out in order to provide career guidance. These could range from large workshops, individual counselling to exhibitions.

With compliments of the National Skills Authority (NSA)

Ms Lulama Nare Dr Thabo MashongoaneNSA Chairperson NSA Director

Chapter 1 Overview


Chapter 1 – OverviewThe third National Skills Development Strategy (NSDS III) 2011 – 2016 follows the integration of higher and further education and skills development into a single DHET. This report marks the fi fth year of implementation under the NSDS III.

The NSDS III is directly related to Outcome 5 of government’s performance:

“A skilled and capable workforce to support an inclusive growth path.”

The strategy is informed and guided by other overarching government programmes – the Human Resource Development Strategy for South Africa (HRDSSA), the requirements of the NGP, the IPAP, the outcomes of the Medium-Term Strategic Framework, the Rural Development Strategy, the new Environment Strategy, and, in particular, sector development plans, among the other priorities of government.

The strategy is the overarching strategic guide for skills development in South Africa and provides direction to sector skills planning and implementation in the SETAs and the framework for the skills development levy resource utilisation by these institutions and the National Skills Fund (NSF). While the key drivers (delivery agents) of the strategy are the DHET, SETAs and the NSF, the strategy also sets out the linkages with, and responsibilities of, other education and training stakeholders for the implementation of these national imperatives.

The NSDS III recognises that the goals of the strategy can only be achieved with the cooperation and coordination of all key stakeholders, including employers of both public and private entities as well as other stakeholders such as universities, public and private TVET colleges and skills development institutions, NGOs and co-operatives. Partnerships, cooperation and coordination between various entities are critical to achieving the aspirations of higher economic growth and development, higher productivity and a skilled and capable workforce. The strategy seeks a closer synergy between the world of work and our formal education system.

For purposes of monitoring and evaluation (M&E) of implementation on an annual basis, SETAs are required in terms of Section 10A subsection 1 (a), of the Skills Development Act (SDA), (Act 97 of 1998) to conclude a Service Level Agreement (SLA) each year with the Director-General of the DHET concerning the respective SETA’s performance of its functions in terms of the Act.

Under the strategic guidance of the NSDS III, the NSF continues to fulfi l its role as a catalytic fund towards skills development. As per the new SETA grant regulations published in 2012, the remaining surplus of the uncommitted discretionary funds from the SETAs must be paid over by each SETA by 1 October of each year into the NSF. This regulation signifi cantly increased the income of the NSF, especially during the fi rst year in which the applicable section relating to the grant regulations came into effect in 2014/15. Hence, the 20% levy contribution has seen a steady growth in revenue which now stands at over R3 billion in the 2015/16 fi nancial year, when compared with the previous fi nancial year (2014/15: R2.7 billion).

The strategic objective of the NSF is to provide funds to support projects that are national priorities in the NSDS III, that advance the HRDSSA and that supports the National Skills Authority (NSA) in its work.

The NSF has invested R4.697 billion towards skills development during the 2015/16 fi nancial year (compared to 2014/15: R3.2 billion).

The NSF’s improved capability to manage higher levels of grants disbursements has laid a solid foundation for continued improvement in skills development funding into the future. For the year under review, the NSF has, in the main, invested in the education and training of 63 903 learners at R2.790 billion for the year, followed by providing R969 million towards the “no fees increase” for university students for the 2016 academic year, funding towards strengthening the Post-School Education and Training (PSET) system at R852 million and funding key research at R86 million for the year. An Annual Report 2015 – 2016 for the NSF has been published. However, since this report is all inclusive of key outputs of the strategy by various stakeholders, outputs of the NSF are summarised according to each goal of the strategy.


The report therefore includes the outputs of the 21 SETAs. However, it is important to note that there are very different levels of capacity within the 21 SETAs in terms of governance, management, responsiveness and fi nancial status when evaluating their performance against the NSDS III Framework. It must be further noted that Annual Reports of both the NSF and SETAs differ in structure and reporting in terms of highlighting their achievements against each goal, outcome and output.

The NSDS III – Framework and governanceThe NSDS III provides a framework for the planning and implementation of skills development programmes and activities consisting of:

• Seven key developmental and transformation imperatives which provide a benefi ciary profi le for skills development programmes and activities. These are race (Blacks in general and Africans in particular); class (especially workers and the poor); gender (women, especially black women); geography (rural); age (youth, especially unemployed); disability (physical and intellectual); HIV and AIDS (management of AIDS in the workplace).

• Seven pillars which offer a basis for the structuring of skills development programmes and activities:

i. Sector strategies, programmes and projects that address government and industry skills development priorities.ii. Sector-based programmes that address the needs of unemployed people and fi rst-time entrants to the labour

market.iii. Professional, vocational, technical and academic learning (PIVOTAL) programmes that provide a full

occupationally-directed qualifi cation and culminate in an occupational qualifi cation.iv. Vocational education and training programmes that address the competence of lecturers and trainers and

promote occupationally directed research and innovation.v. Cooperative, NGO and trade union sectors training and skills development capacity incentives.vi. Cross-sectoral and inter-sectoral SETA and provider partnerships. vii. Rural development skills programmes.

• Eight HRDSSA commitments which inform and guide the NSDS III along with other relevant national and sector-specifi c government strategies, plans and programmes.

The functions of the NSA are signifi cant in reporting the achievements of stakeholders in terms of the NSDS III Framework.

1. These are to advise the Minister on: a. The NSDS. b. The NSD Policy.c. Guidelines on the implementation of the NSDS.d. The strategic framework and criteria for allocation of funds from the NSF.e. Any regulations to be made.

2. To liaise with SETAs on: a. The NSDS.b. The NSD Policy.c. The SSPs.

3. To submit reports to the Minister on progress made.4. To conduct investigations.5. To exercise any powers or perform any duties conferred by the Act.6. Research and monitoring.7. Standard-setting.


This report provides progress made for the period 2015 – 2016 against the NSDS III framework. Implementation outputs are measured against each goal of the strategy as summarised in Table 1 of this report.

The NSDS III – SummaryTable 1: NSDS III – Summary

Goals Outcomes Outputs4.1. Establishing a credible institutional mechanism for skills planning.

4.1.1 National need in relation to skills development is researched, documented and communicated to enable effective planning across all economic sectors.

4.1.1.1: Capacity is established within the DHET to coordinate research and skills planning.4.1.1.2: SSPs are professionally researched; provide a sound analysis of the sector and articulate an agreed sector strategy to address skills needs.4.1.1.3: Sector and nationally commissioned research and data is analysed, validated and captured in an integrated database that is accessible to stakeholders.

4.2. Increasing access to occupationally-directed programmes.

4.2.1: Middle-level skills needs are identifi ed and addressed in all sectors.

4.2.1.1: SETAs research and identify middle-level skills needs in their sectors and put in place strategies to address them, particularly through the use of the public FET Colleges and universities of technology working in partnership with employers providing workplace-based training.4.2.1.2: Projects are established to address middle level skills in each sector.

4.2.2: 10 000 artisans per year qualify with relevant skills and fi nd employment.

4.2.2.1: SETAs establish projects and partnerships to enable the relevant number of artisans for their sector to be trained, to qualify and become work ready.4.2.2.2: The National Artisan Development Project developed by the Joint Initiative on Priority Skills Acquisition and now located in the DHET and M&E framework, is planned, managed and reported on, with interventions made where blockages occur.

4.2.3: High level national scarce skills needs are being addressed by work ready graduates from higher. education institutions

4.2.3.1: SSPs identify the supply challenges in relation to high level scarce skills gaps and set out strategies for addressing them.4.2.3.2: Agreements are entered into between SETAs, university faculties and other stakeholders on appropriate interventions to support improved entry to priority programmes, increased work experience and experiential learning for students and access to post-graduate work.

4.2.4: Relevant research and development and innovation capacity is developed and innovative research projects established.

4.2.4.1: SSPs identify the focal areas for research, innovation and development.4.2.4.2: Agreements are entered into between SETAs, university faculties and other stakeholders on fl agship research projects linked to sector development in a knowledge economy.4.2.4.3: Programmes are put in place that focus on the skills needed to produce research that will be relevant and have an impact on the achievement of economic and skills development goals.

4.3. Promoting the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities.

4.3.1: The NCV and N-courses are recognised by employers as important base qualifi cations through which young people are obtaining additional vocational skills and work experience, entering the labour market with marketable skills, and obtaining employment.

4.3.1.1: The NCV is reviewed with inputs from stakeholders and the curriculum is revised to ensure that it provides a sound foundational basis for building labour market relevant skills.

4.3.1.2: The programmes offered to meet industry needs, including those supporting apprenticeships and N-courses, are reviewed, updated and made available to and accessed by employers.4.3.1.3: A highly-articulated system of qualifi cations between the FET and university programmes.


Goals Outcomes Outputs4.3. Promoting the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities.

4.3.2: Partnerships between DHET, SETAs, employers, private providers and public FET colleges are resulting in increased capacity to meet industry needs throughout the country.

4.3.2.1: The capacity of FET colleges to provide quality vocational training is reviewed. Each college has a strategic plan in place to build capacity and engage in skills development programmes, including programmes offered in partnership with employers.4.3.2.2: SETAs identify FET colleges with relevant programmes and put in place partnerships to offer vocational courses and work experience for college learners.

4.3.3: Academic staff at colleges are able to offer relevant education and training of the required quality.

4.3.3.1: The capacity of college educators to deliver programmes is reviewed. Skills development programmes, including work placement opportunities, are devised to meet the needs of the college educators.

4.4. Addressing the low level of youth and adult language and numeracy skills to enable additional training.

4.4.1: A national strategy is in place to provide all young people leaving school with an opportunity to engage in training or work experience, and improve their employability.

4.4.1.1: A DHET-led process, including stakeholders, develops a strategy supported by all stakeholders.4.4.1.2: A national database tracks training and work opportunities, and reports on implementation of the strategy.4.4.1.3: The DHET partners with stakeholders in the youth sector to put in place training and work experience projects for young people.

4.5. Encouraging better use of workplace-based skills development.

4.5.1: Training of employed workers addresses critical skills, enabling improved productivity, economic growth and the ability of the work force to adapt to change in the labour market.

4.5.1.1: SETA stakeholders agree on the provision of substantial, quality programmes for employed workers and report on the impact of the training.4.5.1.2: Sector projects are put in place to address specifi c sector skills gaps.4.5.1.3: Cross-sectoral projects are established to address skills needs along local supply chains aimed at supporting local economic development.

4.6. Encouraging and supporting cooperatives, small enterprises, worker-initiated, NGO and community training initiatives.

4.6.1: Cooperatives supported with skills training and development, expand and contribute to sector economic and employment growth.

4.6.1.1: SETAs identify in their skills planning research, established and emergent cooperatives and their skills needs.4.6.1.2: Sector projects are established by sector stakeholders, supported by the NSF.4.6.1.3: A national database of cooperatives supported with skills development is established and the impact of training reported on.

4.6.2: Partnership projects to provide training and development support to small businesses are established in all sectors and their impact reported on.

4.6.2.1: SETAs, through their skills planning research, identify the skills needs of small and emerging businesses in their sector, and promote relevant programmes.4.6.2.2: Sector projects are developed that are piloted by SETAs and expanded through partnership funding.4.6.2.3: A national database of small businesses supported with skills development is established and the impact of training reported on.

4.6.3: Worker, NGO and community-based education programmes are supported and their impact measured and reported on.

4.6.3.1: SETAs engage with trade unions, NGOs and community-based organisations in their sector and identify skills needs and strategies to address needs.4.6.3.2: SETAs establish quality pilot projects.4.6.3.3: Stakeholders expand successful projects with support from the NSF.


Goals Outcomes Outputs4.7. Increasing public sector capacity for improved service delivery and supporting the building of a developmental State.

4.7.1: A thorough analysis and refl ection is conducted on provision of education and training within the public sector and the contribution of the various role players.

4.7.1.1: SETAS with responsibility for public sector training conduct analysis and refl ection on achievements and challenges.4.7.1.2: DHET leads a discussion on factors impacting on provision and publishes proposals on improving the institutional framework for public sector education and training.

4.7.2: Education and training plans for the public sector are revised and programmes are implemented to build capacity.

4.7.2.1: SSPs set out the capacity needs of relevant departments and entities.4.7.2.2: Plans and funding arrangements are agreed between the relevant departments/entities and the SETAs, and are reported on.

4.8. Building career and vocational guidance.

4.8.1: Career paths are mapped to qualifi cations in all sectors and sub-sectors, and communicated effectively, contributing to improved relevance of training and greater mobility and progression.

4.8.1.1: Career guides are developed with labour market information from SETAs, addressing sub-sectors within their sector.4.8.1.2: Sector stakeholders are engaged and programmes are adjusted to meet the skills and qualifi cation needs to promote comprehensive career development.

Chapter 2 Observations


Chapter 2: ObservationsIt is signifi cant to note that through the process of developing this report, key observations have been made. The fi nal section of this report, therefore, highlights some of the observations and challenges experienced in reviewing the implementation of the NSDS III. The section also makes recommendations for consideration for the next strategy, NSDS IV.

In preparing the implementation report on NSDS III for the period 2015 – 2016, key documents were used as reference. These are:

i. The Annual Reports of the 21 SETAs.ii. The M&E Reports of the 21 SETAs for 2015 – 2016. iii. The NSF Annual Report 2015 –2016.iv. Provincial Skills Development Reports 2015 – 2016.v. The LMIP Report 2016.vi. Skills Supply and Demand in South Africa Report 2016.

This NSDS III Implementation Report ensures that achievements by various stakeholders are reported on for each out-come of the strategy.

1. The fi rst observation made is that there is a huge variance in the manner in which SETAs report on their outputs. This makes aggregating fi gures for all SETAs and analysing them after consolidating the statistics, diffi cult. There are some instances where insuffi cient information is available in order to draw accurate inferences.

2. SETAs do not consistently report on targets set against key outputs of the national strategy. In instances where targets and achievements are unknown, they are refl ected as footnotes.

3. A third major observation is that some SETAs have set extremely low targets and sometimes zero targets have been set for the year. Despite a zero target, in some instances a SETA does in fact implement activities and achieve outputs for a specifi c goal. This leads to exaggerated percentage achievements when implementation does take place, even if there may be small numbers of learners being trained.

4. The 2015/16 report by the Auditor General (AG) highlights the signifi cant positive contribution of the SETAs to the year’s overall improved performance at national government level. Of the 21 SETAs, nine received unqualifi ed audit opinions.

The clean audits demonstrate that the SETAs have adhered to prudent fi nancial management and control measures necessary for good corporate governance and oversight, as required by the King III Report. This indicates improvements in the SETA sector and is evidence of the DHET’s successes in strengthening the oversight of its entities.

The SETAs that achieved clean audits are:a. The Bank Sector Education and Training Authority (BANKSETA).b. The Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA).c. The Construction Education and Training Authority (CETA).d. The Chemical Industries Education and Training Authority (CHIETA).e. The Fibre Processing and Manufacturing Sector Education and Training Authority (FP&MSETA).f. The Health and Welfare Sector Education and Training Authority (HWSETA).g. The Insurance Sector Education and Training Authority (INSETA).h. The Media, Information and Communication Technology Sector Education and Training Authority (MICTSETA).i. The Services Sector Education and Training Authority (SERVICES SETA).

5. The NSDS III makes clear reference to building the capacity for effective monitoring, evaluation and support to the entire skills development system and its institutions. In addition, the strategy was to have a clear framework as well as institutional measures developed to undertake effective monitoring, evaluation and support. This does not seem to have taken place. The M&E framework project is underway currently and it is envisaged that it will be used effectively in the next strategy.

Chapter 3 Achievements towards

NSDS III goals


Chapter 3 – Achievement towards NSDS III goals

Goal 4.1: Establish a credible institutional mechanism for skills planningIn 2011, when the NSDS III goals were being set, it was established that there was an urgent need for credible information and analysis with regard to the supply and demand for skills. While there are a number of disparate information databases and research initiatives, there was no standardised framework for determining skills supply, shortages and vacancies and there was no integrated information system for skills supply and demand across government.

To achieve the desired institutional mechanism credibility, and ensure the validity, utility and integrity of the various data sources used for skills planning, it is envisaged that the mechanism, named the labour market intelligence system (LMIS), is comprised of management information systems, standardised frameworks for the assessment of skills supply, shortages and vacancies in the country, and mechanisms to interface operational systems.

It is intended that the LMIS will empower students and work-seekers to make the correct education and skills decisions, thus making them more attractive to employers. Government and companies will be able to make better strategic decisions in matching skills demand and supply, leading to increased productivity and profi ts. Education and training institutions – adult education and training, workplace training, the FET college system, artisan and technical training and higher education – will be able to respond to shifting labour market demand signals more effectively.

Outcome 4.1.1: National need in relation to skills development is researched, documented and communicated to enable effective planning across all economic sectors skills development

Progress made in the period under review

To date, the DHET through the NSF has:

1. Established a Research Unit within the department.2. Established the LMIP2 with the HSRC.3. Extended the contract with the HSRC for the period 1 April 2015 to 31 December 2016.4. Held fi ve specialist workshops on 27 and 28 September 2016 which were aimed to promote in-depth and more

technical engagement between researchers and practitioners around skills planning data.

The Labour Market Intelligence Partnership (LMIP)

LMIP extension and updateThe LMIP is designed to foster collaboration between the research community and key actors in the post-school and skills development policy environment in South Africa. The activities are organised into six interlocking research themes, capacity building projects and policy dissemination activities, that are expected to generate quality labour market ‘intelligence’ to inform on-going monitoring, planning, and policy-making for more effective skills development and equitable labour markets. The Department granted a no-cost extension to the HSRC for the LMIP project on 30 March 2015.The contract was extended for the period 1 April 2015 to 31 December 2016.

The LMIP Update 2016 provides a summary of the recently published Skills Supply and Demand in South Africa3 report. The purpose of this report is to provide a holistic understanding of the current supply and demand for skills in South Africa, and the report represents one of the fi rst attempts to analyse how the two interact to inform future skills policy in order to support an inclusive economic growth path. The analytical approach used in the report represents a radical departure from manpower forecasting and attempts to understand the complexities and intricacies around how supply and demand interact in the South African society and economy, and then to draw out the corresponding implications for reform.

2 Further information on the LMIP project and research reports can be accessed on the project website at: http://www.lmip.org.za.3 The report is authored by Vijay Reddy, Haroon Bhorat, Marcus Powell, Mariette Visser and Fabian Arends

(full report available at: http://www.lmip.org.za).


Budget expenditureThe LMIP was allocated R74.5 million from the NSF. The total expenditure for the LMIP project was R34 million as at 31 March 2015.

Skills Supply and Demand ReportThe fi rst report, Skills Supply and Demand in South Africa4 was published in 2016. The DHET has identifi ed the provision of credible information, analysis and signals on the demand and supply of skills as an important contribution to the establishment of the institutional mechanism for skills planning in South Africa. This report is a product of the LMIP, which was undertaken by a consortium of research organisations led by the HSRC, in partnership with the Department.

The report is an important resource to inform the planning and provisioning of education and training, as well as to assist individuals to make appropriate career and educational choices. The report is expected to contribute to the improvement of the responsiveness of the PSET system to the needs of the economy and society more broadly, by supporting decision-making on matters pertaining to skills planning. It is expected to be used as a strategic resource to inform supply-side planning in PSET particularly in relation to the allocation of funds, development of strategies and prioritisation, development of qualifi cations and programmes that are relevant to the needs of the labour market and information for career development.

Output 4.1.1.2: Sector Skills Plans (SSPs) are professionally researched, provide a sound analysis of the sector, and articulate an agreed sector strategy to address skills needs

Progress made in the period under review:

The SSP Framework

The DHET established the SSP Framework as a means to support SETAs in developing professionally researched and sound SSPs, which is submitted in conjunction with the SETA Strategic Plans and APPs. The purpose of a SSP is to:

• Determine skills development priorities after an analysis of the skills demand and trends, and supply issues within the sectors.

• Identify a set of sector specifi c objectives and goals that will meet sector needs, economic or industrial sector growth strategies, and meet scarce and critical skills in the sector.

• Identify strategies to address these objectives and goals.

• Identify activities that will support these strategies.

• Implement and resource these activities.

• Report on performance in relation to these objectives and goals.

4 This report was published in 2016 by the LMIP, a research consortium led by the HSRC and funded by the DHET.


The SSP Framework is linked to the LMIP project which offers support to SETAs on various areas of skills supply and demand research including data analysis. The NSDS III outputs which relate to sector skills planning and which collectively provide the framework for SETA skills development planning, include:

• Output 4.2.1.1 – Middle-level skills development

• Output 4.2.2.1 – Artisan development

• Output 4.2.3.1 – High-level scarce skills development

• Output 4.2.4.3 – Research skills development

• Output 4.5.1.1 – Employed workers skills development

• Output 4.5.1.3 – Local economic development cross-sectoral programmes

• Output 4.6.1.1 – Cooperatives skills development

• Output 4.6.2.1 – Small business skills development

• Output 4.6.3.1 – Worker, NGO and community-based education

• Output 4.7.2.1 – Government departments and entities skills development.

The SSP Framework has been issued and communicated to SETAs and a relevant structure has been established to consider and advise on the SSP process.

Sector Skills Plans

• The Department has engaged and supported all 21 SETAs in regards to the development of their SSPs. As a result, SETAs have:

ο Aligned SSPs to the NGP and IPAP for those sectors which are relevant to these strategies. ο Articulated targets aligned to the strategies, including the National Skills Accord. ο Mapped the strategies to workplace opportunities and data.

Data and input sources such as WSPs and Annual Training Reports have been amended. A panel of experts are in place for fi nancial year 2015/16 to evaluate all SSPs to ensure that they are of high quality and are aligned to their Strategic Plan and Annual Performance Plan. The panel was appointed in November 2015 and commenced with evaluating the SETA planning documents in December 2015.

The roles and responsibilities of the panelA main aim is to conduct reviews of the various plans and reports produced by SETAs over the next 3 years (2016/17 to 2018/19) with the overarching aim to triangulate the outcomes of evaluations conducted by the Department and to advise on interventions and mechanism to strengthen the skills system for the Department and SETAs; so as to allow the Department to be refl ective of its fi ndings. Among others, the panel will:

• Provide governance and audit-related reviews, with the intention to continuously improve quality and drive performance and planning.

• Produce a high-level and consolidated SETA panel report indicating the alignment and recommendations for approval and improvement on planning and performance, annually.

• Produce per SETA a high-level and integrated report on their planning alignment, strategies, budgeting and performance annually.

• Provide recommendations and proposals on the provisions on the White Paper with regards to the integration and streamlining of planning and performance.

• Develop detailed criteria for the reviews in conjunction with the DHET on the four documents as well as standard assessment and feedback instruments.


Progress of the panel in 2015/16The panel held three meetings in the 2015/16 fi nancial year and other brief panel meetings before and after the Reference Group meetings. The panel meetings are coordinated by the panel coordinator and the panel chairperson who convene sessions to develop and revise the requisite tools of assessment which are submitted to the DHET for adoption. Furthermore, the panel meets to discuss fi ndings and recommendations to be submitted to the DHET Reference Group. The DHET Reference Group is a DHET-established structure that discusses and engages on the reports produced by the panel prior to submission to the DHET. The Reference Group is comprised of DHET offi cials from the various units within the Department and NSA offi cials. Four Reference Group meetings were held in the 2015/16 fi nancial year.

In order to deal with challenges, continuous engagements between the panel and the DHET assist in mitigating issues of ambiguity in the feedback from the panel as the panel capacitates the offi cials in relaying the feedback to the SETAs. The panel also annually provides recommendations to the DHET on strengthening the evaluation instruments and engages DHET offi cials as a refl ection from the previous round of reviews and in preparation for the next round of reviews. The achievements and successes as well as the challenges are highlighted in Table 2.

Some examples of SETA reports on implementation in respect of scarce skills:

SETA Priority/scarce skillsEWSETA The development of scarce skills to lessen the impact of the drought on South Africa is of utmost priority to the

EWSETA. Some of these key projects include the War on Leaks Programme, the Young Water Professionals Conference and the FET Water Programme.

FP&M SETA The FP&M SETA engaged with the Exotic Leather Cluster to address the critical and high-level skills needs of this niche industry. As a result of collaboration between the FP&M SETA, the Department of Trade and Industry (DTI) and the Exotic Leather Research Centre of the University of Pretoria, a project was established in partnership with the University of Northampton in England to offer a one-year post-graduate Master of Sciences degree in leather technology.

INSETA The INSETA crafted a broker development programme to develop and promote small- to medium-size black brokerages.

LGSETA The LGSETA conducted research in partnership with the Vaal University of Technology (VUT) to analyse and identify the key skills that are required in the ‘green’ economy. This includes the development of new qualifi cations in areas of water and wastewater treatment processes, water and wastewater reticulation services and water and wastewater process control.


Table 2: Achievements, successes and challenges

Challenges Achievements SuccessesDue to capacity challenges, some SETAs do not clearly understand the content of the feedback provided by the panel.

Improvement has been seen in the way SETAs develop their planning documents. (Detailed information on this is contained in the consolidated reports on each of the SETA planning documents).

Through some of the recommendations by the panel, SETAs are able to learn best practices from other SETAs. This has been one of the benefi ts of this project.

Some ambiguity in the feedback was encountered in which broad and high-level feedback was given which would require that the panel members are contacted to clarify their feedback.

Alignment and synergy between the SP, SSP and APP has, to a certain degree, improved across SETAs compared to the period prior to the start of the project.

The developmental feedback to SETAs also continues to further strengthen planning of SETAs as they realise that there are multiple layers of review.

SETAs not adhering to the format that both the DHET and the panel have prescribed for submission of planning documents. For example, it is required that the planning documents are submitted both in PDF and Microsoft Word and often SETAs would submit only PDF documents.

SETAs that scored lower in the previous round of reviews have now improved and have better feedback than the fi rst round of reviews.

Capacity building has been one of the spin-offs from this project as a workshop was held in October 2016 to capacitate SETAs to strengthen their APPs.

Some SETAs have not been able to introduce interventions timeously in the fi rst round of evaluations to address issues such as data and capacity required to improve their planning.

Ongoing engagements between the panel and the DHET Reference Group have highlighted a great level of synergy between the Department’s evaluation and the panel’s evaluation. The panel has been able to augment the existing systems and tools to support SETAs and the Department. These include updates to the SSP Framework, the M&E Framework and reporting system requirements.

Governance evaluation as planned by the panel has not been achieved in the fi rst year as the approach, capacity and tools required to undertake this type of evaluation is signifi cantly different to the planning evaluation.

A framework for evaluating governance has been proposed and will be discussed and developed further.

The DHET has developed Continuous Improvement Plans (CIPs) for each SETA in order to:

• Monitor and support SETAs over the next 12 months.

• Build SETA capacity.

• Align the relevant SETA constitutional structures that oversee the sector skills strategies.

• Develop and implement research strategies and systems to assess their respective sector demands.

Equity analysisThe SETAs are required to collect programme data on learners that identify their race, gender, age and disability status. This information is then submitted to DHET for processing and analysis.

A review of the 2015/16 Annual Reports of all 21 SETAs suggests that although the disaggregated equity data are sent to DHET, only a few SETAs mention any of these details when discussing their yearly programme achievements. All SETAs, however, do report on the equity composition of their offi ce staff.


For this 2015 –16 Implementation Report, equity data was provided that was fi nalised, but not corrected for errors. As a result, the equity data for learners in each programme differs somewhat from the fi nal audited headcounts used throughout this report. These variances, however, are small and not signifi cant for purposes of understanding how successful SETAs were in achieving their equity targets.

SETA implementation achievementsTable 3 contains data collected from all SETAs related to NSDS Outcome 4.1.1: National need in relation to skills development is researched, documented and communicated to enable effective planning across all economic sectors. It lists the number of small, medium and large fi rms that submitted correctly completed WSPs, Annual Training Reports (ATRs) and PIVOTAL training reports to their relevant SETA. For each SETA the target that it established for each category is compared to the actual number that was achieved.

The data shows that for large fi rms, 18 of the 21 SETAs reported setting a target and receiving the necessary forms and reports. The achievement rate for 16 (89%) of those SETAs was 90% or better; for one (6%) the rate ranged from 50-89%; and for one (6%) of the SETAs the achievement rate was below 50%. The combined achievement rate for all SETAs in the large-sized fi rm category was 128%.

In the case of medium-sized fi rms, 18 SETAs again reported setting targets and receiving the correct documentation. For 15 (83%) of those SETAs the achievement rate was 90% or better; for two (11%) the rate ranged from 50-89%; while one (6%) of the SETAs achieved a rate below 50%. The combined achievement rate for all SETAs in the medium-sized fi rm category was 119%.

For small-sized fi rms, 19 SETAs set targets and received the required information from companies. Of those, 14 (74%) obtained an achievement rate of 90% or better; four (21%) reported an achievement rate in the 50-89% range; and one (5%) attained a rate less than 50%. The combined achievement rate for all SETAs in the small-sized fi rm category was 120%.

The last three columns of the table combined the targets and achievements across all three fi rm sizes. The combined achievement rate for all SETAs across all three fi rm sizes was 121%.

Table 3 below indicates the number of small, medium and large fi rms that contribute to the improvement of quality and quantity of the labour market information received by SETAs in the form of WSPs, ATRs and PIVOTAL training reports to inform planning.

Photo credit: www.artisantraining.com


Tabl

e 3:

Num

ber

of s

mal

l, m

ediu

m a

nd la

rge fi r

ms

that

con

tribu

te to

the

impr

ovem

ent o

f qua

lity

and

quan

tity

of th

e la

bour

mar

ket i

nfor

mat

ion

rece

ived

by

SE

TAs

in th

e fo

rm o

f WS

Ps,

ATR

s an

d P

IVO

TAL

train

ing

repo

rts to

info

rm p

lann

ing

SETA

LAR

GE

FIR

MS

MED

IUM

FIR

MS

SMA

LL F

IRM

STO

TAL

ALL

FIR

MS

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

AG

RIS

ETA

350

7321

%40

010

426

%80

033

842

%15

5051

533

%

BA

NK

SE

TA57

9917

4%40

4310

8%16

789

53%

264

231

88%

CAT

HS

ETA

200

204

102%

250

250

100%

400

430

108%

850

884

104%

CE

TA35

337

910

7%52

252

410

0%10

3110

5810

3%19

0619

6110

3%

CH

IETA

114

131

115%

150

163

109%

300

367

122%

564

661

117%

ETD

PS

ETA

100

128

128%

200

256

128%

500

655

131%

800

1039

130%

EW

SE

TA25

2392

%20

1890

%50

6513

0%95

106

112%

FAS

SE

T65

6194

%11

589

77%

1390

849

61%

1570

999

64%

FOO

DB

EV

193

185

96%

187

181

97%

275

220

80%

655

586

89%

FP&

MS

ETA

391

354

91%

410

413

101%

539

540

100%

1340

1307

98%

HW

SE

TA84

9611

4%10

211

911

7%45

452

411

5%64

073

911

5%

INS

ETA

6587

134%

7581

108%

220

411

187%

360

579

161%

LGS

ETA

828

035

00%

226

123

54%

4851

210

67%

282

915

324%

ME

RS

ETA

500

580

116%

833

1000

120%

2135

2071

97%

3468

3651

105%

MIC

T0

0N

A0

0N

A10

1515

0%10

1515

0%

MQ

A23

043

318

8%15

025

617

1%22

047

321

5%60

011

6219

4%

PS

ETA

00

NA

00

NA

00

NA

00

NA

SA

SS

ETA

250

218

87%

100

134

134%

350

283

81%

700

635

91%

SE

RV

ICE

S0

591

NA

*0

735

NA

021

56N

A0

3482

NA

TETA

230

256

111%

230

280

122%

245

337

138%

705

873

124%

W&

RS

ETA

540

631

117%

1116

1260

113%

4884

5543

113%

6540

7434

114%

TOTA

L37

5548

0912

8%51

2660

2911

8%14

018

1693

612

1%22

899

2777

412

1%


Output 4.1.1.3: Sector and nationally commissioned research and data is analysed, validated and captured in an integrated database that is accessible to stakeholders

Progress made in the period under review:

The SETAs have submitted their research agendas for the period 2014 – 2016 (refer to Annexure 2). The analysis of the SETA research plans, to verify the alignment with the SSP, is underway.

A tool has been developed to prompt for the SETA research competence and work on this is currently in progress.

A review of the SETA research agenda and outcomes was initiated for the NSDS III period 2011 – 2016. A fi nal report was presented at the end of March 2016.

Table 4: SETA University Research Chair Funding

SETA Area(s) of research University Duration CostAGRISETA -BANKSETA -CATHSSETA -CETA -CHIETA In progress (possible areas are shale gas

and nuclear and hydro geology).ETDP Research Chair on Education, Training

and Development (ETD) Labour Market System.

University of Pretoria (UP) –

Business Enterprises)

33 months R4,500,000

Research Chair on Vocational Education Lecturer Development.

University of the Witwatersrand (WITS University) –

Centre for Researching Education and Labour

33 months R4,842,000

Research Chair on Early Childhood Development and Schooling, Teacher Development and Skills Planning.

North-West University (NWU) 33 months R4,842,000

Research Chair on M&E in ETD context. University of KwaZulu-Natal (UKZN) –

Maurice Webb Race Relations Unit)

33 months R4,842,000

Research Chair on WIL in TVET context. Cape Peninsula University of Technology (CPUT)

12 months (1 year)

R1,707,315

Research Chair on Society, Education and Work focusing on Youth Unemployment, Employability and Empowerment.

Nelson Mandela Metropolitan University (NMMU) – Centre for Integrated PSET

12 months (1 year)

R1,584,000

EWSETA -FASSET -FOODBEV -FP&M SETA Research Chair Initiative for Skills

Planning and Research.WITS University Up to 31

March 2016 (extension pending)

R 4,000,000

HWSETA Research Chair in Population Studies. NWU 3-5 years R3,000,000INSETA -LGSETA -


SETA Area(s) of research University Duration CostMERSETA Research Chair in Manufacturing Skills

Development.Tshwane University of Technology (TUT)

Up to 31 March 2016 (extension pending)

R3,000,000

Three Research Chairs currently being scoped against six identifi ed programs in terms of an agreement signed in March 2015. Chairs to be scoped include the disciplines of Teaching and Learning, Community Engagement (Light Manufacturing and Rural Development) and Applied Research.

Walter Sisulu University 3 years R 26,000,000

Research Support Agreement for Masters and Doctoral studies in: “Sectors, Skills and Economic Evolution in South Africa.”.

WITS University Up to March 2016, with possibility for extension (depends on new SETA landscape)

R1,770,000

Research contract focussing on three research streams which examine:

• The costs, benefi ts and quality associated with in-company training.

• Large-scale measurement of vocational competence development in engineering occupations.

Supervision of three Doctoral candidates for purposes of transferring the knowledge system associated with the research instruments into the SA TVET eco-system.

Bremen University, Germany Up to March 2016, with possibility for extension in support of completion of PhDs (depends on new SETA landscape)

R4,500,000

Research Support Agreement for the development of a Masters qualifi cation specialising in the fi eld of entrepreneurship linked to the industrialisation of Intellectual Property developed through Higher Education Institutions in support of new manufacturing opportunities in South Africa.

University of Cape Town (UCT) 2 years R 1,192,800

Research Co-operation Agreement focussed on overarching support and capacity building to MERSETA and its structures in respect of the following collaboration areas:

• Review of the MERSETA research agenda.

• Inputs into the SSP.

• Advisory activities for MERSETA’s Strategy and Research Division.

• MERSETA stakeholder capacity-building.

• Innovation, Research and Development Advisory Committee.

UCT –

Faculty of Commerce

15 Months R1,794,444


SETA Area(s) of research University Duration CostMERSETA Research Partnership Agreement in

support of Operation Phakisa, Marine Engineering and the “blue economy”. It envisages research and development in Marine Engineering required for appropriate expansion of marine technology in the Eastern Cape, the establishment of research links with European Centres of Marine Engineering, as well as benchmarking to international training standards.

NMMU 3 years R30,000,000

MICT -MQA Currently in negotiations with UP.PSETA -SASSETA -SERVICES -TETA Identifi cation of labour market skills needs

and gaps in the transport sector labour market development and fi ve-year industry forecast skills planning for eight-TETA sub-sectors.

+- 5 years

W&RSETA Wholesale and Retail Leadership Chair. CPUT 3 R14,299,872

The following SETAs have reported research programmes in their Annual Report 2015 – 2016:

CETA In the year under review, the CETA approved funding to conduct research into skills development institutes inclusive of exploring the feasibility of introducing community colleges as per the WP-PSET. The aim of the study was to provide a national picture for the provisioning of education and training by institutions which currently are the DHET registration framework. This research is still ongoing and is expected to be concluded in the next fi nancial year.

CHIETA Research theme: TVET and WIL

Objective: The project aims to identify the institutional challenges faced by TVET colleges in the implementation of WIL, by:-

• Identifying challenges related to building TVET colleges, industry, business and government partnerships.

• Establishing whether there is a clear articulation of roles of key major players in WIL.

• Identifying the unique challenges faced by rural TVET institutions in the implementation of WIL.

Title: Strengthening the quality and structure of work integrated learning. Promoting cooperation among role players (DHET, SETAs, TVET colleges and employers) for successful labour market transitions.

Research projects: Sustainability and Socio-Economic Development.

Topic: The education/training and skills needs gaps of SMMEs in the CHIETA.

Purpose: The main aim of this research is to assess and profi le the skills needs of SMMEs by identifying gaps and challenges faced by the SMMEs in the context of skills development in CHIETA. Studies have shown that the South African experience raises the question of the appropriateness of sectoral approach to skills need when it comes to smaller enterprises, which is the focus of this study. Previous studies do not focus on the needs of SMMEs by sector, therefore to lump them together, is to assume homogeneity of the SMME sector. Sectoral analysis of the skills needs of SMMEs, specifi cally CHIETA sectors, will give perspective on skills that exist and those that are missing; therefore providing strategies with which to address the gaps.

Research is ongoing in terms of environmental issues in relation to chemical production processes to inform skills development interventions and to provide and assist with integrated solutions on skills growth and environmental matters.


LGSETA The LGSETA conducted a research project in partnership with the VUT with the aim of providing an analysis on the critical skills required to respond to “green economy” skills requirements. The research outputs identifi ed key skills that are required in the “green economy” which includes the development of new qualifi cations in areas of water and wastewater treatment processes, water and wastewater reticulation services and water and wastewater process control.

MERSETA To assist the division to implement its mandate, the MERSETA determined that it needed to engage in longer-term research related partnerships with HEIs to support the MERSETA thought leadership strategy. This develops research capacity at universities, but also allows the MERSETA to benefi t from critical academic insight into skills development and its various nuances.

FP&M SETA The FP&M SETA concluded a Research Paper to evaluate performance and impact on progress in relation to SETA goals and priorities aligned to PIVOTAL programmes. It is imperative that the good work of the SETA in implementing its strategic mandate is informed and underpinned by empirical research. A signifi cant outcome of the research study confi rmed that: 99.7% of FP&M SETA funded learning programmes are deemed relevant to real scarce skills needs within industry. From the data available there is a strong relationship between the identifi ed needs in the sector and the programmes that have been funded.

NSF Success Story

NSF POWERS UP ARTISAN TRAINING AT ESKOMOne of the biggest risks facing power utilities like Eskom is the loss of skills and knowledge required to sustain the business. With ageing and increasingly mobile workforces and inadequate knowledge and skills transfer to young people being a challenge globally, the Eskom Academy of Learning was created to address technical skills development and effective skills transfer for engineers, technicians and artisans.

Eskom’s requirements for trained artisans increased signifi cantly due to its large-scale build programmes at Medupi, Kusile and Ingula. Its internal training programme received a substantial boost when the NSF approved R174 million in funding to recruit and train 1 250 artisans at Eskom’s main project sites over three years starting in 2015.

In order to be accepted into the programme the applicants must have a NCV Engineering: Level 4 and N3-N6 qualifi cation. The training started in January 2015 with 387 learners. They are being trained as artisans, plant operators and welders and will largely be absorbed into permanent positions when their internship contracts end. The extensive training programme includes theory, practical, simulation and on-the-job training at various Eskom centres.


Goal 4.2: Increase access to occupationally-directed programmes

Outcome 4.2.1: Middle level skills needs are identifi ed and addressed in all sectorsDuring the last decade there has been a great deal of discussion, research, planning and implementation of skills development initiatives focused on artisan training in South Africa. It was generally considered that the previous system for producing artisans was not capable of producing the quantity and quality of artisans with the range of skills required for sustained long-term economic growth. In response, the South African government identifi ed artisan skills development as an urgent priority and responded with an array of programmes and funding mechanisms. Since the 2014 launch of the “Decade of the Artisan” initiative by the Minister of Higher Education, both the NSF and the SETAs have steadily expanded and intensifi ed their efforts to increase the output of certifi ed artisans.

Highlights of NSF achievements in artisan training and development – 2015/16More than R500 million has been earmarked by the NSF for producing employable graduates in the area of artisan development. In 2015/16, the NSF sought to advance artisan development by advocating for effective partnerships between employers as integral stakeholders, and TVET colleges as training institutions of choice. The NSF reported that it traversed the country engaging high school learners in Grades 9-12 and the youth, especially those not in employment, education or training (NEETs), to consider artisanship as a career of choice. According to the NSF, the country is currently producing 13 000 artisans annually through the considerable investment and commitment of artisan development role players. This exceeds the target of 10 000 artisans per year set out in NSDS Output 4.2.2. An example of the NSF’s contribution to improving and accelerating artisan training and development is the R175 million that is has committed to an artisan partnership programme with Transnet, Denel, SAAT and Eskom.

NSF Success Story

BLUE SKY DREAMS COME TRUE FOR ARTISANSNSF funding of aviation and engineering training has allowed hundreds of people to fulfi l dreams they never thought possible. “Never in a million years did I ever imagine that I would disassemble, repair and reassemble a vehicle, never mind an aircraft,” said Zanele Dikko, who is in her second year of training as an aircraft mechanic.

Apart from helping Dikko and others realise their career aspirations, the Denel training programme, which has been expanded over the past three years thanks to generous NSF funding, is also allowing many people without access to funding for education to train for careers in aviation and engineering. With a reputation for innovative research and development and global partnerships, State-owned defence solutions company Denel has become a fertile training ground for people wishing to hone their skills in aviation and engineering-related industries.

The Denel Technical Academy (DTA) has, for more than 40 years, offered training for the aviation industry (avionics, radio, electrical, mechanics) and broader engineering trades (toolmakers, machinists, fi tters, welders, electricians, millwrights). As a state-owned entity Denel is committed to supporting the artisan development drive by government, and DTA is the primary vehicle for Denel to execute its commitment to youth and skills development. Based on this commitment, it applied for and received NSF funding to increase the intake of learners into its training programmes. This funding enabled it to provide facilities for learners who cannot afford to pay for their own studies and resulted in it recruiting 38 learners in 2014 and 73 learners in 2015 for focused training in aircraft avionics, electrics, mechanics and structural work, as well as in general electronics, fi tting and turning, machine tooling, welding and tool-making.

At the end of 2015 it took on a further 65 learners, with 59 placed in its academy and six placed in on-the-job training, where a number of people from previous years’ intake are now in training at different companies after completing their theory training. The funding has enabled Denel to leverage its existing capabilities to signifi cantly increase the number of qualifi ed artisans and professionals produced through its training programmes targeting the unemployed and underemployed.


NSF Success Story

R175 MILLION ARTISAN PROGRAMME PRODUCING RESULTS,As part of its investment in an artisan partnership with Transnet, Denel, SAAT and Eskom, the NSF committed to ‘supercharging’ the training capacity of Transnet’s School of Engineering (SoC) by allocating an amount of R175 million for equipment, infrastructure, staff training and trainee stipends. The courses offered by the SoC cover 14 high-demand industrial trades like electrical fi tters, diesel electrical fi tters, armature winders, turners and machinists, toolmakers, millwrights, electro mechanics, sheet metal workers, platers, blacksmiths, welders, vehicle builders and wagon fi tters. Its 18 campuses and trade test centres are all accredited by the Transport Education and Training Authority (TETA) and most are also accredited with the Manufacturing Engineering and Related Services Sector Education and Training Authority (MERSETA); the Media, Advertising Publishing, Printing and Packaging SETA (MAPP-SETA) and the South African Marine Training Authority (SAMTRA). The project focuses on six centres located strategically in Germiston and Koedoespoort (Pretoria) in Gauteng, Durban in KwaZulu-Natal, Salt River in the Western Cape, Uitenhage in the Eastern Cape and Bloemfontein in the Free State. Although not graduates of the training fi nd jobs with Transnet, qualifi ed artisans with industrial skills are highly employable elsewhere or can start their own businesses.

Outcome 4.2.2: 10 000 artisans per year qualify with relevant skills and fi nd employment

Highlights of SETA achievements in artisan training and development – 2015/16Table 5 lists the number of learners that entered and completed artisan skills development and training programmes through the SETA system in 2015/16. For each SETA the target that it established for the number of learners entering artisan training is compared to the actual of number that entered. Similarly, the SETA target for the number of learners completing artisan training is compared to the actual of number that completed the programme. The success rate of each SETA in achieving its targets is shown percentage (i.e. actual/target).

The data presented in the Table 5 indicate that in total the SETAs fell short of achieving their target of 22 741 learners entering artisan programmes, with the achievement percentage being 89%. Although 8 138 learners completed an artisan programme, this achievement represented only 71% of the original target of 11 403 learners.

Looking at the data from an individual SETA perspective, it can be seen that six SETAs did not set targets for learners either entering or completing artisan training. (It should be noted that although one SETA did not set targets, it did, however, report learners entering and completing artisan training). Of the 15 SETAs that did set a target for learners entering a programme, 11 (73%) had an achievement rate of 90% or better. The other four SETAs (27%) had achievement rates for learners entering adult education and training of between 50-89%. In terms of completion rates, seven of the 15 SETAs (47%) reported achievement rates of 90% or better; three (20%) had a completion rate between 50-89%; and three (33%) had a rate below 50%.

It should be noted some SETAs focus more heavily on artisan training because of the nature of the skills required in their sectors. For example, the construction industry requires a range of skills provided by artisans, while the skills required in the banking and insurance sectors, for example, are not usually those provided by artisans.


Table 5: Artisans that entered and completed a learning programme

SETAArtisans entered Artisans completed

Target Actual % Achieved Target Actual % AchievedAGRISETA 210 335 160% 105 175 167%

BANKSETA* 0 0 NA 0 0 NA

CATHSETA 204 200 98% 102 127 125%

CETA 8750 4498 51% 3375 775 23%

CHIETA 1720 1864 108% 444 792 178%

ETDPSETA 0 0 NA 0 0 NA

EWSETA 1500 1533 102% 419 393 94%

FASSET* NA NA

FOODBEV 70 81 116% 35 31 89%

FP&MSETA 360 225 63% 180 110 61%

HWSETA 0 47 NA 0 64 NA

INSETA* NA NA

LGSETA 1150 769 67% 600 84 14%

MERSETA 3800 5044 133% 2800 3227 115%

MICT 0 0 NA 0 0 NA

MQA 2654 2415 91% 2000 1683 84%

PSETA 40 40 100% 20 30 150%

SASSETA 500 503 101% 100 0 0%

SERVICES 840 476 57% 360 89 25%

TETA 743 1513 204% 743 366 49%

W&RSETA 200 650 325% 120 192 160%

TOTAL 22741 20193 89% 11403 8138 71%

NB: Those SETAs marked with an * did not provide data.


Examples of SETA projects and partnerships related to artisans

In addition to setting targets for the number of artisans trained, NSDS Outcome 4.2.2.1 also requires that SETAs establish projects and partnerships to enable the relevant number of artisans or their sector to be trained, to qualify and become work ready. Examples of the projects and partnerships that SETAs implemented to promote artisan training during 2015/16 are described below.

Examples of SETA projects and partnerships linked to artisan training and developmentCHIETA The CHIETA and the South African Oil and Gas Alliance formed a partnership for employment creation with the

aim of placing artisan trainees and interns in industry to gain workplace experience.

It also implemented two special projects: Artisan Recognition of Prior Learning (ARPL) and Gap Training. The RPL project assist artisans, who claim to have the requisite knowledge and workplace experience, to be evaluated and approved for a trade test. In reality, during this evaluation it is often found that the candidates have knowledge or skill gaps that must be addressed before trade tests can be attempted. The Gap Training project was created to respond to this need for supplemental training.

In addition, CHIETA implemented a strategic career exhibition on “The Decade of The Artisan” at the Majuba TVET College in KwaZulu-Natal.

EWSETA In response to the nine Presidential priority projects emanating from the 2014 State of the Nation Address (SONA), the EWSETA partnered with the Department of Water and Sanitation and Rand Water to initiate a War on Leaks programme. The programme aims to train 15 000 youths as plumbers and artisans to attend to water conservation and demand management in local communities by repairing water leaks.

Another SONA-related project led by the EWSETA and the Wholesale & Retail SETA (W&RSETA) is the household appliance repair and maintenance initiative that intends providing artisanal training, as well as support in the establishment of cooperatives, to 9 000 learners from rural areas and townships.

The EWSETA collaborated with South African National Apex Cooperatives to support 175 learners towards the completion of the General Education and Training Certifi cate: General Technical Practice. This was followed by an initiative to capacitate and support the learners towards becoming artisans.

HWSETA In 2016, the fi rst 68 learners of a partnership between the Swiss South African Cooperation Initiative (SSACI) to train out-of-school unemployed young South Africans in skills in high demand by employers in the health and social development sectors successfully completed their trade tests and qualifi ed as trained artisans.

MERSETA As part of a collaboration with organised labour unions, the MERSETA funded an ARPL pilot project whereby the unions nominated candidates to participate in the RPL process.

TETA In 2015/16, the TETA worked with TVET colleges to ensure their academic staff are qualifi ed to conduct RPL assessments within the transport sector. The colleges were: Ekurhuleni East College (Gauteng), Gert Sibande (Mpumalanga), Umfolozi (Kwazulu Natal), Maluti (Free State), Motheo (Free State), Urban (Northern Cape), Taletso (North West), College of Cape Town (Western Cape) and False Bay College (Western Cape).

The TETA also entered into Memoranda of Agreement with the KwaZulu-Natal Provincial Department of Transport for the training of 25 artisans on heavy earthmoving equipment and with Esayidi TVET College to establish a WIL programme.

W&RSETA A qualifi cation in motor mechanics is one of the scarce artisan skills offered through various skills development programmes and, traditionally, almost all learners were male. In 2015 three women, Adria Sithole, Sphiwe Ntuli and Lucia Malupi, together with 14 male learners, completed a Motor Mechanic Apprenticeship programme funded by the W&RSETA. All three women were offered employment by Lazarus Motors in Centurion.


Outcome 4.2.3: High level national scarce skills needs are being addressed by work ready graduates from higher education institutions.In the year under review, both the NSF and the SETAs have invested large amounts of effort and resources into addressing the scarce skills needs in the country.

NSF activities to increase access to education, training and skills developmentThe NSF initiates and funds many activities to ensure that high level national scarce skills needs are being addressed by work ready graduates from higher education institutions. For example, the National Development Plan (NDP) gives impetus to the need to implement a national programme to develop the next generation of academics for South African higher education institutions. It also emphasises the importance of building a strong and coherent system for delivering quality education, science and technology innovation, training and skills development.

In order to contribute to the development of world-class institutions and programmes within the higher education sector and a national system of innovation, the NSF collaborates with all levels of government, TVET colleges, HEIs, the private sector and peer international organisations. This includes funding undergraduates and graduate students.

Through a long-term partnership with the National Research Foundation (NRF), the NSF funds post-graduate bursaries for science, technology and innovation. It awarded over R197 million to the NRF for the Scarce Skills Development Fund which is used to support post-graduate students in strategic research areas and to augment the capacity of supervisors at HEIs. The fund supports students at the Honours, Masters and Doctoral levels, as well a post-Doctoral Research Fellows. As a result of this support, in the 2015 academic year more than 1 000 NRF-funded students completed their studies, of which 354 were at a Masters level; 59 at Doctoral level and 30 at post-Doctoral level.

Another strategic initiative receiving NSF support is the South African Institute of Chartered Accountants programme which supports students studying towards the Certifi cate for Theory in Accounting. Since the programme’s inception the NSF has committed over R19 million to the University of Limpopo to benefi t 155 CTA students and more than R16 million to the University of Fort Hare to benefi t 160 students. Through these programmes the benefi ciaries are provided with study and workplace training, access to mentors, and exposure to employment and leadership opportunities.

NSF Success Story

The University of Her DreamsSinovuyo Rodolo was born and raised in Mthatha in the Eastern Cape. The NSF made it possible for her to study at the ‘University of her Dreams’ in Cape Town. “Coming from a rural village with literally nothing around to inspire you, I always wanted to run away to a beautiful city and Cape Town for me was the ultimate place because I had once seen it in a torn magazine and it looked like paradise. Not only did the bursary help me fi nancially but it put me in a place I had dreamed of since I was a little girl,” wrote Rodolo.

Currently she works at Unilever as an Assistant Brand Manager. Students shared similar stories, stories of hope changing their circumstances of despair that is beyond their control to circumstances with unlimited opportunities. Further commitments made by the NSF to facilitate our mission and vision to help students obtain a meaningful qualifi cation in their respective fi elds of study are told on different pages in this report.


The NSF made a R296 million commitment to enhancing maritime research, innovation, education and training by working with the South African International Maritime Institute (SAIMI) to realise the objectives of “Blue Economy” maritime economic development initiatives such as Operation Phakisa. SAIMI’s primary role is to facilitate linkages and collaboration amongst role players in maritime research, education and training in South Africa and to work closely with similar institutes in Africa and the world. The National Cadet Programme is managed by SAIMI and provided the practical component of the training required to qualify for a career as a deck or engineering offi cer at sea. Some 183 cadets were in training at 31 March 2016.

The NSF also utilises South Africa’s bilateral agreements with other countries to allocate top-up funding to students who were accepted to pursue their undergraduate and post-graduate studies at international institutions. In 2015, the NSF committed more than R10 million to support South African students that were awarded scholarships provided by the governments of Russia, China and Sri Lanka.

NSF Success Story

THE ITUKISE INTERNSHIP PROGRAMME FOR UNEMPLOYED GRADUATES The Skills for the Economy Unit within the Department of Trade and Industry (DTI) developed the Itukise Internship Programme for Unemployed Graduates to provide unemployed graduates with the opportunity to gain work experi-ence and increase their employability. The funding of Itukise was facilitated through a Memorandum of Agreement (MoA) between the DTI and the NSF to the value of R71 million over a two-year period. The funds were utilised primarily for the monthly stipends of the participants.

Many employers cite work experience as an important part of their recruitment and hiring criteria. Itukise provided this much-needed work experience to unemployed graduates in the form of a 12-month internship with companies willing and able to provide experiential learning.

The project encompassed 244 host entities across nine provinces and 10 industry sectors. Approximately 1 129 unemployed graduates and 322 in-service trainees participated in the project. Shortly after completing their training, approximately 418 of the unemployed graduates were offered full-time employment by their host entities. .


NSF Success Story

NEW LEARNING FRONTIERS OPEN UP WITH INTERNATIONAL SCHOLARSHIPS A number of young South Africans have been able to embark on a life-changing travel and learning opportunity after receiving NSF scholarships to study in China. All have expressed their appreciation for the opportunity to realise their dreams and to experience a different culture and global perspective.

With the help of a NSF bursary, Busiswa Buso obtained her Masters of Economics in Finance at Zhongnan Universi-ty of Economics and Law in China. “Since going to China I have learned to appreciate my country more than I used to. And I have now gained the international exposure and learned what they are doing better than we Africans. With that mentality I am eager to transfer the knowledge gained from China, which I believe will be benefi cial. “When I was still young, my dream was to work for some well-known companies until I came back from China. I realised success is in our hands, all we have to do is to unite, be creative and innovate and promote the spirit of entrepreneurship. The Chinese economy is rapidly growing through entrepreneurship and innovation, which I believe we as Africans can also do.”

Thamsanqa Mahlobo, a young academic and research analyst in Environmental Resource and Development Eco-nomics, completed his Masters in Applied Economics at the College of International Trade and Economics at Hunan University. He has since become a lecturer in Environmental Sustainability at the Durban University of Technology and recently began a second Masters degree in Regional and Cultural Studies at Hiroshima University in Japan through a Japanese International Corporation Agency scholarship and the African Business Education Initiative. “I wish the NSF continues to open the eyes of young South Africans to their beauty that goes beyond our shores that indeed proves we can change the world, Mahlobo said.

Octavia Motshwane, who studied for a BCom at Wits, was appointed as an intern at the DHET when she applied to study in China. She obtained a Masters in fi nancial Economics from Shanghai University of Finance and Economics. “This bursary has provided me with a lifetime of memories, an opportunity to study in another country and today I have a Masters degree due to the bursary,” Motshwane said. “I am now ready to fi nd a permanent role in the fi nancial industry. I am ready to climb the corporate ladder, to learn to be a manager and a CFO in the long run. I appreciate the NSF and the team that took great care of us abroad. The communication was on point and I would ask a lot of questions yet someone would always be there to answer.” Sharissa Muniappen, who struggled to get accepted for her chosen course at a South African University, obtained an MMBS, Bachelor of Clinical Medicine at Central South University, China and is now on track to become a specialist in Neurology. “No words would ever be able to express my utmost gratitude to the NSF. Thank you for investing in my future and for helping me to realise my dream.”

Kerillyn Padarath who studied for a MBBS at the Central South University-Xiangya School of Medicine, had similar problems fi nding a place at a South African University. The bursary relieved the heavy fi nancial burden of her chosen fi eld of study and offered her an opportunity to experience another culture and learn a new language. “Having lived and studied in China for six years, I was given the opportunity to work with and learn from extraordinary people from all over the world. My university is affi liated to Yale and I had the opportunity of working with research professors and acquiring innovative skills from them. I also experienced the Chinese medical environment which was very different from our medical system. “The key from the DHET/NSF bursary is opportunity. I am forever grateful for the endless opportunities that I was afforded,” said Padarath, who is hoping to get a PhD in orthopaedic surgery in South Africa.


NSF and SETA collaboration to benefi t prisonersProviding education, training and employment services for offenders is one of the key ways to support resettlement of former prisoners back into the community and reduce their risk of re-offending. The NSF and various SETAs made provision for an allocation of R66.4 million to the Department of Correctional Services for a fi ve-year offender skills development intervention to assist 11 000 prisoners to enrol in skills programmes. The goal of the initiative was to provide offenders with access to occupationally-directed skills programmes that would lead to the acquisition of skills needed in the labour market. The prisoners were able to enrol in programmes ranging from building and plastering, tiling, plumbing, painting, electricity, welding, vehicle maintenance and repairs, to vegetable production, chef assistant and computer skills.

Table 6 lists the number of unemployed learners who entered learnerships, bursaries, internships and skills programmes that were implemented by all SETAS during 2015/16. For each SETA the target that it established for each category is compared to the actual number that was achieved.

The data indicates that for learnerships 18 (86%) of the 21 SETAs attained an achievement rate of 90% or better and three (14%) achieved a rate between 50-89%. The combined achievement rate for all SETAs in the Learnership category was 147% and the total number of learners enrolled was 67 864.

For bursaries, 19 (90%) of the 21 SETAs attained an achievement rate of 90% or better, and 2 (10%) attained a rate below 50% - with one SETA only achieving a 10% rate. The combined achievement rate for all SETAs in the bursary category was 112% and the total number of learners enrolled was 17 658.

In the case of internships, 15 (71%) of the 21 SETAs that set targets met the achievement rate of 90% or better; four (19%) achieved a rate ranging from 50-89%; and two (10%) achieved a rate below 50%. The combined achievement rate for all SETAs in the internship category was 115% and the total number of learners enrolled was 13 860.

Table 6 also indicates that for skills programmes 14 (82%) of the 17 SETAs that set targets reached an achievement rate of 90% or better; one (6%) achieved a rate between 50-89%; and 2 (12%) achieved a rate below 50%. The combined achievement rate for all SETAs in the skills programme category was 134% and the total number of learners enrolled was 40 800.

The last three columns of the table combine the targets and achievements across the four categories. The combined achievement rate for all SETAs across all categories was 134% and the total number of learners enrolled was 140 182.


NSF Success Story

CLOSE TO A BILLION RAND FOR STUDENTS THROUGH NSFAS BURSARIESThrough NSF funding the DHET has been able to open the doors of learning to more than 15 000 academically de-serving students. This was achieved by the disbursement of more than R1 billion in bursaries through the National Student Financial Aid Scheme (NSFAS) during the 2015/16 fi nancial year. These students hail from different walks of life, study at different universities in a variety of fi elds of study, and tell inspiring accounts of how the bursaries have changed their lives.

Khethiwe Kunene, who obtained a BEng (Chemical Engineering) from the University of Pretoria, said the bursary afforded her the opportunity to break out of a lifestyle she would have probably never been able to escape. “This bursary allowed me to pursue my dream of becoming one of the leading female chemical engineers in this country. I am now an inspiration and of great assistance to other young people around me because they see that education opens doors. I now work for Wispeco Aluminium and I am also able to help my parents fi nancially,” she said.

Anza Mugwabana, studying a BTech: Mechanical Engineering at the Vaal University of Technology - Vanderbijlpark Campus, said the NSF bursary allowed him to follow his passion without the fi nancial burden of student fees. “Having the bursary also gave me the push I needed to do well in my studies as the fear of losing funding was always in the back of my mind. In a way I owe my success in my university studies to the NSF bursary scheme. NSF gave me hope when I had lost all hope of obtaining a qualifi cation”.

Mankosi Singo, who obtained a BCom in Internal Auditing at the University of Pretoria, said the bursary “has changed my life by giving me a platform to further my education and be able to take the next step towards my dream of being a world-renowned Certifi ed Internal Auditor. If it was not for this bursary, I do not think I would have been able to have had a fully paid account and a degree to my name. Today I have a job and will work hard to assist my family fi nancially”. Singo said the NSF did not just give her money for fees and resources but provided consultants she could talk to, as well as giving her hope “that dreams do actually come true”.

Siphenathi Madlulela, who completed a Bachelor of Administration (BAdmin) and an honours degree from the University of Fort Hare, said the bursary removed the burden caused by fi nancial concerns and reduced the risk of dropping out. Varsetile Nkwinika, who completed a BSc in Biochemistry and Microbiology at the University of Venda and hopes one day to run a research foundation and build franchised medical hospitals, said the NSF “provided a head-start for achieving my dreams”. “I am now a confi dent, budding young medical scientist, inspired to continue learning without boundaries,” said Nkwinika, who is now registered for an Honours degree.


Tabl

e 6:

Une

mpl

oyed

lear

ners

ent

ered

into

lear

ning

pro

gram

mes

SETA

LEA

RN

ERSH

IPS

BU

RSA

RIE

SIN

TER

NSH

IPS

SKIL

LS P

RO

GR

AM

MES

TOTA

LTa

rget

Act

ual

% A

chie

ved

Targ

etA

ctua

l%

Ach

ieve

dTa

rget

Act

ual

% A

chie

ved

Targ

etA

ctua

l%

Ach

ieve

dTa

rget

Act

ual

% A

chie

ved

AG

RIS

ETA

650

2420

372%

182

233

128%

365

268

73%

1891

3477

184%

3088

6398

207%

BA

NK

SE

TA75

010

3813

8%60

091

215

2%20

522

410

9%16

534

821

1%17

0025

2214

8%

CAT

HS

ETA

1300

1580

122%

200

348

174%

150

150

100%

200

1259

630%

1850

3337

180%

CE

TA65

0049

3376

%65

065

310

0%15

0012

89%

1700

2205

130%

1035

079

1977

%

CH

IETA

2200

3916

178%

310

1058

341%

510

617

121%

1250

2859

229%

4270

8450

198%

ETD

PS

ETA

900

908

101%

300

654

218%

100

9090

%32

5062

1119

1%45

5078

6317

3%

EW

SE

TA15

0017

6011

7%90

029

232

%82

050

962

%60

018

6131

0%38

2044

2211

6%

FAS

SE

T44

4057

6313

0%22

0032

5514

8%30

023

478

%22

0022

1610

1%91

4011

468

125%

FOO

DB

EV

1320

1199

91%

440

443

101%

510

439

86%

00

NA

2270

2081

92%

FP&

MS

ETA

1120

1737

155%

120

217

181%

250

310

124%

800

1712

214%

2290

3976

174%

HW

SE

TA20

0016

1381

%50

013

1326

3%41

611

7528

2%16

0020

4412

8%45

1661

4513

6%

INS

ETA

1500

1577

105%

300

806

269%

1000

1277

128%

1000

1010

101%

3800

4670

123%

LGS

ETA

3300

3246

98%

350

345

99%

400

477

119%

4000

2918

73%

8050

6986

87%

ME

RS

ETA

3500

4202

120%

1550

1770

114%

300

440

147%

2000

4467

223%

7350

1087

914

8%

MIC

T12

9435

3927

3%32

010

6733

3%10

8617

5116

1%15

0022

3514

9%42

0085

9220

5%

MQ

A22

0011

7453

%10

0010

1210

1%45

045

410

1%60

0017

6129

%96

5044

0146

%

PS

ETA

300

515

172%

200

327

164%

950

1206

127%

00

NA

1450

2048

141%

SA

SS

ETA

2500

2528

101%

380

382

101%

300

306

102%

1500

00%

4680

3216

69%

SE

RV

ICE

S50

0017

457

349%

3447

345

10%

1920

3087

161%

029

57N

A10

367

2384

623

0%

TETA

2000

3239

162%

150

574

383%

205

610

298%

850

1260

148%

3205

5683

177%

W&

RS

ETA

1900

3520

185%

1625

1652

102%

300

108

36%

00

NA

3825

5280

138%

TOTA

L46

174

6786

414

7%15

724

1765

811

2%12

037

1386

011

5%30

506

4080

013

4%10

4441

1401

8213

4%


Table 7 presents data collected regarding the number of unemployed learners who completed the learnerships, bursaries, internships and skills programmes implemented by all SETAS during 2015/16. For each SETA the target that it established for each category is compared to the actual number that was achieved.

The data indicates that for learnerships 15 (71%) of the 21 SETAs attained an achievement rate of 90% or better; three (14%) achieved a rate between 50-89%; and three (14%) had a rate below 50%. The combined achievement rate for all SETAs in the learnership category was 108% and the total number of learners enrolled was 28 101.

For bursaries, of the 20 SETAs that set a target only eight (40%) attained an achievement rate of 90% or better; three (15%) achieved a rate between 50-89%; and nine (45%) achieved a rate of below 50%. The combined achievement rate for all SETAs in the bursary category was 67% and the total number of learners enrolled was 4 220.

In the case of Internships, nine (50%) of the 18 SETAs that set targets met an achievement rate of 90% or better; two (11%) achieved a rate ranging from 50-89%; and seven (39%) achieved a rate below 50%. The combined achievement rate for all SETAs in the Internship category was 46% and the total number of learners enrolled was 3 713.

The table indicates that for skills programmes, 12 (67%) of the 18 SETAs that set targets reached an achievement rate of 90% or better; four (22%) achieved a rate between 50-89%; and two (11%) achieved a rate below 50%. Partly because of an anomaly in the data for the CATHSETA (which indicated an achievement rate of 3413% and the HWSETA (which achieved a rate of 616%), the combined achievement rate for all SETAs in the skills programmes category was 173% and the total number of learners enrolled was 32 211.

The last three columns of the table combine the targets and achievements across the four categories. The combined achievement rate for all SETAs across all categories was 116% and the total number of learners enrolled was 68 245.


Tabl

e 7:

Une

mpl

oyed

lear

ners

that

com

plet

ed le

arni

ng p

rogr

amm

es

SETA

LEA

RN

ERSH

IPS

BU

RSA

RIE

SIN

TER

NSH

IPS

SKIL

LS P

RO

GR

AM

MES

TOTA

L

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

Ach

ieve

dTa

rget

Act

ual

% A

chie

ved

Targ

etA

ctua

l%

Ach

ieve

dTa

rget

Act

ual

%

Ach

ieve

d

AG

RIS

ETA

325

1247

384%

7510

814

4%12

513

711

0%50

035

0870

2%10

2550

0048

8%

BA

NK

SE

TA44

365

814

9%40

812

731

%0

140

NA

112

260

232%

963

1185

123%

CAT

HS

ETA

650

1974

304%

100

100

100%

012

6N

A10

034

1334

13%

850

5613

660%

CE

TA30

0014

6349

%19

594

48%

450

00%

850

1653

194%

4495

3210

71%

CH

IETA

1100

1416

129%

155

249

161%

255

276

108%

625

1918

307%

2135

3859

181%

ETD

PS

ETA

600

800

133%

7552

69%

350

144%

700

360

51%

1725

1226

71%

EW

SE

TA75

016

4121

9%45

027

160

%30

00

0%30

043

214

4%18

0023

4413

0%

FAS

SE

T23

6520

7988

%15

7012

9482

%10

013

213

2%15

1512

4382

%55

5047

4886

%

FOO

DB

EV

660

821

124%

220

9242

%25

518

7%0

0N

A11

3593

182

%

FP&

MS

ETA

560

836

149%

6084

140%

125

169

135%

400

455

114%

1145

1544

135%

HW

SE

TA16

0017

6911

1%40

080

020

0%33

330

291

%12

8078

8961

6%36

1310

760

298%

INS

ETA

1200

1238

103%

210

489

233%

480

684

143%

800

803

100%

2690

3214

119%

LGS

ETA

2200

514

23%

250

00%

200

8040

%30

0013

3945

%56

5019

3334

%

ME

RS

ETA

1300

2302

177%

1525

167%

150

197

131%

1425

2329

163%

2890

4853

168%

MIC

T50

017

6935

4%0

0N

A0

0N

A15

0017

5011

7%20

0035

1917

6%

MQ

A10

0072

673

%15

015

810

5%22

527

512

2%15

0025

0116

7%28

7536

6012

7%

PS

ETA

3553

151%

350

0%55

040

774

%0

0N

A62

046

074

%

SA

SS

ETA

1200

2994

250%

100

00%

300

7926

%14

0076

154

%30

0038

3412

8%

SE

RV

ICE

S27

1719

47%

595

00%

3528

166

5%44

00

0%72

8036

05%

TETA

2765

1444

52%

201

3819

%66

5279

%21

5215

9774

%51

8431

3160

%

W&

RS

ETA

1090

2163

198%

1055

239

23%

210

459

219%

00

NA

2355

2861

121%

TOTA

L26

060

2810

110

8%63

1942

2067

%80

0237

1346

%18

599

3221

117

3%58

980

6824

511

6%


Examples of SETA projects related to partnerships with post-secondary institutions

Outlined below are examples of projects and partnerships that SETAs implemented during 2015/16 in response to NSDS: 4.2.3.2: Agreements are entered into between SETAs, university faculties and other stakeholders on appropriate interventions to support improved entry to priority programmes, increased work experience and experiential learning for students and access to post-graduate work.

Examples of SETA projects and partnerships to support improved entry to priority programmesBANKSETA The BANKSETA implemented a Maths and Science Support Programme with the objective of increasing the

number of successful black applicants that qualify for university entrance into sciences, commerce, engineering and mining related careers.

CETA The CETA partnered with the University of Venda to develop a new programme in the Built Environment that enables access to Built Environment studies for those students who do not meet the admission requirements for a Bachelor of Science programme.

CHIETA The CHIETA undertook an innovative training partnership project in the Durban South Basin in which industry experts worked closely with the Coastal TVET College to inform youth from the surrounding communities about the qualifi cations required by industry. The experts also lectured at the college which strengthened the linkage between formal workplaces and the college. Learners and their lecturers were required to undertake scheduled visits to production facilities for fi rst-hand operational experience.

ETDPSETA The ETDPSETA implemented a programme entitled: “Access and progression into high level skills and support for work experiential learning” which had nine sub-programmes, of which fi ve exceeded their targets.

FASSET FASSET implemented bridging programmes for access into higher education which targeted learners who have made incorrect subject choices for entry into sector-specifi c educational qualifi cations.

Goal 4.3: Promote the growth of a public FET college system that is responsive to sector, local, regional and national skills needs and priorities.When NSDS III was formulated in 2011, the South African PSET system consisted of universities, universities of technology and FET colleges. At the time of developing the strategy, it was envisioned that two-year and technical colleges in skills development and training played a very important role. However, with the release of the WP-PSET in 2015, FET colleges were reconstituted and re-branded as TVET colleges. In addition, over the last fi ve years the interpretation of the functions of post-secondary education institutions has been expanded and broadened to include a more prominent role for universities and universities of technology in skills development. A major part of this expansion involved the provision of bursaries to students at TVET colleges and universities. This report therefore adopts the current terminology used within the South African education, training and development sector, that is, TVET colleges.

NSF support to the post-school education and training system In 2015/16, the NSF invested R852.381 million towards strengthening and building key PSET system priority areas. This included:

• R340.128 million towards construction of three TVET college campuses at Thabazimbi, Bhambanana and Nkandla.

• R113.265 million towards systemic improvement of the public TVET colleges.

• Other initiatives such as the development of a costing module for TVET college programmes and piloting the dual apprenticeship system in partnership with the SSACI.

In the higher education (university) sector funds were allocated for priorities including:

• R25.57 million towards initiatives such as the Higher Education AIDS programme; a partnership with the NMMU for the transformation of health sciences education to support equity in health; and the establishment of the SAIMI.


• R261.36 million for key infrastructure development in the following universities:

ο R124 million to UP for the expansion of its medical and veterinary facilities which will effectively its capacity to produce doctors and veterinary scientists. The improvements included technologically advanced lecture halls, an administrative complex, a 300-bed student residence and state-of-the-art skills laboratories.

ο R81.353 million to UJ for establishing work-integrated learning facilities for engineering students, which include a training workshop, design centre and industrialisation centre. Engineers are a scarce and critical skill for South Africa and the shortage can be partly attributed to the lack of work integrated learning opportunities for many engineering graduates. The new facilities at UJ will be accessible to any South African engineering student requiring work-integrated learning.

ο R53 685 to the CPUT for establishing the South African Renewable Energy Technology Centre (SARETEC). This initiative responds to the national strategy aimed at researching promoting renewable energy production to replace fossil fuel energy production and gradually reduce the country’s carbon footprint. SARETEC will be instrumental in developing the skills necessary for South African to make the transition to a “green economy.”

ο R2.325 million to UCT for establishing a dedicated state-of-the-art hair testing and research laboratory within its Department of Dermatology. This facility will be a fi rst on the African continent and is expected to produce 10 Masters’ level graduates in hair science annually. It will also offer medical and forensic testing services for drugs, diseases, toxins and nutrients, and hair cosmetic testing.

• R969.139 in response to the “no fees increase” campaign at universities for the 2016 academic year.

The NSF, as guided by the Public Finance Management Act (PFMA), (Act 1 of 1999), has the ultimate objective of promoting sound fi nancial management in order to maximize the delivery of services through the effi cient and effective use of limited resources in the awarding of scholarships, bursaries and loans through the National Student Financial Aid Scheme (NSFAS). In response to the growing fi nancial barriers to higher education, the NSF is currently contributes towards increasing university enrolment through the provision of undergraduate bursaries to students enrolled in programmes of studies linked to scarce and critical skills. In 2015/16 the NSF awarded more than R1 billion in scholarships and bursaries that benefi ted more than 15 000 students. In addition, it committed more than R37 million to the National Institute of Human and Social Science to support more than 270 post-graduate candidates.

NSF support to grow and strengthen the TVET college systemThe WP-PSET states that a key objective of transforming the TVET college system is to increase its responsiveness to labour markets requirements and strengthen relationship between the colleges and employers. The TVET turnaround strategy seeks to improve capacity and infrastructure within the TVET system to make it more responsive to the needs of students and the South African economy.

In support of NSDS Goal 4.3, the DHET Skills Development Circular No. 08/2013 called on the NSF and SETAs to contribute towards the cost of TVET college infrastructure development. The SETAs contribution of R1 billion was paid over to the NSF as an unconditional grant and is centrally administered by the DHET as the implementing agency for the NSF. Using these funds, in 2015/16 the NSF ring-fenced money for the construction of 12 new TVET campuses and the refurbishment of 2 existing campuses. The campus at the Waterberg TVET College was offi cially opened in June 2016 and is the fi rst new, post-apartheid TVET campus. Construction of the new TVET campuses at Nkandla and Bhambanani are scheduled for completion by the end of 2016.


The NSF also continues to support the Dual System Pilot Project (DSPP) which is aimed at testing the suitability to South African industry of the “dual system” of apprentice training used in Switzerland, Germany and Austria. The DSPP approach emphasises real-life work experience that not only imparts know-how, but also nurtures the values, ethos and pride of a true artisan. The DSPP objectives include promoting closer interaction between TVET colleges and industry in the training of artisans and the development of systems for more fl exible delivery of apprentice training courses by the colleges. The project is being implemented jointly by the SSACI, the MERSETA and the DHET and is being piloted at two Eastern Cape and two Gauteng TVET colleges. If successful, the programme will eventually be rolled out to the other colleges.

Fostering partnerships and forging synergies

With the new focus on repositioning TVET colleges as institutions of choice for learners who are seeking skills and training in skills that will enable to secure employment or create viable businesses, as well as the expand role of universities in skills development and training, SETAs have been tasked with fostering signifi cant partnerships and forging greater synergies with TVET colleges, universities and employers.

Table 8 below contains data collected from all SETAs related to NSDS Outcome 4.3.2: Partnerships between DHET, SETAs, employers, private providers and public FET colleges are resulting in increased capacity to meet industry needs throughout the country. The table lists the number of learners that were placed at TVET colleges and universities, and universities of technology in 2015/16 through the SETA system. For each SETA the target that it established for the number of learners being placed at these institutions is compared to the actual of number that were placed. The success rate of each SETA in achieving its targets is shown as a percentage (i.e. actual/target).

The data shows that for TVET colleges 12 (57%) of the 21 SETAs attained an achievement rate of 90% or better; fi ve (24%) achieved a rate between 50-89%; and four (19%) achieved a rate below 50%. The combined achievement rate for all SETAs in the TVET college category was 68% and the total number of students placed was 13 368.

For universities and universities of technology, of the 18 SETAs that set a target, ten (56%) attained an achievement rate of 90% or better, two (11%) achieved a rate between 50-89%; and six (33%) achieved a rate below 50%. The combined achievement rate for all SETAs in the university category was 78% and the total number of students placed was 9 030.

The last three columns of the table combine the targets and achievements across the two categories of institutions. The combined achievement rate for all SETAs across both categories was 71% and the total number of students placed was 22 119.


Table 8: Number of student placements at TVET colleges, universities and universities of technology (2015/16)

SETATable

Universities and universities of technology

student placements

TOTAL TVET college and

university student placements

Target Actual%

Achieved Target Actual%

Achieved Target Actual%

AchievedAGRISETA 75 107 143% 200 195 98% 275 302 110%

BANKSETA 350 605 173% 400 147 37% 750 752 100%

CATHSETA 1200 809 67% 170 170 100% 1370 979 71%

CETA 3500 29 1% 1100 111 10% 4600 140 3%

CHIETA 700 937 134% 110 232 211% 810 1169 144%

ETDPSETA 500 485 97% 200 124 62% 700 609 87%

EWSETA 1000 183 18% 300 102 34% 1300 183 14%

FASSET 300 234 78% 4370 4019 92% 4670 4253 91%

FOODBEV 300 182 61% 0 0 NA 300 182 61%

FP&MSETA 300 362 121% 155 175 113% 455 537 118%

HWSETA 734 1318 180% 100 332 332% 834 1650 198%

INSETA 600 946 158% 0 0 NA 600 946 158%

LGSETA 3600 1731 48% 700 8 1% 4300 1562 36%

MERSETA 1500 616 41% 800 879 110% 2300 1495 65%

MICT 500 565 113% 0 0 NA 500 565 113%

MQA 500 529 106% 1100 1244 113% 1600 1773 111%

PSETA 1000 594 59% 360 22 6% 1360 616 45%

SASSETA 1700 1810 106% 100 102 102% 1800 1912 106%

SERVICES 45 335 744% 168 7 4% 213 342 161%

TETA 200 271 136% 300 302 101% 500 573 115%

W&RSETA 1000 720 72% 1000 859 86% 2000 1579 79%

TOTAL 19604 13368 68% 11633 9030 78% 31237 22119 71%

The data shows that of the 16 SETAs that set a target, six (38%) attained an achievement rate of 90% or better; two (13%) achieved a rate between 50-89%; and 8 (50%) achieved a rate below 50%. The combined achievement rate for all SETAs in the TVET college category was 41% and the total number of students completing a learning programme was 3 849.

For universities and universities of technology, of the 15 SETAs that set a target, seven (47%) attained an achievement rate of 90% or better, one (7%) achieved a rate between 50-89%; and seven (47%) achieved a rate below 50%. The combined achievement rate for all SETAs in the university category was 60% and the total number of students completing a learning programme was 4 494.

The last three columns of the table combine the targets and achievements across the two categories of institutions. The combined achievement rate for all SETAs across both categories was 47% and the total number of students completing a learning programme was 8 343.


Table 9: TVET colleges and universities – students completed

SETA

TVET college –students completed

University and universities of technology –

students completed

TOTAL TVET colleges and universities –

students completed

Target Actual % Achieved Target Actual %

Achieved Target Actual % Achieved

AGRISETA 38 4 11% 100 37 37% 138 41 30%

BANKSETA 0 0 NA 0 0 NA 0 0 NA

CATHSETA 0 122 NA 0 0 NA 0 122 NA

CETA 1500 0 0% 330 0 0% 1830 0 0%

CHIETA 350 423 121% 50 142 284% 400 565 141%

ETDPSETA 370 56 15% 70 124 177% 440 180 41%

EWSETA 0 0 NA 300 0 0% 300 0 0%

FASSET 100 132 132% 2265 1953 86% 2365 2085 88%

FOODBEV 150 62 41% 0 0 NA 150 62 41%

FP&MSETA 150 193 129% 75 90 120% 225 283 126%

HWSETA 587 621 106% 80 225 281% 667 846 127%

INSETA 420 463 110% 0 0 NA 420 463 110%

LGSETA 2000 0 0% 500 0 0% 2500 0 0%

MERSETA 1200 191 16% 640 697 109% 1840 888 48%

MICT 0 0 NA 0 0 NA 0 0 NA

MQA 100 31 31% 550 611 111% 650 642 99%

PSETA 0 0 NA 0 0 NA 0 0 NA

SASSETA 1000 1125 113% 90 22 24% 1090 1147 105%

SERVICES 841 20 2% 1660 0 0% 2501 20 1%

TETA 86 60 70% 188 294 156% 274 354 129%

W&RSETA 600 346 58% 600 299 50% 1200 645 54%

TOTAL 9492 3849 41% 7498 4494 60% 16990 8343 49%


Examples of SETA projects and partnerships related to improved placement in post-secondary institutions

Examples of the projects and partnerships that SETAs implemented with TVET colleges and universities to improve and expand student placements during 2015/16 are described below.

Examples of SETA projects and partnerships to improve and expand student placements at TVET colleges and universities

AgriSETA Discussions were held with the Association of Principals of Agricultural Colleges that led to the formation of partnerships with all agricultural colleges to assist them in building their capacity.

BANKSETA The BANKSETA established its TVET WIL funding window for the purpose of funding demand-driven skills development projects that fall outside the scope of current BANKSETA programmes through collaborations with six TVET colleges, as well as to assist 400 TVET learners to access WIL opportunities annually by the year 2017/18.

CETA The CETA provided support to the TVET colleges to ensure that they meet the requirements for accreditation. As a result, 46 out of the 50 TVET colleges have been accredited by CETA.

CHIETA The CHIETA implemented strategic projects in rural areas, including a fl agship project with the Northern Cape TVET College in Okiep where 60 unemployed learners underwent Competency based Modular Training after which they will be placed with companies to obtain relevant work experience.

FP&M SETA The FP&M SETA formed a strategic partnership with Umgungundlovu TVET College involving the purchase and installation of mobile classrooms as temporary learning venues. The project benefi ted 120 unemployed youth and facilitated access to learners entering garment construction and furniture making learning programmes.

INSeta The INSETA funded bursaries at fi ve TVET colleges in support of 86 learners who were studying towards qualifi cations that support the insurance sector.

W&RSETA The W&RSETA implemented a Youth Focus Project in collaboration with the Western Cape Government, the retail sector and TVET colleges to provide learning opportunities for youth that had exited the education system and matured beyond the point of returning to formal schooling. The project addressed the plight of youth who might have otherwise been destined to a life of crime and poverty.

Learners attended a bridging programme at the South Cape, College of Cape Town, Boland and Northlink TVET colleges and completed the Wholesale and Retail (W&R) National Certifi cate: W&R Operations Learnership, NQF Level 2. They were then placed with companies for their practical workplace experience component. The colleges also implemented a structured learner support programme that focussed on social, emotional and academic challenges encountered by learners. A total of 206 learners completed the programme.


Table 10 below also contains data collected from all SETAs that relate to NSDS

Outcome 4.3.2: Partnerships between DHET, SETAs, employers, private providers and public FET colleges are resulting in increased capacity to meet industry needs throughout the country. The table lists the number of partnerships and Memorandum of Understanding (MOU) agreements that SETAs entered into with DHET, other SETAs, employers, private providers and public TVET colleges in 2015/16. For each SETA the target that it established for the number of agreements entered into is compared to the actual number. The success rate of each SETA in achieving its targets is shown as a percentage (i.e. actual/target).

The data shows that for the 19 SETAs that set a target for agreements with TVET colleges, 17 (89%) attained an achievement rate of 90% or better; one (5%) achieved a rate between 50-89%; and one (5%) achieved a rate below 50%. The combined achievement rate for all SETAs in the TVET college category was 135% and the total number of agreements entered into was 307.

For the 16 SETAs that set a target for entering into agreements with universities/universities of technology, 13 (81%) attained an achievement rate of 90% or better, one (6%) achieved a rate between 50-89%; and two (13%) achieved a rate below 50%. The combined achievement rate for all SETAs in the university category was 134% and the total number of agreements entered into was 125.

The table shows that for agreements between SETAs and employers, 11 (65%) of the 17 SETAs that set targets reached an achievement rate of 90% or better; two (12%) achieved a rate between 50-89%; and four (24%) achieved a rate below 50%. The combined achievement rate for all SETAs in the employer category was 108% and the total number of agreements entered into was 4 054.

The last three columns of the table combine the targets and achievements across the three categories. The combined achievement rate for all SETAs across all categories was 110% and the total number of agreements entered into was 4 486.


Tabl

e 10

: SE

TA p

artn

ersh

ips

agre

emen

ts a

nd M

OU

s

SETA

SETA

/TVE

T co

llege

par

tner

ship

sSE

TA/u

nive

rsity

pa

rtne

rshi

psSE

TA/e

mpl

oyer

pa

rtne

rshi

psTo

tal

part

ners

hips

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

AG

RIS

ETA

1515

100%

55

100%

22

100%

2222

100%

BA

NK

SE

TA6

2643

3%4

2767

5%10

00%

2053

265%

CAT

HS

ETA

00

NA

00

NA

83

38%

83

38%

CE

TA13

1813

8%6

583

%50

00%

6923

33%

CH

IETA

1820

111%

34

133%

125

130

104%

146

154

105%

ETD

PS

ETA

5050

100%

255

20%

209

45%

9564

67%

EW

SE

TA5

1428

0%2

315

0%9

889

%16

2515

6%

FAS

SE

T15

1510

0%10

1010

0%20

7513

0863

%21

0013

3363

%

FOO

DB

EV

55

100%

00

NA

00

NA

55

100%

FP&

MS

ETA

1010

100%

28

400%

1048

480%

2266

300%

HW

SE

TA10

1616

0%5

1224

0%20

164

820%

3519

254

9%

INS

ETA

723

329%

1015

150%

817

213%

2555

220%

LGS

ETA

52

40%

50

0%3

620

0%13

862

%

ME

RS

ETA

2134

162%

1013

130%

1400

2320

166%

1431

2367

165%

MIC

T4

717

5%2

525

0%0

0N

A6

1220

0%

MQ

A20

1575

%0

0N

A0

0N

A20

1575

%

PS

ETA

514

280%

07

NA

1022

220%

1543

287%

SA

SS

ETA

55

100%

22

100%

55

100%

1212

100%

SE

RV

ICE

S0

0N

A0

0N

A0

0N

A0

0N

A

TETA

11

100%

13

300%

11

100%

35

167%

W&

RS

ETA

1317

131%

11

100%

711

157%

2129

138%

TOTA

L22

830

713

5%93

125

134%

3763

4054

108%

4084

4486

110%


SETA partnership agreements with TVET colleges

Table 11: SETA TVET partnership agreements (Note: Colleges highlighted in grey have not formed partnerships with the SETAs)Province TVET College / Campus SETA Nature of partnershipEASTERN CAPE (8)

Buffalo City TVET CollegeFASSET Brand ambassador programmeMERSETA Apprenticeship to artisansCHIETA Work-based experience

East Cape Midlands TVET College

INSETA Work-based experienceMERSETA NC(V) 4 learners to artisansCHIETA Work-based experienceHWSETA Pre-apprenticeship projectLGSETA Learning programmes ,WIL

Ikhala TVET CollegeINSETA SETA for collaborationPSETA WILINSETA Work-based experience

Ingwe TVET College No partnership

King Hintsa TVET CollegeBANKSETA TVET WIL fundingLGSETA Learning programmes,WIL

King Sabatha Dalindyebo TVET College

PSETA WILSASSETA Learner placementLGSETA Learning programmes, WIL

Lovedale TVET College

BANKSETA TVET college partnershipCETA Accreditation MERSETA N3 learners to artisansFASSET TVET partnershipSASSETA Learner placement FASSET TVET partnership

FREE STATE (4)

Flavius Mareka TVET College

BANKSETA TVET WIL fundingMERSETA Access programs in Central University of

Technology (CUT)LGSETA Learning programmes, WIL

Goldfi elds TVET College

BANKSETA TVET WIL fundingCHIETA ApprenticeshipsMERSETA Learnerships for offenders about to be released

on paroleFASSET TVET partnerships

Maluti TVET College

BANKSETA TVET WIL fundingFASSET TVET Foundational Learning Competence ProjectMERSETA Access programs in CUTFOODBEV Work readinessLGSETA Learning programmes ,WIL

Motheo TVET College

BANKSETA TVET WIL fundingCHIETA Work placement – Engineering and Related

DesignFASSET TVET Foundational Learning Competence ProjectMERSETA Access programs in CUTTETA Partnership MOU


Province TVET College / Campus SETA Nature of partnershipGAUTENG (8)

Central Johannesburg TVET College

EWSETA Learning programmes LGSETA Learning programmes, WILEWSETA Learning programmes

Ekurhuleni East TVET CollegeSASSETA Learner placementFP & MSETA Artisan

Ekurhuleni West TVET College

INSETA Business management INSETA Work-based experienceTETA Partnership MOUFOODBEV N/A

Sedibeng TVET CollegeFP&M SETA LearnershipsMERSETA NC(V) 4 learners to artisansSASSETA Learner placement

South West TVET College HWSETA Pre-apprenticeship project

Tshwane North TVET CollegeSASSETA Learner placementTETA Partnership MOUEWSETA Learning programmes

Tshwane South TVET CollegeEWSETA Learning programmesFASSET TVET partnership

Western College for TVET FASSET TVET partnershipKWAZULU NATAL (8) Coastal TVET College MERSETA NC(V) 4 learners to artisans

Elangeni TVET College

CHIETA WIL (NCV)CHIETA Electrical EngineeringFP&M SETA LearnershipsCHIETA WIL (Electrical Engineering)W & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/Store assistantW & R SETA Checkout operator(cashier)

Esayidi TVET College

CETA AccreditationTETA Partnership MOUW & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/Store assistantW & R SETA Checkout operator(cashier)

Majuba TVET College

INSETA Work-based experienceW & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/store assistantW & R SETA Checkout operator(cashier)CHIETA Work-based experience

Mnambithi TVET College

CETA AccreditationHWSETA ECD level 4W & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/store assistantW & R SETA Checkout operator(cashier)HWSETA Pre-apprenticeship project

Mthashana TVET College

FASSET Brand ambassador programmeMERSETA Workplace exposure for college learnersW & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/store assistantW & R SETA Checkout Operator(cashier)

Thekwini TVET College

W & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/Store assistantW & R SETA Checkout operator(cashierFASSET TVET partnership


Province TVET College / Campus SETA Nature of partnershipKWAZULU NATAL (8)

Umfolozi TVET College

BANKSETA TVET WIL fundingFP & M SETA InternshipsFP & M SETA LearnershipsINSETA Business managementW & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/Store assistantW & R SETA Checkout operator(cashier)FASSET TVET partnershipHWSETA Pre-apprenticeship projectLGSETA Learning programmes, WIL

Umgungundlovu TVET College

MERSETA Courseware developmentW & R SETA NC: Wholesale & Retail OperationsW & R SETA Shelf packer/Store assistantW & R SETA Checkout Operator(cashier

LIMPOPO (7) Capricorn TVET College CHIETA Apprenticeship: Fitter and TurnerLephalale TVET College CETA Accreditation

Letaba TVET CollegeTETA Partnership MOUFASSET TVET partnershipHWSETA Artisan development

Mopani South East TVET College

FASSET TVET partnership

Sekhukhune TVET CollegeFP & M SETA LearnershipsMERSETA Apprenticeships, experiential training

Vhembe TVET College No partnership

Waterberg TVET CollegeFASSET Professional qualifi cation accreditation and learner

and staff capacity buildingMICT Bursary

NORTHERN CAPE (2)

Northern Cape Rural TVET College

MERSETA Apprenticeships, skills programs, learnerships and literacy programs

Northern Cape Urban TVET College (Khathu Campus)

BANKSETA TVET college partnershipFASSET TVET Foundational Learning Competence ProjectMERSETA Skills programme

MPUMALANGA (3) Ehlanzeni TVET College - Mapulaneng Campus (Acornhoek)

FP&M SETA Learner placementSASSETA Learner placement FASSET TVET partnership

GertSibande TVET College

BANKSETA TVET WIL fundingCHIETA Bursaries: Chemical Engineering INSETA Business managementMERSETA Currently dormantSASSETA Learner placement

Nkangala TVET College No partnership


Province TVET College / Campus SETA Nature of partnershipWESTERN CAPE (6)

Boland TVET CollegeFP & M SETA LearnershipsW & R SETA NC: Wholesale & Retail Operations

College of Cape Town

BANKSETA TVET WIL fundingINSETA Work-based experience MERSETA Bridging program into apprenticeshipsSASSETA Learner placementTETA Partnership MOUBANKSETA TVET college partnershipsHWSETA Pre-apprenticeship projectHWSETA Artisan developmentHWSETA ECD level 4

False Bay TVET College

BANKSETA TVET WIL fundingMERSETA LearnershipsTETA Partnership MOUFASSET TVET partnershipFP & M SETA WILHWSETA Artisan developmentHWSETA ECD level 4

North link TVET College

MERSETA College learners in workplaces to artisansFP &M SETA LearnershipsFASSET TVET partnershipHWSETA Artisan DevelopmentHWSETA ECD level 4

South Cape TVET College No partnership

West Coast TVET College

MERSETA NC(V) 4 learners to artisansSASSETA Learner placementFASSET TVET partnershipsINSETA Work-based experience

NORTH WEST (3)Orbit TVET College

MERSETA Industry involvement MICT LearnershipsTETA Partnership MOU

Taletso TVET CollegeFASSET TVET partnershipHWSETA Pre-apprenticeship project

Vuselela TVET College

CHIETA Apprenticeships: welderCHIETA Apprenticeships: boilerCHIETA Apprenticeships: electricianCHIETA Apprenticeships: fi tter and turnerINSETA Business managementMICT PlacementSASSETA Learner placement


Examples of the partnerships and MOUs that existed between SETAs and TVET colleges, universities and employers during 2015/16 are described below.

Examples of partnerships and MOUs between SETAs and TVET colleges, universities and employersAgriSETA The partnership between the AgriSETA and the Department of Public Works resulted in 2 700 participants

from the Expanded Public Works Programme enrolling in skills programmes ranging from Horticulture to Tea Production.

Other partnerships included placement of graduates with the Eastern Cape Rural Development Agency; support of more than 20 cooperatives by the Chris Hani Cooperative Development Centre the through the Farm Together Programme; and the placement of 42 graduates through the Eastern Cape Incubation Centre for Entrepreneurship.

CATHSSETA A partnership between the CATHSSETA and the National Department of Tourism resulted in a skills audit of the sector that will inform the National Tourism Human Resource Development Strategy.

CETA The CETA entered into partnerships with many local municipalities and organisations such as the Beaufort West Local Municipality, Inxuba Yethemba Local Municipality, the South African Military Veterans Association, the Don Bosco Educational Project, the Mangaung Local Municipality, the Sakhisizwe Local Municipality and the South African Homeless People’s Federation. The types of projects that were implemented included, learnerships, apprenticeships, bursaries and skills programmes.

EWSETA The EWSETA established a partnership with the DTI and the Saldanha Bay Industrial Development Zone to implement advanced training programmes in specialised skills such as hydraulics, pneumatics and instrumentation.

FASSET The FASSET entered into partnership agreements to strengthen the capacity of 25 TVET colleges and universities.

FOODBEVSETAThe FoodBev SETA piloted a project to build the capacity of 11 TVET lecturers to deliver more relevant learning programmes. Through the project, the lecturers were placed with FoodBev SETA registered companies to gain practical experience and industry experts in turn delivered guest lectures at colleges.

FP&M SETA

The FP&M SETA established in partnership with the University of Northampton in England for South African students to complete a one-year post-graduate Master of Sciences degree leather technology. Other collaborators on the project were the DTI and the Exotic Leather Research Centre of the University of Pretoria. The project grew out of discussions with the Exotic Leather Cluster regarding the need for high-level skills in this niche industry, specifi cally the processing of crocodile and ostrich leather. As a result, the FP&M SETA allocated R3.5 million to sponsor 10 students to study at the University of Northampton.

The ultimate objective of the project is for the students to become lecturers at local universities and colleges, thereby improving the research and development capacity of these institutions, or alternatively, for them to work as specialised technicians in local production, retail and research entities.

MERSETA In 2015/16, the MERSETA entered into a co-funded partnership with the Department of Small Business Development (DSBD) to support and develop sustainable cooperatives, with a focus on entrepreneurs, trade workers from the informal economy and emerging cooperatives.

TETA The TETA partnered with the Mpumalanga Department of Community Safety, Security and Liaison in the facilitation of the Traffi c Law Enforcement Programme that involved approximately 300 newly graduated traffi c offi cers.

W&RSETA W&RSETA entered into a partnership with the DSBD and TVET colleges to implement the Informal Traders Upliftment Project (ITUP). Through the ITUP 992 informal traders were trained in skills that will enable them to compete more effectively with established businesses.

Table 12 below also contains data collected from all SETAs that relate to NSDS Outcome 4.3.2: Partnerships between DHET, SETAs, employers, private providers and public FET colleges are resulting in increased capacity to meet industry needs throughout the country. The table lists the number of lecturer development initiatives that SETAs implemented in 2015/16. For each SETA the target that it established for the number of lecturers that entered a development programme into is compared to the number that completed the programme. The success rate of each SETA in achieving its targets is shown as a percentage (i.e. actual/target).

The data shows that for the 16 SETAs that set a target for the number of lecturers that would enter a development, 12 (75%) attained an achievement rate of 90% or better, and four (25%) achieved a rate below 50%. The combined achievement rate for all SETAs for the number of lecturers that would enter a development programme was 105% and the total number of lecturers that actually entered was 1171.

For the 15 SETAs that set a target for the number lecturers that would complete a development programme, nine (60%) attained an achievement rate of 90% or better and six (40%) achieved a percentage rate less than 50%. The combined


achievement rate for all SETAs for the number of lecturers that completed a development programme was 84% and the total number of lecturers that actually completed their programme was 567.

Table 12: Lecturer development

SETA

Lecturer development programmes –

learners enrolled

Lecturer development programmes –

learners completed Target Actual % Achieved Target Actual % Achieved

AGRISETA 40 46 115% 20 25 125%

BANKSETA 0 0 NA 0 0 NA

CATHSETA 50 50 100% 50 47 94%

CETA 0 7 NA 0 0 NA

CHIETA 60 175 292% 30 171 570%

ETDPSETA 500 591 118% 150 0 0%

EWSETA 50 0 0% 50 0 0%

FASSET 0 0 NA 0 0 NA

FOODBEV 6 12 200% 3 11 367%

FP&MSETA 2 2 100% 1 1 100%

HWSETA 30 37 123% 24 10 42%

INSETA 8 17 213% 17 17 100%

LGSETA 1 15 1500% 1 0 0%

MERSETA 120 163 136% 120 151 126%

MICT 0 0 NA 0 0 NA

MQA 27 27 100% 0 0 NA

PSETA 3 0 0% 3 0 0%

SASSETA 100 0 0% 100 0 0%

SERVICES 0 0 NA 0 0 NA

TETA 100 0 0% 100 108 108%

W&RSETA 18 29 161% 10 26 260%

TOTAL 1115 1171 105% 679 567 84%

Examples of SETA lecturer development programmes

Examples of the lecturer development programmes implemented during 2015/16 are described below.

Examples of SETA Lecturer Development InitiativesAgriSETA The AgriSETA supported 40 college lecturers through capacity building programmes.CETA The CETA contributed to the development of lecturers at the UKZN.CHIETA One component of the CHIETA’s training partnership project in the Durban South Basin was the requirement

that lecturers visit production facilities to gain fi rst hand operational experience. ETDPSETA The ETDPSETA implemented programmes to improve the quality of teaching schools, TVET colleges and

HEIs. EWSETA The EWSETA funded the Stellenbosch University Water Institute to improve the quality of lecturers at TVET

colleges. FOODBEV SETA The FoodBev SETA piloted the TVET lecturer capacity-building project to build the capacity of college

educators to deliver relevant programmes by providing fi rst-hand exposure to industry knowledge. The project developed 11 lecturers through placements in FOODBEV SETA registered companies.

MERSETA The MERSETA signed a multi-year agreement with TUT which included TVET lecturer development component.

MQA The MQA supported 20 historically disadvantaged lecturers at TVET colleges by funding their placement in mines to gain practical work experience.


Goal 4.4: Address the low level of youth and adult language and numeracy skills to enable additional trainingAlthough the need for specifi c projects to address the problems of illiteracy and poor numeracy skills is persistent, the importance of implementing AET programmes among some SETAs seems to have declined. The focus of most SETA projects as regards this goal seems to have shifted towards Goal 4.4.1.3, which emphasises the provision of work experience for youth to improve their employability. At the same time, in many cases SETA and NSF projects that target NGOs, CBOs, cooperatives, trade labour unions and so one often contain AET elements.

The literacy and numeracy skills required by workers can vary greatly across sectors. Some sectors (for example, the insurance sector) require most of their entry-level workers to have a strong fundamental level of literacy and numeracy skills, and as a result may prioritise learning programmes that develop more advanced skills. Other sectors (for example, the mining sector) are more likely to have entry-level jobs for which the levels of literacy and numeracy skills are more basic, and any programmes that enable learners to acquire these skills can have a major impact on their chance of being employed. This may motivate a SETA to emphasis AET programmes.

The AgriSETA also notes that literacy and numeracy skills are linked to RPL programmes in that, although there is a high level of illiteracy among some agricultural workers, many of them have very high technical skills based on years of experience. RPL is the mechanism that they can use to have their skills and knowledge assessed and certifi ed.

An example of the importance of AET to the success of broader skills development and training interventions is the NSF-funded project to develop the business, managerial and administrative skills of 1 000 cooperatives. Feedback on the project (which is discussed in more detail in Table 13 below) noted that initially there were some challenges because of language barriers due to low literacy levels.

Despite this, the FOODBEV SETA notes that although each year it creates opportunities for employers to apply for grants to fund AET programmes, for many this is not a priority as most of their employees have already obtained Senior Certifi cates. In addition, many adults attach a stigma to attending AET programmes and perceive them to be inferior to other learning programmes.

Table 10 below also contains data collected from all SETAs that relate to NSDS Outcome 4.4.1: A national strategy is in place to provide all young people leaving school with an opportunity to engage in training or work experience, and improve their employability. The table lists the number of learners that entered SETA-sponsored AET programmes in 2015/16. For each SETA the target that it established for the number of learners that entered an AET programme is compared to the number that completed an AET programme. The success rate of each SETA in achieving its targets is shown as a percentage (i.e. actual/target).

The data indicates that for the 14 SETAs that set a target for the number of learners that would enter an AET programme, only eight (57%) attained an achievement rate of 90% or better; four (29%) attained an achievement rate of between 50-89%; and two (14%) achieved an achievement rate less than 50%. The combined achievement rate for all SETAs for the number of learners that would enter an AET programme was 97% and the total number of learners that actually entered was 13 602.

For the 14 SETAs that set a target for the number learners that would complete an AET programme, seven (50%) attained an achievement rate of 90% or better; one (7%) attained an achievement rate of between 50-89%; and six (43%) achieved a percentage rate less than 50%. The combined achievement rate for all SETAs for the number of learners that completed an AET programme was 73% and the total number of learners that completed was 6 952.


Table 13: Adult Education and Training

SETAAET learners enrolled AET learners completed


BANKSETA 500 695 139% 325 502 154%

CATHSETA 0 0 NA 0 0 NA

CETA 0 0 NA 0 0 NA

CHIETA 250 427 171% 125 282 226%

ETDPSETA 0 0 NA 0 0 NA

EWSETA 100 0 0% 100 0 0%


FOODBEV 660 407 62% 330 253 77%

FP&MSETA 750 803 107% 375 402 107%

HWSETA 1440 1530 106% 1152 0 0%

INSETA 0 0 NA 0 0 NA

LGSETA 3000 1775 59% 2250 772 34%

MERSETA 500 710 142% 300 462 154%

MICT 0 0 NA 0 0 NA

MQA 4500 3249 72% 2350 3000 128%

PSETA 0 0 NA 0 0 NA

SASSETA 300 0 0% 80 0 0%

SERVICES 200 1734 867% 258 19 7%

TETA 500 967 193% 1198 509 42%

W&RSETA 500 372 74% 200 232 116%

TOTAL 14050 13602 97% 9468 6952 73%

Examples of AET programmes implemented by SETAsExamples of AET programmes implemented by SETAs during 2015/16 are described below.

SETA AET initiativesCHIETA The CHIETA has prioritised improving the language, literacy and numeracy skills of learners because a) many

chemical sector jobs are technically demanding, and b) these basic skills are essential to empowering learners to improve their economic and economic situations. It places particular emphasis on bridging programme to improve maths and science skills.

MQA At the MQA, literacy programmes form a fundamental part of skills development training because they expand and extend employment for learners in the mining and minerals sector. The MQA implements both AET and Foundational Learning Competency programmes, and in 2015/16 the number learners that completed one of its AET programmes was more than four times greater than any other SETA.

LGSETA Although the LGSETA did not achieve its ambitious targets for AET, compared to the other SETAs it did have the second highest number of learners that completed one of its AET programmes. The LGSETA implements a variety of AET programmes ranging from levels 1 – 4.

TETA The TETA made a meaningful contribution towards improving the lives of rural communities through the AET programmes that it funded in uMkhanyakude.


Goal 4.5: Encourage better use of workplace-based skills developmentTo address this challenge, the NSDS III, through both the mandatory and discretionary grants of the

SETAs, must support training of employed workers, and encourage employers to expand such training, in order to improve the overall productivity of the economy and address skills imbalances in our workforce in particular and the labour market in general. Accordingly, emphasis will be placed on the use of the levy-grant system with investment into our overall skills agenda.

Table 14 lists the number of workers who entered learnerships, bursaries and skills programmes that were implemented by all SETAS during 2015/16. For each SETA the target that it established for each category is compared to the actual number that was achieved.

The data show that for learnerships, 11 (55%) of the 20 SETAs that set targets attained an achievement rate of 90% or better; four (20%) achieved a rate ranging from 50-89%; and fi ve (25%) achieved a rate below 50%. The combined achievement rate for all SETAs in the learnership category was 85% and the total number of workers enrolled was 27 797.

For bursaries, 12 (67%) of the 18 SETAs that set targets attained an achievement rate of 90% or better, four (22%) achieved a rate ranging from 50-89%; and two (11%) achieved a rate below 50%.The combined achievement rate for all SETAs in the bursary category was 87% and the total number of workers enrolled was 7 101.

The table shows that for skills programmes, 14 (67%) of the 21 SETAs attained an achievement rate of 90% or better; one (5%) achieved a rate between 50-89%; and six (29%) achieved a rate below 50%. The combined achievement rate for all SETAs in the skills programmes category was 129% and the total number of workers enrolled was 84 863.

The last three columns of the table combine the targets and achievements across the three categories. The combined achievement rate for all SETAs across all categories was 112% and the total number of workers enrolled was 119 761.


Tabl

e 14

: Wor

kers

ent

ered

into

lear

ning

pro

gram

mes

SETA

LEA

RN

ERSH

IPS

BU

RSA

RIE

SSK

ILLS

PR

OG

RA

MM

ESTO

TAL

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

AG

RIS

ETA

1262

1350

107%

105

9590

%23

7542

3217

8%37

4256

7715

2%

BA

NK

SE

TA40

084

621

2%55

080

714

7%30

053

18%

1250

1706

136%

CAT

HS

ETA

1350

582

43%

150

150

100%

1300

501

39%

2800

1233

44%

CE

TA25

0010

14%

00

NA

4500

00%

7000

101

1%

CH

IETA

1700

1895

111%

260

309

119%

3300

3933

119%

5260

6137

117%

ETD

PS

ETA

650

761

117%

1205

949

79%

1000

2495

250%

2855

4205

147%

EW

SE

TA10

0099

810

0%55

00

0%15

0032

822

%30

5013

2643

%

FAS

SE

T64

029

346

%20

024

712

4%20

095

2057

810

2%20

935

2111

810

1%

FOO

DB

EV

1320

1058

80%

313

244

78%

770

648

84%

2403

1950

81%

FP&

MS

ETA

650

705

108%

7582

109%

1000

3396

340%

1725

4183

242%

HW

SE

TA25

8026

5310

3%18

046

325

7%45

0066

5014

8%72

6097

6613

5%

INS

ETA

1000

1093

109%

1750

1779

102%

3700

3465

94%

6450

6337

98%

LGS

ETA

4000

1789

45%

150

176

117%

5500

7607

138%

9650

9572

99%

ME

RS

ETA

3000

4256

142%

500

243

49%

1650

4622

280%

5150

9121

177%

MIC

T0

0N

A0

0N

A10

0017

9117

9%10

0017

9117

9%

MQ

A30

0013

0844

%0

0N

A56

5014

902

264%

8650

1621

018

7%

PS

ETA

420

288

69%

160

204

128%

1200

1317

110%

1780

1809

102%

SA

SS

ETA

1500

1553

104%

300

309

103%

2500

00%

4300

1862

43%

SE

RV

ICE

S30

0017

6959

%70

041

359

%30

0073

825

%67

0029

2044

%

TETA

1500

1307

87%

100

9292

%50

012

9125

8%21

0026

9012

8%

W&

RS

ETA

1400

3192

228%

894

539

60%

500

6316

1263

%27

9410

047

360%

TOTA

L32

872

2779

785

%81

4271

0187

%65

840

8486

312

9%10

6854

1197

6111

2%


Examples of learnership programmes implemented by SETAs during 2015/16 are described below.

SETA Learnership programmesBANKSETA The Letsema post-matric learnership is a one-year BANKSETA funded youth development intervention aimed

at recruiting unemployed post-matriculants in order for them to further their studies and be exposed to the world of work. The BANKSETA fully funds the training provision, learner support and learner stipends.

The Kuyasa post-graduate learnership is a similar one-year programme aimed at unemployed graduates. The Kuyasa programme offers a new stream of qualifi cation – a Business Analyst NQF Level 6 qualifi cation – which was piloted with 20 learners in Gauteng.

CHIETA With support from the CHIETA, chemical companies entered into a partnership with Flavius Mareka TVET college (Free State), Gert Sibande TVET college (Mpumalanga) and Coastal (KwaZulu-Natal) TVET college to combine the institutional (knowledge) component of CHIETA learnerships with the current college programmes, and to facilitate authentic workplace experience for learners. The aim is to make unemployed youth more employable by providing them with an industry-related occupational qualifi cation. This programme requires the TVET colleges take full responsibility for the institutional training of occupational learning programmes, allowing industry to focus on providing the work experience component.

FP&M SETA The Tshepo 500 000 Project is an initiative of the Offi ce of the Premier (OTP) of Gauteng that seeks to empower 500 000 learners through skills development and become more employable. The FP&M SETA provided about R7,7 million of funding to enable an initial 180 learners to enter into furniture and garment making learnerships. The project also includes the placement of 70 learners in WIL opportunities. The training includes a knowledge component, practical training and work placement.

MERSETA The MERSETA provided support for the Eldorado Park Presidential Project which implemented a learnership for 30 young people affected by the drug problem in the community.

SASSETA The SASSETA partnered with the training unit of the Department of Justice and Constitutional Development to provide the Paralegal NQF Level 5 learnerships to employees of the department and unemployed youth.

W&RSETA The W&RSETA certifi cated 3 430 employed and unemployed learners on various NQF Levels 2 - 5 learnership programmes.

Examples of bursary programmes implemented during 2015/16 are described below.

SETA Bursary programmesBANKSETA The BANKSETA established Executive Programme Bursaries to register 190 learners on bursaries towards

Masters studies and executive courses as a mechanism to increase the pool of senior management skills in the banking and micro-fi nance sector annually by the year 2017/18. The SETA also increased access to occupationally-directed programmes by providing 100 risk practitioners with bursaries to complete the Occupational Certifi cate for Organisational Risk Practitioners.

W&RSETA To address the shortage of scare skills and to promote the wholesale and retail sector as a career of choice, in 2011 the W&RSETA established a bursary scheme to benefi t underprivileged students studying sector-related programmes at universities and TVET colleges. Since the launch of the scheme the W&RSETA has allocated R280 million in bursaries to 5 437 students at universities and TVET colleges. During 2015/16 students at 23 universities and 23 TVET colleges were allocated a total of 1 148 bursaries. The fi rst doctoral student obtained his qualifi cation in 2014, while the remaining bursars will complete their studies in 2016.


Examples of internship programmes implemented by SETAs during 2015/16 are described below.

SETA Internship programmesFASSET The FASSET initiated the TVET Work-Based Experience (WBE) Programme that takes employers out of their

traditional comfort zone of only hiring university graduates and helps them realise that TVET college graduates can add real value to their business. Since the programme began many businesses that employed their fi rst TVET graduates are now hiring more. This has opened up a skills pool for them that many never knew existed.

Learners who participate in the TVET WBE Programme are studying in areas such as fi nancial management, business management, marketing, management assistance and human resource management. They are placed with FASSET employers for 18 months which enables them to obtain the practical work experience required to complete their National Diploma.

MQA In 2015, the MQA concluded a partnership with DHET and the NSF to support 25 learners in completing a two-year jewellery and watch-making internship programme in collaboration with the IL Tari Design School in Italy.

W&RSETA The W&RSETA partnered with the Cape IT Initiative (CiTI), a non-governmental organisation, to address IT shortages in the Wholesale and Retail Sector through the Business Analysis and Systems Analysis Programme. Learners enrol for a Business and System Analysis qualifi cation that includes a 12-month internship component to gain workplace experience.

Examples of skills programmes implemented by SETAs during 2015/16 are described below.

SETA Skills programmesEWSETA The majority of the EWSETA skills programmes are centred on the renewable energy sub-sector where

learners were taught not only technical skills (such as rain water harvesting, installing solar-heating solutions, repairing leaks, and so on) but also entrepreneurial skills that enable them to start cooperatives. Examples of notable skills programmes for 2015/16 include the Nelson Mandela Bay Municipality skills programme which enrolled 500+ learners and the Desmond Tutu Centre for Leadership Skills Programme in Mpumalanga where 1000 learners enrolled.

Examples of disabilities programmes implemented by SETAs during 2015/16 are described below.

SETA Disabilities BANKSETA The BANKSETA is implementing a programme for learners with disabilities that aims to register 30

unemployed learners living with disabilities on learning programmes. CHIETA The CHIETA is exploring research on factors that hinder the integration of PWDs in the chemical sector and to

provide guidelines/strategies to the sector on the recruitment, monitoring and retention of PWDs. ETDPSETA The ETDPSETA set a target of 250 teachers in full service and LSEN schools enrolled for a skills programme

on braille and sign language facilitation. It enrolled 725 teachers for an achievement rate of 290%.FASSET The FASSET supported the NSFAS Loan Repayment Grant programme that incentivises graduate Black

learners and learners with disabilities to complete their learnership by assisting them to repay their NSFAS loans.

INSETA The INSETA sponsored the 2015 National Disability BEE Equity Award that recognised the contribution of disabled employees.


Table 15 below contains data collected from all SETAs related to NSDS Outcome 4.5.1: Training of employed workers addresses critical skills, enabling improved productivity, economic growth and the ability of the work force to adapt to change in the labour market. It lists the number of workers who completed learnerships, bursaries, and skills programmes that were implemented by all SETAS during 2015/16. For each SETA the target that it established for each category is compared to the actual number that was achieved.

The data shows that for learnerships, 12 (57%) of the 21 SETAs targets attained an achievement rate of 90% or better; four (19%) achieved a rate ranging from 50-89%; and fi ve (24%) achieved a rate below 50%. The combined achievement rate for all SETAs in the learnership category was 85% and the total number of workers completing their programme was 16 051.

For bursaries, eight (42%) of the 19 SETAs that set targets attained an achievement rate of 90% or better, three (16%) achieved a rate ranging from 50-89%; and eight (42%) achieved a rate below 50%. The combined achievement rate for all SETAs in the bursary category was 69% and the total number of workers completing their programme was 3 060.

The table indicates that for skills programmes, 15 (71%) of the 21 SETAs attained an achievement rate of 90% or better; two (10%) achieved a rate between 50-89%; and four (19%) achieved a rate below 50%. The combined achievement rate for all SETAs in the skills programmes category was 168% and the total number of workers completing their programme was 93 297.

The last three columns of the table combine the targets and achievements across the three categories. The combined achievement rate for all SETAs across all categories was 142% and the total number of workers completing their programme was 112 408.


Tabl

e 15

: Num

ber o

f wor

kers

com

plet

ing

lear

ning

pro

gram

mes

SETA

LEA

RN

ERSH

IPS

BU

RSA

RIE

SSK

ILLS

PR

OG

RA

MM

ESTO

TAL

- ALL

PR

OG

RA

MM

ES

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

AG

RIS

ETA

621

1249

201%

3524

69%

1188

4307

363%

1844

5580

303%

BA

NK

SE

TA26

059

422

8%17

050

029

4%26

355

221

0%69

316

4623

8%

CAT

HS

ETA

675

687

102%

7533

44%

650

2138

329%

1400

2858

204%

CE

TA12

5017

314

%0

0N

A22

5047

821

%35

0065

119

%

CH

IETA

825

1097

133%

130

135

104%

1650

2299

139%

2605

3531

136%

ETD

PS

ETA

350

7221

%42

00

0%14

2834

724

%21

9841

919

%

EW

SE

TA55

033

761

%50

00

0%75

074

299

%18

0010

7960

%

FAS

SE

T13

527

520

4%10

010

510

5%20

095

2057

810

2%20

330

2095

810

3%

FOO

DB

EV

660

732

111%

156

7850

%38

550

513

1%12

0113

1510

9%

FP&

MS

ETA

325

336

103%

3541

117%

500

1514

303%

860

1891

220%

HW

SE

TA20

6420

6810

0%14

418

813

1%36

0099

3627

6%58

0812

192

210%

INS

ETA

700

372

53%

1250

1388

111%

2100

3278

156%

4050

5038

124%

LGS

ETA

2000

611

31%

100

00%

4000

2891

72%

6100

3502

57%

ME

RS

ETA

2500

1847

74%

1592

613%

1425

1739

122%

3940

3678

93%

MIC

T50

7515

0%50

5010

0%10

0012

7012

7%11

0013

9512

7%

MQ

A14

4018

4512

8%0

0N

A56

5033

218

588%

7090

3506

349

5%

PS

ETA

7059

84%

5010

20%

900

692

77%

1020

761

75%

SA

SS

ETA

1400

1564

112%

100

00%

2300

2664

116%

3800

4228

111%

SE

RV

ICE

S14

2634

2%45

50

0%15

350

0%34

1634

1%

TETA

833

251

30%

201

3919

%35

5713

7439

%45

9116

6436

%

W&

RS

ETA

840

1773

211%

442

377

85%

300

2775

925%

1582

4925

311%

TOTA

L18

974

1605

185

%44

2830

6069

%55

526

3297

168%

7892

811

2408

142%


Table 16 below contains data collected from all SETAs related to NSDS Outcome 4.5.1: Training of employed workers addresses critical skills, enabling improved productivity, economic growth and the ability of the work force to adapt to change in the labour market. It lists the number of workers who entered and completed candidacy programmes that were implemented by all SETAS during 2015/16. It also contains data on the number of workers who completed their RPL assessment. For each SETA the target that it established for each category is compared to the actual number that was achieved. A cursory review of the tables shows that very few SETAs set targets for the candidates entering and completing a programme.

The data shows that for number of candidates entering a programme, two (50%) of the 4 SETAs that set targets attained an achievement rate of 90% or better; one (25%) achieved a rate ranging from 50%-89%; and one (25%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 61% and the total number of workers entering a programme was 820.

The table shows that for candidates completing a programme neither of the two SETAs that set targets had any learners complete a programme.

The last three columns of the table list the number of workers who completed their RPL assessment. The data show that eight (53%) of the 15 SETAs that set targets attained an achievement rate of 90% or better and seven (47%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 83% and the total number of workers completing their assessment was 9 794.

Table 16: Number of workers entering and completing candidacy programmes and completing RPL assessment

SETA

Candidacy programme entered

Candidacy programme completed RPL

Target Actual % Achieved Target Actual %

Achieved Target Actual % Achieved

AGRISETA 25 0 0% 13 0 0% 60 15 25%BANKSETA 0 0 NA 0 0 NA 1800 2645 147%CATHSETA 0 0 NA 0 0 NA 0 0 NACETA 1000 507 51% 300 0 0% 5000 1234 25%CHIETA 20 31 155% 0 0 NA 750 1362 182%ETDPSETA 0 0 NA 0 0 NA 300 407 136%EWSETA 0 0 NA 0 0 NA 225 10 4%FASSET 0 0 NA 0 0 NA 0 0 NAFOODBEV 0 0 NA 0 0 NA 0 0 NAFP&MSETA 0 0 NA 0 0 NA 100 226 226%HWSETA 0 0 NA 0 0 NA 341 377 111%INSETA 0 0 NA 0 0 NA 100 123 123%LGSETA 300 282 94% 0 0 NA 1000 239 24%MERSETA 0 0 NA 0 0 NA 500 2577 515%MICT 0 0 NA 0 0 NA 0 0 NAMQA 0 0 NA 0 0 NA 100 93 93%PSETA 0 0 NA 0 0 NA 0 0 NASASSETA 0 0 NA 0 0 NA 0 0 NASERVICES 0 0 NA 0 0 NA 1009 174 17%TETA 0 0 NA 0 0 NA 100 0 0%W&RSETA 0 0 NA 0 0 NA 300 311 104%TOTAL 1345 820 61% 313 0 0% 11685 9793 84%


Goal 4.6: Encourage and support cooperatives, small enterprises, worker-initi-ated, NGO and community training initiativesIn order to achieve this goal, the focus must be specifi cally on skills development in cooperatives, small businesses, NGOs, CBOs and trade unions.

NSF Success Story

COLLABORATION SUCCESS FASTTRACKS 1 000 COOPERATIVES A project to support 1 000 cooperatives, backed by R163 million in funding from the NSF is putting emerging busi-nesses on the fast track to success and sustainability. The project to develop and sustain these cooperatives has led to numerous new business opportunities not otherwise available to them.

The Letsatsi Cooperative Development project was initiated in support of the NSF’s strategy to assist 1 000 cooper-ative enterprises with training, mentoring and administrative interventions to enable them to function as sustainable businesses. The project was initiated in response to DTI study, conducted in 2009, which showed that of approx-imately 17 000 registered cooperatives, only 2 664 were functional and they contributed only 0.33% to GDP. This confi rmed that the cooperative sector has yet to develop the capacity to fulfi l a signifi cant role in the economy as a source of employment and poverty alleviation.

The project identifi ed 220 qualifi ed Cooperative Development Facilitators (CDFs) who were deployed nationally to support 1 000 predominantly black-owned emerging cooperatives with technical and developmental support and training, mentoring, and administrative support. Objectives included education and training in principles and gov-ernance; fi nancial, market, governance and strategy competencies; technical skills to improve marketability and productivity; and development and business improvement. Although there were some initial challenges, including diffi culties recruiting appropriate learners, language barriers due to poor literacy levels and stakeholder relationship issues, in the end the project achieved its objectives.

As a result of the project many cooperatives were able to secure contracts with private and municipal organisations. These included business opportunities in catering, cleaning services, supplying produce to supermarkets and linen to hospitals, garment making and recycling. There were also social benefi ts including assistance with additional toilets at crechés, churches and hospitals and the renovation of community halls.

Table 17 below contains data collected from all SETAs related to NSDS Goal 4.6: Encouraging and supporting cooperatives, small enterprises, worker-initiated, NGO and community training initiatives. It lists the number of cooperatives and small businesses that were supported through programmes that were implemented by all SETAS during 2015/16. For each SETA the target that it established for each category is compared to the actual number that was achieved.

The data indicates that for the number of cooperatives supported, 13 (87%) of the 15 SETAs that set targets attained an achievement rate of 90% or better and two (13%) achieved a rate ranging from 50-89%. The combined achievement rate for all SETAs in this category was 134% and the total number of cooperatives supported was 782.

The last three columns of the table list the number of small businesses that were supported through SETA programmes. The data show that 14 (82%) of the 17 SETAs that set targets attained an achievement rate of 90% or better; two (12%) achieved a rate ranging from 50-89%; and one (6%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 107% and the total number of small businesses supported was 8 420.


Table 17: Cooperatives and small businesses supported

SETACooperatives supported Small businesses supported


BANKSETA 30 43 143% 40 43 108%

CATHSETA 0 0 NA 800 800 100%

CETA 10 10 100% 25 41 164%

CHIETA 30 73 243% 90 98 109%

ETDPSETA 18 15 83% 0 0 NA

EWSETA 10 12 120% 10 31 310%


FOODBEV 0 0 NA 330 0 0%

FP&MSETA 20 21 105% 20 21 105%

HWSETA 20 20 100% 100 98 98%

INSETA 100 136 136% 1000 1011 101%

LGSETA 0 22 NA 15 58 387%

MERSETA 18 35 194% 1500 1851 123%

MICT 2 3 150% 10 15 150%

MQA 0 0 NA 0 0 NA

PSETA 0 0 NA 0 0 NA

SASSETA 2 2 100% 5 3 60%

SERVICES 90 181 201% 90 139 154%

TETA 14 34 243% 250 217 87%

W&RSETA 20 20 100% 3500 3771 108%

TOTAL 584 782 134% 7885 8420 107%

Examples of programmes for cooperatives that were implemented by SETAs during 2015/16 are described below.

SETA Programmes for cooperativesAgriSETA The AgriSETA provided two years of support to a youth-led Korema Cooperative, through a mentorship

programme which resulted in the expansion of the cooperative’s operations from production only, to include processing and packaging.

The SETA also continued a NSF-funded project to support land reform and cooperatives through training and capacity building to cooperatives and land reform projects across four provinces (Limpopo, Mpumalanga, KwaZulu-Natal and Eastern Cape).

The AgriSETA made R900 000 available to support a project that provided training in animal health and shearing skills to sheep shearers. It also groups of sheep shearers to organise themselves into business units. The project grew out of discussions with the Wool Growers’ Association which recognised that communal sheep shearing had gained momentum as an economic activity that support many rural households in remote parts of the EC and KZN.

BANKSETA The BANKSETA funded a project to support training programmes for 30 cooperative banks and 300 of their members annually by the year 2017/18. The project includes a rural skills development element.

CETA The CETA increased the pool of SMMEs, non-profi t organisations, cooperatives and worker initiatives in the construction sector by providing training to 10 cooperatives in 2015/16.

ETDPSETA The ETDPSETA funded NWU to train 14 youth cooperatives in the Entrepreneurial Skills Programme. This was followed by post-training support provided by the South African Council for Graduates Cooperative on how best to manage the cooperatives.


SETA Programmes for cooperativesEWSETA The majority of skills programmes funded by the EWSETA in 2015/16 centred on the renewable energy sub-

sector where learners were taught technical skills (e.g. rain water harvesting, installing solar-heating solutions, repairing leaks, and so on) and entrepreneurial skills which would enable them to start their own cooperatives.

INSETA In 2015/16, the INSETA provided funding to deliver accredited unit standards-based skills programmes to 1 102 burial societies. The initiative allowed the INSETA to forge stronger relations with apex bodies such as the Burial Societies of South Africa and the South African Federation of Burial Societies.

SERVICES SETA

In 2105/16 the Services SETA initiated a special project on cooperative development in which 177 new or existing cooperatives were supported.

Examples of programmes for small businesses that were implemented by the SETAs during 2015/16 are described below.

SETA Programmes for small businessesBANKSETA The BANKSETA implemented its Development Finance Skills Programme to increase small and medium

enterprises’ (SME) access to funding by building capacity of 12 microfi nance organizations to provide enterprise / development fi nance to SMEs.

EWSETA The EWSETA, in partnership with I-wilB, hosted a forum established within the North West Business Forum to focus and support women in leadership and businesses, including rural women. The partnership also hosted an SMME/ cooperatives workshop on skills development and training available through the EWSETA. The SETA conducted a skills needs analysis to inform its future skills development and training projects in support of small businesses.

FP&M SETA Digital Update for Small Publishers Media24, in partnership with the FP&M SETA, identifi ed the need for independent small publishers to extend their digital and mobile media capacity in order to increase their already signifi cant reach. As a result, the academy was funded to provide a skills development programme to strengthen the ability of small publishers to use digital and mobile media engines more effectively.

W&RSETA The Clothing Bank is a non-profi t initiative that focuses on supporting single mothers from disadvantaged backgrounds to gain business skills and to run small businesses so that they can sustain their families. In 2013, the W&RSETA embarked on a 3-year partnership with Clothing Bank to fund the training of 237 women on the Informal Small Business Practice qualifi cation and the International Computer Driver’s License Programme.

104 learners also completed the Informal Small Business Practice NQF Level 3 learnership through the W&RSETA Rural Area Project.

The data show that for the number of NGOs supported, 12 (80%) of the 15 SETAs that set targets attained an achievement rate of 90% or better; two (13%) achieved a rate ranging from 50-89%; and one (7%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 81% and the total number of NGOs supported was 587.

The data show that for the number of Non-Levying Paying Enterprises (NLPEs) supported, seven (70%) of the 10 SETAs that set targets attained an achievement rate of 90% or better and three (30%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 82% and the total number of NLPEs supported was 2 555.

The data shows that for the number of CBOs supported, one (13%) of the 8 SETAs that set targets attained an achievement rate of 90% or better; three (38%) achieved a rate ranging from 50-89%; and four (50%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 21% and the total number of CBOs supported was 47.

The last three columns of the table list the number of trade unions that were supported through SETA programmes. The data shows that six (50%) of the 11 SETAs that set targets attained an achievement rate of 90% or better; two (18%) achieved a rate ranging from 50-89%; and three (27%) achieved a rate below 50%. The combined achievement rate for all SETAs in this category was 67% and the total number of trade unions supported was 28.


Tabl

e 18

: NG

Os,

NLP

Es,

CB

Os

and

trade

uni

ons

supp

orte

d

SETA

NG

Os

sup

port

edN

LPEs

sup

port

edC

BO

s su

ppor

ted

Trad

e U

nion

s su

ppor

ted

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

Targ

etA

ctua

l%

A

chie

ved

AG

RIS

ETA

5017

635

2%80

029

4%15

014

9%2

210

0%

BA

NK

SE

TA2

420

0%0

0N

A0

0N

A0

0N

A

CAT

HS

ETA

00

NA

00

NA

00

NA

00

NA

CE

TA8

810

0%5

1734

0%5

00%

21

50%

CH

IETA

*27

3412

6%0

0N

A0

0N

A5

510

0%

ETD

PS

ETA

5010

120

2%0

0N

A0

0N

A3

267

%

EW

SE

TA5

510

0%0

0N

A0

4N

A0

0N

A

FAS

SE

T0

0N

A50

023

046

%0

0N

A0

0N

A

FOO

DB

EV

330

00%

00

NA

00

NA

00

NA

FP&

MS

ETA

37

233%

55

100%

33

100%

23

150%

HW

SE

TA70

8011

4%16

2012

5%30

1653

%4

512

5%

INS

ETA

00

NA

00

NA

00

NA

00

NA

LGS

ETA

1521

140%

1022

220%

150

0%2

00%

ME

RS

ETA

2024

120%

200

271

136%

76

86%

45

125%

MIC

T0

0N

A0

0N

A0

0N

A0

0N

A

MQ

A0

0N

A0

0N

A0

0N

A0

0N

A

PS

ETA

00

NA

00

NA

00

NA

00

NA

SA

SS

ETA

53

60%

55

100%

51

20%

30

0%

SE

RV

ICE

S12

070

58%

900

0%0

0N

A0

0N

A

TETA

1238

317%

02

NA

43

75%

100

0%

W&

RS

ETA

916

178%

1500

1954

130%

00

NA

55

100%

TOTA

L72

658

781

%31

3125

5582

%21

947

21%

4228

67%

NB

: CH

IETA

dat

a fo

r NG

Os

also

incl

udes

the

num

ber o

f NLP

Es

and

CB

Os

that

wer

e su

ppor

ted.


Examples of programmes in support of NGOs that were implemented by SETAs during 2015/16 are described below.

SETA Programmes in support of NGOsBANKSETA The BANKSETA created a funding window for NGOs training providers to conduct consumer education

workshops in rural areas. LGSETA The LGSETA entered into a partnership with ten NGOs implement interventions including the facilitation of

skills programmes and training to people from rural communities. W&RSETA The W&RSETA assisted 18 NPOs from Limpopo, Gauteng and Eastern Cape to register their members on a

variety of unit standards.

Examples of programmes in support of NLPEs that were implemented by SETAs during 2015/16 are described below.

SETA Programmes in support of NLPEsCATHSSETA In the 2015/2016 period, of the 26 482 companies registered with the CATHSSETA, only 6 297 paid the Skills

Development Levy (SDL), amounting to an annual income of approximately R300 million. The levy-paying organisations ordinarily qualify to claim their levies through the mandatory grant scheme as stipulated in the Skills Development Act. This leaves a signifi cant and increasing gap between skills requirements and the resources available to address such skill shortages from the CATHSSETA budget.

MQA The MQA regional offi ces in Limpopo and the Northern Cape assisted non-levy paying employers with internal transfers and payments of levies for those not linked to the SETA.

TETA The TETA is running a Taxi Operator Programme. There are over 300 000 taxi operators owners in South Africa, with most of them operating as sole proprietors who may not necessarily be business tax-paying entities. Approximately 95% of workers in the taxi industry are African and less than 2% are women.

W&RSETA The W&RSETA assisted 1500 non-levy paying micro and informal traders to benefi t from skills development programmes.


Goal 4.7. Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateDuring 2015/16, the NSF continued to support partnerships with SOCs to fully their facilities to produce qualifi ed artisans for the economy in line with the NGP, Skills Accord and IPAP strategies of government. Its partnerships with Transnet, Denel, Eskom and SAAT to produce qualifi ed artisans began to yield fruitful results.

Throughout this reporting period, the NSF broadened and expanded its support to government departments and SOCs. For example, its long-term partnership with SOCs continued in which student engineers undergo intensive Engineering Development and Innovation Programmes at UJ in partnership with the DHET. The main focus of these WIL sessions, which began in 2012, is to assist students with technical skills. The training included a mechanical workshop for basic training, an electrical workshop for hands on training, general writing techniques and practices, and a theoretical classroom for training on the Occupational, Health and Safety Act. Other examples of NSD collaboration with public entities are included throughout this report

Examples of programmes to improve service delivery in the public sector that were implemented by SETAs during 2015/16 are described below.

SETA Programmes to improve service delivery in the Public SectorBANKSETA The BANKSETA funded 42 TVET learners to be placed with the Limpopo Treasury Department to enable them

to obtain relevant work experience in their fi elds of study.CETA One of the CETA priorities is the provision of support to the public sector in order to increase service delivery

and build a developmental State. To this end, the CETA has allocated a signifi cant amount of funds allocation to public sector entities such as, national and provincial government departments, municipalities, TVET colleges and universities. The support ranges from funding specifi c skills interventions like learnerships, apprenticeships, bursaries and short skills programmes to lecturer development and development of new curricula.

CHIETA Specifi c public sector skills needs, developed through CHIETA’s involvement with government departments, inform its SSP. Examples include skills needed to support the DTI, IPAP projects on pharmaceuticals and cosmetics and the scarce and critical skills needs of the Department of Energy related to the chemical sector.

ETDPSETA The ETDPSeta funded train programmes for national, provincial and district offi cials to increase their administrative capacity.

HWSETA The HWSeta formed partnerships with government departments to implement seven projects in 2015/16 which were aimed at increasing the capacity of the health and social development public sector for improved service delivery in support of the NDP.

LGSETA In partnership with the Council for Scientifi c and Industrial Relations, the LGSeta conducted a study on skills planning projection modeling for the local government sector. The study outlined new skills demand in the local economy, which includes developmental economics, town and regional studies, asset management, marine studies, transport planning and “green economy” skills.

PSETA The PSETA signed 22 MoUs with government departments and public entities to provide programmes and services to increase their serviced delivery capacity.

SASSETA The SASSETA made provision in its Discretionary Grant Policy for the implementation of learning programs in partnership with public training institutions. Educational institutions such as WITS University, UP and the UNISA Graduate School of Business, provided training to employees of the various government departments served by SASSETA.

SERVICESETA The Services SETA implemented a number of projects with rural municipalities to grow capacity and improve service delivery. Municipalities involved in theprojects included: Umgungundlovu, Umngeni, Beaufort West, Greater Kokstad, Mpofana, Mangaung, Nkonkobe, Sakhisizwe, eThekwini, Namaqua, Inxuba, Yethemba.


Goal 4.8: Build career and vocational guidanceIn order to achieve this goal, both the SETAs and the NSF respectively must seek to build career guidance initiatives in their sectors and generally as a key component of the NSDS III.

Table 16 below contains data collected from all SETAs related to NSDS Goal: 4.8. Building career and vocational guidance. It lists the number of career guidance related initiatives that were implemented by all SETAS during 2015/16. For each SETA the target that it established is compared to the actual number that was achieved.

The data shows that for 19 (90%) of the 21 SETAs that set targets attained an achievement rate of 90% or better and two (10%) achieved a rate ranging from 50-89%. The combined achievement rate for all SETAs in this category was 145% and the total number of career guidance related initiatives implemented was 46 532.

However, it must be noted that the data received from SETAs are not explicit on the type of intervention carried out in order to provide career guidance. These could range from large workshops, individual counselling and exhibitions

Table 19: Career guidance

SETACareer guidance provided

Target Actual % AchievedAGRISETA 8 21 263%

BANKSETA 500 1144 229%

CATHSSETA 15 15 100%

CETA 18 34 189%

CHIETA 4 10 250%

ETDPSETA 313 227 73%

EWSETA 15 12 80%

FASSET 260 264 102%

FOODBEV 6000 6139 102%

FP&MSETA 5 23 460%

HWSETA 11500 15511 135%

INSETA 9 24 267%

LGSETA 10 36 360%

MERSETA 27 37 137%

MICT 1300 5708 439%

MQA 10000 13137 131%

PSETA 26 26 100%

SASSETA 25 33 132%

SERVICES 2000 3980 199%

TETA 9 41 456%

W&RSETA 100 110 110%

TOTAL 32144 46532 145%

It should be noted that the wide ranges in the data suggest that SETAs were not using the same reporting criteria for this category. For example, there is a large divergence between CHIETA with a range of 4 target: 10 actual, and HWSETA with reported achievement numbering in the thousands (11500 target: 15511 actual).


Examples of initiatives related to career guidance that were implemented by SETAs during 2015/16 are described below.

SETA Career guidance initiativesCHIETA The CHIETA’s career and vocational guidance programme focuses on the provision of career guides and

career counselling to learners, and partnerships with professional bodies to provide career and vocational guidance. In 2015/16 career exhibitions were held at the SciBono Discovery Centre in Gauteng, the Imbizo Week at Matlotsana in the North West, the eThekwini municipality in KwaZulu-Natal and the False Bay TVET College in the Western Cape. The CHIETA also supported the Learner Focus Week expos and implemented a strategic career exhibition on “The Decade of The Artisan” at the Majuba TVET College also in KwaZulu-Natal. Career exhibitions were also set up in partnership with Ugu Career Expo, Nkunzi Organisation for Disabled People and the Career Exhibition sponsored by the Department of Labour.

EWSETA

FP&M SETA

The EWSETA together with the FP&M SETA and the Department of Environmental Affairs host the annual Green Youth Indaba which is geared towards introducing “green economy” career opportunities to youth and developing strategies to fund green innovations and green careers.

FASSET The FASSET’s career awareness programme raises awareness to learners about the various career options in the sector. It encourages learners to align their career choices with scarce skills shortages so as to enhance their employability.

INSETA The INSETA agreements with the TVET colleges that received internship funding include career guidance delivered at the colleges during learner orientation sessions.

LGSETA The LGSETA career guidance interventions included having offi cials from its provincial offi ces visit schools in urban and rural areas to address learners and teachers.

TETA The TETA provided career guidance to learners by participating in events such as the “Take a Girl Child to Work” initiative and International Civil Aviation Day.

W&RSETA The W&RSETA arranged for alumni of its ILDP initiative to participate in the 2016 SABC Career Indaba where interacted with learners regarding their career journeys.


Table 17 lists the number of rural development projects that were implemented by all SETAS during 2015/16. For each SETA the target that it established is compared to the actual number that was achieved.

The data shows that for 11 (69%) of the 16 SETAs that set targets attained an achievement rate of 90% or better and fi ve (31%) achieved a rate ranging from 50-89%. The combined achievement rate for all SETAs in this category was 36% and the total number of career guidance related initiatives implemented was 961.

Table 20: Rural development projects

SETARural development projects

Target Actual % AchievedAGRISETA 50 57 114%

BANKSETA 0 7 NA

CATHSETA 6 6 100%

CETA 30 30 100%

CHIETA 9 11 122%

ETDPSETA 4 0 0%

EWSETA 8 3 38%

FASSET 11 12 109%

FOODBEV 0 0 NA

FP&MSETA 5 11 220%

HWSETA 5 6 120%

INSETA 2 0 0%

LGSETA 5 0 0%

MERSETA 9 15 167%

MICT 0 0 NA

MQA 2500 785 31%

PSETA 5 11 220%

SASSETA 3 3 100%

SERVICES 0 0 NA

TETA 0 0 NA

W&RSETA 2 4 200%

TOTAL 2654 961 36%


Examples of programmes in support of rural development that were implemented by SETAs during 2015/16 are described below.

SETA Programmes in support of rural development

AgriSETA The SETA entered into a partnership with Tongaat Hulett Sugar to support

its extension services to better serve the farmers in the sugar industry, including community producers and land reform initiatives.

CATHSSETA In 2015/16, CATHSSETA extended its national footprint by establishing six provincial offi ces that allow it to better service regional and rural communities.

FP&M SETA The FP&M SETA entered into a strategic partnership with the Methodist Church of Southern Africa, IMIAP (a community-based organisation in Indaleni), and the Municipality of Richmond to establish the Richmond-Indaleni Community Skills Development Centre.

LGSETA As part of an effort to improve the LGSETA footprint and accessibility to the remote areas of the country, it opened a satellite offi ce at Umfolozi TVET college in Richards Bay to service the rural areas that make up the northern region of KwaZulu-Natal.

MERSETA The MERSETA provided academic and skills development support to the University of Venda to provide learner support for rural learners in mathematics, science and technology.

MQA The MQA offered maths and science extracurricular classes to 1 010 disadvantaged learners in rural schools across eight provinces; provided career guidance counselling in rural mining communities; and development support to communities affected by mine retrenchments.

SASSETA In 2015/16, the SASSETA implemented three projects targeted at previously disadvantaged unemployed youth from rural areas in Hammanskraal, Umgungundlovu, Nyandeni, Port St John’s, Ingquza Hills and Umhlonto. The training was in General Security Practices and Road Traffi c Law Enforcement Learnerships.

SERVICES SETA

The SERVICES SETA launched the Dambuza and Mooi River Youth Skills Development project in partnership with the KwaZulu-Natal Department of Social Development and the North West Skills Development Centre was launched in partnership with the North West Provincial Government.

W&RSETA The W&RSETA funded the Traditional Councils and Rural Areas Projects to benefi t 464 previously unemployed learners from the Rharhabe Royal Kingdom in the Eastern Cape; Kwandebele Royal Mgibe II; Batlokoa Traditional Council in Free State and the Jalamba Traditional Council in the Eastern Cape. The learners were enrolled on the W&RSETA Informal Small Business Practice NQF Level 3 qualifi cation and completed their training in September 2016.


NSF Success Story

RURAL YOUTH LEARN VALUABLE LESSONS FROM CHINA ON POVERTY An ambitious plan for youth development, aimed at leading to the employment of more than 10 000 people, has enabled some participants to go to China to learn about poverty alleviation strategies. The National Rural Youth Ser-vices Corps (NARYSEC) programme, made possible through NSF funding of R161 million, is aimed at addressing the challenges of skills development and unemployment for rural youth and job creation for rural communities.

As part of strengthening the programme the National Department of Rural Development and Land Reform (DLDLR) has entered into a SLA with China’s Poverty Alleviation Centre to train offi cials and youth on strategies that have been used to fi ght poverty. Some NARYSEC participants were lucky enough to attend a two-week programme with lectures on Chinese policy on poverty alleviation and a visit to alleviation projects (especially agricultural projects) in different provinces relevant to South African situations. NARYSEC, forming part of the National Department of Rural Development and Land Reform (DLDLR) programme, was aimed at recruiting and developing youth. It focused on youth aged between 18 and 35, with a Grade 10 or higher and who live in rural areas, to be trained as para-profes-sionals in rural areas.

The initial objective was to train six people, or a seventh person if they were disabled, in each of the 2872 rural wards, leading to the employment of more than 10 000 people. Areas of skills development include building and construction, business administration, engineering, renewable energy, automotive repair, community housing, early childhood development, clothing manufacturing, farming, nature conservation, public administration and tourism and hospitality. The objective was to: • organise youth through the construction of youth life skills hubs serving as youth empowerment centres; • enable rural youth to play a role in the transformation of rural communities by participating in the roll out and implementation of the Comprehensive Rural Development Programme (CRDP); • create a major countrywide revolution for socio-economic freedom through nation building and community service; and • promote a result-oriented national rural youth service and thereby build patriotism and social cohesion.

Specifi c objectives were to develop skills, learnerships, apprenticeships and practical work experience and ensure NQF accreditation. While the programme was expected to evolve over time, one of the key objectives was communi-ty service by all the participants in their own communities. All NARYSEC participants were also expected to carry out household profi ling to collect data which would be used by the Department of Social Development for planning and prioritising service delivery. The programme outlined various phases of the programme of action, from foundation skills to actual artisan skills and fi nishing skills, like administration, budgeting and business skills.

The NARYSEC participants would also be trained in becoming entrepreneurs and setting up their own businesses. NARYSEC encourages participants to form co-operatives and businesses before their contracts end, and among the most exciting elements of the programme, for those involved in business and co-operatives, is a two-week study tour of China, where the DRDLR has a service level agreement with the China’s Poverty Alleviation Centre to train offi cials and youth on strategies that have been used to fi ght poverty.


NSF Success Story

KZN RURAL YOUTH GET ACCESS TO KEY SKILLS The NSF, in partnership with Furniture World Private TVET College, held a graduation ceremony in Durban in De-cember 2015 where 246 learners from the rural areas of Mtubatuba and Ezingolweni graduated in fi elds such as construction, cabinet making, upholstery, agriculture, clothing and Early Childhood Development.

The project was conceptualised around three provinces, North West; Limpopo and KwaZulu-Natal. The aim was to provide skills development and training interventions including learnerships. The project targeted 2 000 benefi ciaries in three provinces - North West (600), Limpopo (700) and KwaZulu-Natal (700), and aimed to produce self-employed and employable individuals or groups who will form co-operatives. Learners would also be assisted to apply their skills to community development projects in order to promote skills transfer.

The project started in October 2012 and ended in December 2015. Prior to the graduation ceremony, the National Skills Fund, together with Furniture World, local municipalities and traditional leaders handed over two houses to destitute families in Mtubatuba and Ezingolweni. These houses were built by learners to give back to the community. In Mtubatuba, two houses were built for learners to use as storerooms and offi ces during the aftercare period. School uniforms and early childhood development equipment was also donated to different schools in the area. All this was done by the learners during training.

As part of the exit strategy package, all machinery and equipment that was used by the learners during training was left on the training sites so that learners could use those sites as skills centres and offi ces. As part of the exit strategy for the graduates, NSF supported these learners for six months to ensure they start and register their businesses and co-ops. This support included mentoring by Furniture World, the provision of start-up kits and help with proper registration of businesses.

Chapter 4 Transformation imperatives


Chapter 4: Transformation imperativesThe NSF has invested in projects that are aligned to strategic government objectives which may or may not directly relate to the NSDS III goals that are highlighted in this chapter. Three such interventions are:

1. The “green economy”.2. HIV/AIDS programme.3. Disability.

The “green economy”The “green economy” is defi ned as a sustainable economy that is aimed at reducing carbon emissions and environmental degradation. As identifi ed in the NGP, the “green economy” focus is expected to combat the current high unemployment levels and at the same time reduce the country’s carbon footprint. A growing “green economy” should result in the expansion of production capacity and service delivery, create job opportunities by facilitating up-skilling and re-skilling and contribute to poverty reduction and socio-economic development in the medium and long terms.

There is also the NGP target to create 300 000 additional direct jobs by 2020 in “green economy” sectors including 80 000 in manufacturing and more than 400 000 by 2030.

Currently, investment in the “green economy” in South Africa is primarily focused on energy-related technologies and improvement of resource effi ciency both in terms of energy and water consumption. It has clocked up some impressive numbers along the way:

• Over the last six years, R192.6 billion has been invested in renewable energy projects in South Africa.

• Construction and operation of renewable projects has created 19 050 jobs for South Africans.

• The United Nations Environment Programme ranked South Africa in the top 10 countries in the world investing in renewable energy in 2014.

Identifying green skills shortages across sectorsUtilisation of our natural resources requires skilled people. South Africa was identifi ed in the International Labour Organisation report: Skills for green jobs – a global view, as one of the countries that has a very structured system to assess skills shortages, as opposed to the ad hoc methods adopted by other countries. There is no central “green skills” planning system, as the view is that green skills affect all sectors and green skills planning should be embodied within the SSPs developed by the SETAs. Each sectoral scarce skills list is then combined into the National Scarce Skills list. The challenge is then to implement a well-coordinated national response plan to take advantage of the opportunities and mitigate the threats we face in the green restructuring of the economy.

These skills are unfortunately both time and cost intensive. Many of the associated competencies and knowledge sets are generated through quality post-graduate studies and experiential learning, neither of which is currently effectively embedded in our academic systems and organisational planning. Due to the absence of a dedicated SETA or integrated environmental skills intelligence system, biodiversity skills have not been comprehensively captured in national skills planning. However, each SETA has been innovative in attempting to include skills shortages within their respective SETAs. One such example is the INSETA.


Example of SETA implementation for “green skills”The INSETA has identifi ed that the core skills that are affected in the sector include entrepreneurship, risk assessment, risk surveying, underwriting and investment management. The sustainability of the insurance sector is adversely affected by the risk of climate change, with over R 2 billion worth of claims paid out as a result of damage caused by severe weather conditions in 2013. The insurance industry also faces a challenge which drives higher insurance payout costs in motor accident claims. This is due to a lack of skilled technicians to conduct specialised repairs on accident damaged motor vehicles. The automotive repair industry mostly buys and fi ts new parts instead of repairing same where possible to do so. This is not a sustainable and environmentally friendly practice and needs attention. Buildings which are energy effi cient are much safer and can obtain discounted insurance premiums. A challenge in South Africa for underwriters is that building inspectors and plan approvers are not highly skilled in dealing with new “green technologies” and it poses a risk for insurers who rely on their approval. The short term insurers also play a crucial role in green geyser replacement and hopefully we see increased incentives by government for this initiative.

Ongoing research and national commitment towards understanding and effectively addressing the scarcity of green skills become a priority.

Examples of initiatives related to the “green economy” that were implemented by SETAs during 2015/16 are described below.

SETA “Green economy” initiativeAGRISETA With the current crisis in the agricultural sector the AGRISETA saw the need to inform stakeholders of the

climate changes affecting the sector. Speakers were invited from Stellenbosch University and University of South Africa who presented on the topics of renewable energy in agriculture.

CHIETA There were about 19 107 employees in the chemical sector working in occupations identifi ed on the Organising Framework for Occupations (OFO) as “green”. 7 230 chemical plant controllers were the largest occupational group and 3,378 were chemistry technicians. In 2015, CHIETA embarked on a project to identify and analyse “green” occupations in the surface coatings subsector. This study clearly identifi ed three “occupational families” in which “green skills” are a crucial element of the demand side of the sectoral labour market.

The CHIETA also embarked on supporting research focusing on the theme: “Renewable energy skills development – “green skills” in the South African surface coatings sector with a focus on paint. The objective was to provide a detailed overview of green occupations/ greening of existing occupations in the chosen chemical sub-sector (or priority area within this sub-sector), as well as to provide data for revision of South Africa Green OFO via collaboration with DHET. The purpose of the research is to contribute to a toolkit for organisational development that helps to unlock, plan and budget for “green jobs” and greening of jobs along the value chain of an organisation/sector.

EWSETA The EWSETA together with the FP&M SETA and the Department of Environmental Affairs hosted the annual Green Youth Indaba. The event is geared towards introducing “green opportunities” to youth and developing strategies to fund “green innovations” and “green careers.”

The EWSETA partnered with the South African Independent Power Producers Association to establish the UN Women in Oil South Africa, promoting and empowering women in the energy sector.

The EWSETA is in the process of implementing a Richard’s Bay IDZ Skills Summit to further skills development specifi cally in the renewable energy sub-sectors of solar, biomass and fuel cells, and oil and gas sub-sectors, in line with national government’s mandates.

The EWSETA supports the War on Leaks Programme which aims to train 15000 youths as plumbers and artisans to play a vital role in the fi ght against water leaks in local communities.

The EWSETA invited 20 of its learners from its water-related projects (young, unemployed learners) to attend the Young Water Professional fourth Biennial Conference held on 16 – 18 November 2015.

LGSETA In 2015-16, the LGSETA supported 12 research studies that were conducted and completed in partnership with the VUT with the aim of providing an analysis on the critical skills required to respond to “green economy” skills requirements. The research outputs identifi ed key skills that are required in the “green economy” which includes the development of new qualifi cations in areas of water and wastewater treatment processes, water and wastewater reticulation services and water and wastewater process control.


SETA “Green economy” initiativeMERSETA The MERSETA continued its relationship with the NMMU to conduct research and provide development support

for renewable energy and new technology for the development of an electrical car, as well as a solar-powered cart that could potentially lend itself to a number of applications.

It partnered with the CPUT to pilot the wind turbine service technician qualifi cation with the goal of training the fi rst 10 wind turbine service technicians.

The MERSETA also conducted a comprehensive “green assessment” at its head offi ce.

The HIV/AIDS programmeThe NSF continues to support “First Things Firs” which is a major programme of the Higher Education and Training HIV/AIDS Programme. Now in its sixth year, First Things First speaks to the priority of South Africans to look after their health and encourages particularly youth in the PSET sector to know their HIV status and screen and treat sexually transmitted infections and tuberculosis. The year once again saw the successful roll-out of the “Apply Now” campaign which is a fl agship programme aimed at encouraging learners to apply on time for admission to post-school institutions and thus avert possible stampedes and long queues that take place at the beginning of each academic year. The campaign also targets far-fl ung and often neglected rural areas, villages and townships to ensure that learners in those areas make informed career choices.

It is unclear from SETA Annual Reports whether SETAs have paid attention to this programme. However, a good example of implementation was made by AGRISETA for the period 2015/16.

SETA HIV/AIDS (management, prevention) (Output 4.2)AgriSETA AGRISETA in partnership with AgriSA distributed a free DVD which highlights the Code of Best Practice for

HIV/AIDS.

Chapter 5 Provincial Skills Development Forum (PSDF)

and NSDS and SETA Landscape Consultations


Chapter 5: Provincial Skills Development Forum (PSDF) and NSDS and SETA landscape consultations

EASTERN CAPE

The Provincial Skills Development Strategy (PSDS) has guided collaboration within the provincial skills sector since 2011. The PSDS is due for evaluation and replacement to ensure continuation of key areas of collaboration within the province i.e.:

• Dramatically increasing the number of youth in training programmes across the province.

• Needs assessment and curriculum development.

• Lecturer development.

• Implementation of work-based learning programmes.

• Institutional development.

• Expansion of programmes and facilities to rural areas.

• Developing a learner tracking system.

• Communication of work opportunities within communities and province.

Establishing a credible institutional mechanism for skills planning AchievementsThe Eastern Cape Occupational Projection System (ECOPS) developed by CDC (Coega Development Corporation) and adopted by the provincial Human Resource Development Council (HRDC) to do sophisticated labour forecasting and skills gap analysis. In development but has generated clear indications of skills needs for Strategic Infrastructure Projects (SIPs) and Provincial Infrastructure Projects. The province is currently developing a detailed provincial Maritime Skills Plan.


The ECOPS, housed at CDC, has produced detailed labour forecasts and skills gaps analysis for the following projects:

• Mzimvubu Dam

• Petro-chemical

• Nuclear

• Wild Coast N2 Road

• Shale gas

• Hospital and school building

• Gas fi red power stations

• Wind farms.

Provincial projections available over a twenty-year period with priority skills identifi ed at professional, operator, artisan, semi-skilled and unskilled levels.

The Offi ce of the Premier coordinates provincial reporting and relies on detailed reports from all stakeholders i.e.:

• Provincial departments

• SETAs

• TVET colleges

• Universities

• Municipalities

• IDZs.

The Offi ce of the Premier (OTP) presents the provincial report at the PSDF and then submits it to the HRDC through their Provincial Coordinating Committee (PCC).

Challenges

• Data is collated nationally and clear agreements need to be in place between national and provincial government to access and share information.

• Delays in the implementation of planned projects impact on skills planning.

• Reporting remains the weakest element in the skills system of the province. Stakeholders do not provide accurate or regular reports.

RecommendationsThe Special Projects Unit within DHET is attempting to address many of the coordination challenges and policy confl ict areas and areas that need to be supported, for example, the SETAs paying different stipends has a detrimental impact on the implementation of programmes.

Draft training implementation model under discussion i.e.:

• Public institutions supported to improve quality and scale but focus on doing the basics well.

• Sector and industry training institutions to provide specialised and specifi c training – SETA funded.

• Stakeholders collaborate to support and expand workplace training opportunities – SETA and NSF funded.

• Industry develop specialised workplace programmes to utilise WIL periods to develop quality and range of skills needed for growth.


• Investment offsets and international agreements utilised to develop highly specialised and technologically advanced training.

• The DHET should be the custodian of institutional reporting in the sector and provinces should add in the industry and government department contribution.

Increasing access to occupationally-directed programmesA range of sector specifi c partnerships to develop quality engineers within priority sectors, for example, the automotive, transport, agriculture and water provision sectors have been funded by the MERSETA, TETA and AgriSETA. The province is in support of high-level artisan and engineering skills development and has established close partnerships with universities, industry and industry training centres. 709 apprentices being undergoing programmes but only 416 registered.

The Green Skills Forum identifi ed roof top installations of solar water heaters and home energy systems as the aspects of renewable energy with the greatest potential for youth employment and business. TVET colleges, supported by GIZ, the MERSETA, the EWSETA and the OTP have developed a specialised qualifi cation and are training newly-qualifi ed electricians and plumbers (26 so far).

This model of developing specialised, add-on modules to customise skills for a specifi c sector is now being carried over to other sectors. The Provincial Artisan Development Steering Committee has been established, representing all eight TVET colleges. There are, however, some coordination and implementation challenges and the committee is not yet effective.

The Marine Manufacturing Skills Task Team for the province is developing partnerships within a broadly agreed framework i.e.:

• Industry Training Centres (for example, the Maritime Academies of Transnet) provide specialised, sector specifi c skills.

• Universities develop highly specialised professional skills, but critically, provide ongoing training and development for TVET lecturers and training centre managers.

The province supported workplace programmes for learners to specialise further. The provincial government currently hosts 1 265 interns.

Processes to developing procedures and securing budgets to host 6 000 interns in the 2017/18 fi nancial year through the full allocation and utilization of the Skills Levy are underway. The ECOPS started identifying new areas of work emerging from the shift from an industrial to a digital economy, for example robotics replacing the assembly-line at car manufacturing plants.

The University of Fort Hare is supported by the CHIETA to implement a community-based biogas project utilising post graduate research students.

The CATHSETA is providing support to the Rhodes Environmental Learning and Research Unit. The TETA and MERSETA are supporting the NMMU engineering faculty.

Challenges

• The current apprenticeship model does not support artisan training in rural areas where there is a shortage of suitable workplaces.

• It is diffi cult to involve small employers because funding support does not cover the full cost of training an apprentice.• Funding is available for apprentice training and trade tests, but it is diffi cult to access funding for post qualifi cation

support and intern placements.• Provincial departments need assistance to fully utilize the Skills Levy for occupational training programmes. • Stringent entry requirements are changing the profi le of apprentices and excluding less academically inclined youth.


Promoting growth of a public FET college system that is responsive to sector, local, regional and national needs and priorities The process of establishing centres of specialisation is creating partnerships between industry and colleges that needs to be encouraged and supported. Emerging partnerships exist in the boat-building and automotive sectors. A Provincial TVET SETA Forum was established to strengthen partnerships between SETAs and TVET colleges. The Provincial Skills Development Forum (PSDF) has been supporting the DHET led process of developing centres of specialisation at TVET colleges to respond to local developments and imperatives. Partnerships have been established between four TVET colleges and two major vehicle manufacturing plant training centres for the training of engineering lecturers.

The SETAs are all committing funding for lecturer development and 1 983 TVET learners in WIL Programmes. The NSF is providing funding to the province to increase the number of learners accessing workplace learning. To date, 853 TVETs were placed in this project.

ChallengesWIL is not suffi ciently well-organised and too few learners have access to a workplace.

Recommendations

Addressing the low level of youth and adult language and numeracy skills to enable additional trainingProvincial community college coordinators have been identifi ed but the implementation programme is still being fi nalised.

Encouraging better use of workplace based skills developmentThe SETAs are monitoring the in-service training of workers.

Encouraging and supporting cooperatives, small enterprises, worker initiated, NGO and community initiatives The SETAs are conducting one-day skills programmes for SMMEs. The WSU developed an introductory course on using the internet to promote business, specifi cally for SMMEs. The Department of Economic Development in the province implemented a targeted programme to support SMME access to local supplier development contracts from windfarms. Four out of 16 supported SMMEs were awarded tenders within one year.

Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateThe Leadership Development Programme and Compulsory Induction Programme (CIP) were implemented.

Building career and vocational guidanceThe PSDF conducted a rural career expo in Maluti.


FREE STATE

Establishing a credible institutional mechanism for skills planning

Achievements The Free State Provincial Government (FSPG) Skills Development Plan 2009 –2016, with identifi ed skills needs for departments, has been researched and communicated to all stakeholders.

The Skills Development Initiatives in the province are now coordinated more effectively. The Free State Strategic Integrated Skills Plan indicates skills needed per project and all other skills initiatives are aligned thereto.

• Gauteng-Free State-KZN Corridor:

Agro-logisticsFuel distribution depotDistribution centreVehicle distribution centreFood processing.

• Integrated Municipal Infrastructure:

Construction of Thaba Nchu Public Transport Route.Construction of Wepener-Zastron; Bultfontein-Wesselsbron; Reitz-Kestell; Deneysville-Vereeniging; Warden-NewCastle; Frankfort-Villiers; and Kroonstad-Vredefort roads.Construction of Harrismith-Oliviershoek road.Construction of Meadows road in Mangaung.

• Integrated Urban Space and Public Transport Programme:

Xhariep Grain Line and introduction of passenger line to connect Free State with Eastern Care via Xhariep.MAP urban regeneration for Harrismith and Warden.The N8 Corridor Development.The Aero-City concept for Bram Fischer Airport Node.


Integrated passenger rail service and BRT for MMM on N8 Corridor.Long-distance passenger rail services for city-to-city interconnectivity and improve paved road network.Housing for military veterans.Projects of new towns in Wesselsbron, Bothaville, Kroonstad, Sasolburg, Harrismith, and Welkom.The township revitalisation programme which entails the upgrading and paving of township streets.Speed humps in township streets and upgrade streets in Parys, Kroonstad and Harrismith.Demolishing of hostels and replacing with dignifi ed housing.

• Green energy in support of the South African economy:

The Xhariep Solar Park.Exploration of natural gas in Lejweleputswa.Bio-fuel project in Bothaville.

• Electricity generation to support socio-economic development and transmission and distribution:

IThe ngula Pumped Storage Scheme Project.Rehabilitating Mangaung Power Station.New Thermal power station in Fezile Dabi.Energise Independent Power Producer (IPP) in Soutdrift near Bloemfontein.Construction of second IPP project in Boshof.Agri-logistics and rural infrastructure:Second phase of Xhariep Fish Hatchery Project.Dorper Sheep International Stud Breeding Project in Brandfort.Invest in Grain Field Chicken (GFC) Project.Vrede Dairy Project.

• Revitalisation of public hospitals and other health facilities:

Build more new clinics and renovation of existing structures.Extension of clinics in Jacobsdal, Rouxville, Amelia and Deneysville.

• National School Build Programme:

Upgrade and open Edenville Boarding School and renovate Steynsrus Boarding School.Build more ECD centres in partnership with Al-Imdaad Foundation, Sasol and National Development Agency.School infrastructure project – upgrading of various projects/facilities in Free State schools.New school in Mangaung.Accelerated Schools Delivery Initiative – the provision of water, sanitation and electricity to 137 farm schools.

• Water and sanitation infrastructure:

Eradicate backlogs in basic water supply infrastructure in; Mohokare, Letsemeng, Tokologo, Dihlabeng, Phumelela Municipalities and Sterkfontein Dam Water Scheme.Complete water and sewer reticulation of Thandanani in Matjabeng.Implementation of extensive sanitation programme in Mangaung.


The FSPG has a central database of all skilled and non-skilled unemployed youth. This data is available to all stakeholders, i.e.:

• Provincial departments

• SETAs

• TVET colleges

• Universities

• Municipalities

• Private businesses.

Challenges

• Information is gathered nationally and clear guidelines and agreements need to be put in place between national and provincial government to access and share information.

• The tracking of qualifi ed trainees is required in order to align the available skills in the province with the envisaged projects.

• Tracking, impact and the cost benefi t analyses, as well as the maintenance of the database are required.

Recommendations

• The DHET to strengthen regional offi ce coordination to ensure proper alignment between national and provinces.

• The DHET to assist provinces with a tracking mechanism/system.

Increasing access to occupationally-directed programmesThe FSPG entered into a MOU with SETAs, HEI, TVETs and the private sector to partner in providing workplace-based training.

• 2885 WIL students were placed in public and private workplaces.

• 2095 participants in learnership programme and 1469 learners participated in skills programmes in the various sectors.

• The Arti]san Development Programme was established with the following successful completions: ο 467 apprenticeships. ο 248 RPL apprenticeships. ο 103 UIF apprenticeships.

• A Steering Committee has been established but is not very effective due to coordination and implementation challenges.

• Placement of 910 graduates in internship programmes.

• MOUs and SLAs entered into with various SETAs for various skills development programmes.

Post-graduate bursaries for the following identifi ed focal areas: ο Engineering ο Bachelor of Medicine degrees ο Education ο Financial Management and Accounting ο Agriculture ο Construction ο Veterinary Sciences.


• The FSPG funded 322 postgraduate bursaries as follows: 141 Honours, 132 Masters and 49 Doctoral students.

Challenges

• Although MOUs are entered into and implemented, organisations still work in silos and compete amongst each other instead of complimenting each other.

• The non-availability of workplace especially in the private sector, mentors and equipment.

• The non-availability of a tracking system to monitor mobility of learners.

• Shortages of work places and accredited service providers.

• Rural learners are not enjoying full training as there is a lack of suitable workplaces in engineering fi elds. Small businesses are not geared/funded for additional training and support to learners.

• Artisan and apprenticeship entry levels are very strict and exclude the less academically-inclined youth.

• Partnerships with private sector to access workplaces are required. Funding for post-graduate/professional internship programmes.

• Non-alignment of programs among HEIs and TVET.

Recommendations

• The DHET to develop guidelines and mechanisms to ensure that collaboration exits amongst all skills development stakeholders.

• Mechanisms to be put in place to engage and encourage the private sector to open their work places.

• Mechanisms should be in place to ensure the increase of accredited training service providers in the artisan sector.

• Mechanisms should be in place for required equipment and to ensure the increase of mentors for graduates.

• DHET to put in place mechanisms for tracking learners.

• Funding is required for post graduate and professional internship programmes from SETAs and NSF.

• Consideration should be given for bridging or technical training in order to enter the artisan sector.

• Assistance to be provided to learners and small businesses from the rural areas.

• Strengthen coordination and M&E.

Promoting the growth of a public TVET college system that is responsive to sector, local, regional and national skills needs and priorities

AchievementsThe PSDF is supporting the TVETs with the development of centres of specialisation to respond to local developments and imperatives. Only two TVET colleges are currently established as centres of specialisation supported through partnerships with industry and SETAs.

A total of 1293 TVET learners are in WIL programmes funded by various SETAs. A Student Support Forum was established to assist with the placement of TVET learners for their WIL programmes and strides are being made with private sector for the placement of TVET learners.

The SETAs and TVET colleges are full members of the PSDF, resulting in strong partnerships among all stakeholders.

ChallengesThe provincial DHET offi ce is not fully functional as yet, resulting in the poor coordination of TVET reports.

WIL is still a challenge as it is not well-organised and too few learners have access to workplaces.


RecommendationsMechanisms to be put in place to engage the private sector for work placement opportunities.

Addressing the low level of youth and adult language and numeracy skills to enable additional trainingA community Education and Training College was established in April 2016.

Encouraging better use of workplace-based skills developmentThe FSPG awarded 676 part-time bursaries, trained 4527 departmental employees and 1329 municipality employees in partnership with various SETAs.

Encouraging and supporting cooperatives, small enterprises, worker-initiated, NGO and community training initiatives15 cooperatives have been established by W&R SETA and and SMMEs and Cooperatives Database has been established by DESTEA.

100 SMMEs were capacitated and funded by LGSETA and W&R SETA.

A provincial database is available and the Department of Economic & Small Business Development, Tourism and Environmental Affairs.

Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateThe Free State Training and Development Institute was accredited as an RPL Centre for Public Administration.

ChallengesFunding.

RecommendationsMore funding is needed.

Building career and vocational guidanceThe FSPG successfully coordinated Career Guidance expos targeting rural areas; schools for learners with disabilities, supported by SETAs, TVETs, HEIs and the Private sector. 900 youth attended a Youth Empowerment Programme funded by ABSA, CUT, the Small Enterprise Development Agency and the Services SETA.

121 Grade 11/12 learners attend Saturday classes for science, technology, engineering and mathematics subjects at CUT funded by the MERSETA.


GAUTENG

ACHIEVEMENTS

Increasing access to occupationally-directed programmes809 youth enrolled in technical-related learnerships, 10 030 youth were exposed to training through the Harry Gwala Brigade Project and 837 learners from TVET colleges have been placed with different employers on the WIL Programmes for the fi nancial year 2015/16.

Challenges

• Insuffi cient budget to expose young people to the required skills in the different sectors.

• Industry participation in providing workplaces for learners.

• More industry players need to actively participate in this intervention.

• Departmental budgets to be reviewed with a focus on artisanal development.

• The SETAs to encourage the industry to take up more learners.

• Industry to be allocated grants according to their capacity to train, not according to levy contribution as is currently the case.

• The DHET and HRDC to advocate for industry players.

10 000 artisans per year qualify with relevant skills and fi nd employment

• Partnered with SETAs to implement WIL, internship and learnership programmes.

• Partnerships established with universities of technology and HEIs.

• Bursaries awarded to learners from “no fee paying schools” funding.

• All provincial departments submitted WSPs that informed further research, innovation and development.

• The Gauteng Master Skills Plan identifi es the different high-level, scarce and critical skills and how these will be addressed.


Challenges

• Limited budget allocation for training.

• The lack of work placement opportunities.

• Departmental budgets to be reviewed with a focus being on artisanal development.

• The SETAs to encourage the industry to take up more learners.

• Industry to be allocated grants according to their capacity to train not according to levy.

• Provincial departments do not have suffi cient research capacity to inform interventions that go into the WSPs.

• The SETAs not honouring commitments made in SLAs/MoUs, specifi cally relating to disbursement of claims.

• Learners partaking in artisan related programmes are only trained from NQF Level 1 to 4 and do not exit as trade tested and qualifi ed artisans due to lack of budget.

Recommendations

• Advocate for the implementation of the Gauteng Master Skills Plan among all key stakeholders.

• The province needs to identify key players in different sectors and ensure that there are sector related agreements aimed at ensuring that the said interventions are promoted.

• The SETAs need to work closely with the province to ensure alignment of priorities in the WSPs.

Encouraging better use of workplace-based skills developmentA total of 7 939 employees below Senior Management Service levels and 971 managers were trained. Among these, 77 employees were placed in the Business Administration and Public Administration learnership. 640 employees registered for the AET Programme, although only 485 learners are active and were trained.

2 079 (continuation from 2015) internal bursaries have been issued to offi cials in different government departments in the province.

ChallengesLack of support from the SETAs on the training of employed offi cials.

RecommendationsA percentage of the SETAs discretionary grants should be set aside for the development of employees.

Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateThe Gauteng Master Skills Plan was established in partnership with different stakeholders, including the SETAs. The document indicates the key skills that are required by the Public Service. Line SETAs are expected to contribute in their core function areas.

Areas such as the WIL, internships and learnerships are being implemented.

Building career and vocational guidanceA learner guide booklet was developed to assist learners with subject and career choices. The guide was endorsed by the SETAs and the South African Graduate Development Association.


LIMPOPO

ACHIEVEMENTS

Increasing access to occupationally-directed programmesThe CETA artisan development initiative is aimed at targeting a total number of 420 learners/youth in the province at a cost of of R17 million. The aim is to develop human capital in artisanry fi elds. It is one of the CETA discretional grants between the OTP, Limpopo and the Construction SETA. The programme entails 250 learnerships and 170 apprenticeships. A total of 420 learners are being supported.

Universities, TVET colleges, the MERSETA and the Limpopo Economic Development Agency (LEDA) intended to establish mining schools and exchange programmes among the institutions and to further produce artisans for mining sector.

The programme is in line with the (HRDC) of South Africa, National Integrated Human Resource Development Plan 2014 – 2018, National Skills Development Strategy, Limpopo Development Plan, the Limpopo Human Resource Development Strategy and the WP-PSET, to mention a few legal frameworks.

A total of 1678 learners benefi tted from the artisan bursary programme 2015/16 and 1129 were artisans registered with National Artisan Development Support Centre in the same period. .

Promoting the growth of a public TVET college system that is responsive to sector, local, regional and national skills needs and prioritiesThe Waterberg TVET and the University of Limpopo signed a MoU for the establishment of agricultural learning academy where learners in animal husbandry are able to progress to a university.

All 7 TVET colleges in the province signed MoUs with SETAs, industries and other critical stakeholders.

A RPL policy document is in place and was developed by the University of Venda. The TETA adopted three FET colleges and 5 schools.


Partnership with the Samancor Foundation in the mining sector has been established. A partnership has been established between Sekhukhune TVET College, MQA and the Department of Education. The partnership will enable adoption of technical schools in Sekhukhune district for the training of learners to become artisans, with an exit strategy in the mining industry.

Addressing the low level of youth and adult language and numeracy skills to enable additional trainingThe OTP, Fetakgomo Youth Development Brigade (a NPO aimed at assisting unemployed youth in the Sekhukhune district) and the Services SETA collaborated towards the Services SETA grant programme, an internship and apprenticeship programme funded by the Services SETA. A discretional grant of R7.9 million has been used to supportorganised and unemployed youth in the Sekhukhune district. After the completion of the programme, learners become qualifi ed artisans. A total of 190 learners are benefi tting from the Services SETA programme.

Mathematics, science and technology (MST) learner enrichment classes and learner camps for schools with high enrolment fi gures in MST subjects were conducted in the districts.

The increase of medical doctors and learners enrolled in various scarce and critical skills locally and internationally, is being supported.

Encouraging better use of workplace-based skills developmentThe Services SETA funding programme for unemployed youth requiring workplace and experiential learning amounts to R7.9 million.

22 professionals were sent to India through the Indian Technical and Economic Co-operation programme for specialist development.

Business through the ADCORP bursary programme has supported a total of 53 high school learners from disadvantage background.

An Air Traffi c and Navigation Services (ATNS) partnership with the OTP in terms of a bursary recruitment programme for air traffi c controllers, air traffi c assistants and aeronautical information offi cers is run annually. A total of 38 learners in the employ of ATNS and are currently placed in various airports across South Africa.

Encouraging and supporting cooperatives, small enterprises, worker-initiated, NGO and Special Economic Zones(SEZs) and skills development in the mining sector is one of the special programmes being run, with a focus on to two SEZs, namely the Sekhukhune and Vhembe districts, were mining activities are dominant.Through the OTP, together with the LEDA, consultations with TVET colleges and universities have been conducted to ensuring that institutions of higher Learning are aligned, relevant programmes are developed for SEZs and that adequately skilled human capital development is harnessed to support economic growth.

Training of community members in marketing, business profi ling, business management, fi nancial management, bookkeeping took place through a Services SETA and LEDA programme.

Farmers have been trained in basic information communication technology (ICT) skills including online marketing, product and services. ICT equipment was provided to emerging farmers and SMMEs were developed and capacitated.

Eighteen SIPs) were developed to support economic development and address service delivery, of which 8 SIPs are relevant to the province as outlined in the Limpopo Development Plan.

Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateThe province is providing continuous professional development to equip educators with curriculum implementation skills, in mathematics, physical science, languages and commercial subjects. The Limpopo Department of Education has developed a strategy for a Continuing Professional Development (CPD) Programme. The programme is run by the MASTEC institute and its satellite centres utilising its own staff as trainers. A total of 5909 cohort one (principals and deputies), 6549 cohort two (heads of departments in school) and 950 teachers were trained in Numeracy/Maths.


2000 principals were trained on curriculum management (school leadership and inclusive education in all public and special schools).

Vodacom centres were established in 8 satellite centres to provide e-learning and ICT assistive technology and specialised equipment.

ICT Professionals Training was undertaken in India through ITEC programme.

Practitioners were trained on relevant skills to support foundational learning and also in food and safety, occupational health safety, fi re safety, English, mathematics and lesson plan development.

Building career and vocational guidanceThe TETA adopted fi ve schools in rural and disadvantaged background, offering career pathing in transport, rail, maritime guidance and support. For the fi rst time, fi ve learners were exposed to fl ight, ship and rail transportation. The learners benefi tted from a bursary programme in transport careerpathing.

KwaZulu-Natal

ACHIEVEMENTS

Establishing a credible institutional mechanism for skills planningThe province has successfully established the following institutional mechanisms for skills planning and research:

1) The KZN HRDC.2) The PSDF was re-established in 2015 and has held quarterly meetings six times since.3) Action Work Group 7 focusing on Goal two of the PGDP, which is Human Resource Development.4) Provincial HRD Strategy is at an advanced stage of review – consultations with stakeholders currently taking place.

ChallengesThe KZN PSDF is meant to have 12 sub-forums. However the forum is experiencing challenges with establishing all sub-forums, especially key ones like business, SETAs and labour.


Recommendations

A SETA Performance Unit to intervene and engage the regional SETA structures on the non-participation of KZN SETAs in the PSDF.

Increasing access to occupationally-directed programmesVarious occupationally-directed programmes taking place in the province:

1) RPL programmes for employees.2) In-service training programmes.3) The Thuthuka Programme. 4) A Bursary Fund for training accountants and other bursary schemes.5) Short Skills courses in construction, welding, engineering fi elds.

A Provincial Artisan Development Steering Committee was established and meets regularly to monitor implementation of the Provincial Artisan Development Strategy.

WSPs has been collected through our Research and M&E Unit annually (in collaboration with PSETA) and analysed for compliance. Provincial departments are monitored on a quarterly basis.

MoAs signed in respect of the following:1) 58 749 youth supported by the NSF of which 30 172 are funded by SETAs and 28 577 funded by the NSFAS.2) 61 000 individuals participating in AET programmes

ChallengesFunding constraints to expand the programmes.

RecommendationsAdditional funding support to be provided for training programmes.

Promoting the growth of a public FET College system that is responsive to sector, local, regional and national skills needs and prioritiesBursaries offered for employees to do N courses in partnership with TVET colleges:

• 9 bursaries offered to unemployed youth for qualifi cation in Built Environment qualifi cations.

• 50 learners participating in the UIF-TVET-Municipality Learnership Programme.

• 24 lecturers are currently furthering their education to obtain the following qualifi cations: ο Post-graduate Certifi cate in Education. ο Bachelor of Technology in Education. ο Bachelor and Honours in Education. ο Bachelor of Education and Honours in Inclusive Education. ο Post-graduate Diploma in Tertiary Education. ο Master in Education.

Challenges

• Inadequate understanding of the TVET college system.

• Challenges associated with broadening holistic development of learners.

• Misalignment between what lecturers teach and what industry requires in terms of skills.


Recommendations

• Strengthen and improve SETA systems with respect to the support they should be giving to TVET colleges.

• Industry to take active role in the development of curriculum for TVET colleges and advise on relevance of courses.

Recommendation

• Need to review the NCV curriculum.

Addressing the low level of youth and adult language and numeracy skills to enable additional trainingThe province is implementing the following programmes to address the low levels of skills for young people:

• Training of 100 apprentices funded by the MERSETA.

• Training of 850 learners in engineering-related short courses funded by the MERSETA.

• 197 young people receiving apprenticeship training in a MERSETA funded project.

• 68 young people receiving training in a Municipal Infrastructure Support Agency funded artisan development project.

• 1382 young people recruited for the Department of Agriculture and Rural Development National Rural Youth Service Corps (NARYSEC) skills programme.

ChallengesLimited private sector support for skills development, due to the misalignment between market demand and what is offered at training institutions.

Recommendations

• Need to review post-school offerings to ensure alignment with industry needs.

Encouraging better use of workplace-based skills developmentThe DoT offered bursaries and training in mechanical, civil, artisanal and management skills for employees.

Departments and municipalities are collaborating with various SETAs to provided work-based learning opportunities for employees.

The Mangosuthu University of Technology is training 118 staff members in identifi ed skills areas.

A number of young people placed in SETA funded WIL programmes and internships.

The Government Internship Programme still playing an important role in promoting workplace based training programmes.

Encouraging and supporting cooperatives, small enterprises, worker-initiated, NGO and community training The DoT provided training to 300 emerging contractors.

A learnership programme in crop production was approved for implementation by DARD and AgriSETA.

The Ethekwini Metro has adopted the Co-operatives Development Strategy and contracts for projects like grass cutting, cleaning and so on.

The Department of Economic Development, Tourism and Environmental Affairs in the province is currently establishing the KZN SMME Academy to look into challenges faced by small businesses and capacitation issues.


Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateThrough SSPs government employees undergo provincial government capacity building programmes that focus on:

• CIP for all levels of staff.

• Compulsory Management Development on mandatory programmes.

• Financial Management and training in Supply Chain Management.

• Human Resource Management Training.

• Developing technical and professional skills.

• Contract and Project Management Skills for SIPs.

• Intensifying intake of youth in internships and WIL.

Building career and vocational guidanceThe province hosted a Public Service Career Exhibition in 2012, 2013 and 2016 during which thousands of career guides were issued to both in-school and out-of-school youth.

Provincial departments, TVET colleges and municipalities host career expos from time to time, in which young people are provided with career information.

ChallengesThe hosting of career exhibitions requires all provincial departments to contribute funds, which is a challenge as some departments do not budget for the event.

RecommendationsThe DHET should issue a new directive to provincial departments to set aside funds for the Public Service Careers Exhibition.

NORTH WEST


Establishing a credible institutional mechanism for skills planningThe PSET has presented the SSP to provincial departments and implementation of WSPs is aligned with the SSP.

Skills needs of departments are coordinated and captured and consolidated in the annual inter-departmental training implementation plan

Increasing access to occupationally-directed programmesDepartments are implementing mandatory training management development programmes for middle managers as well as the Compulsory Induction Programme.

20 youth from Ngaka Modiri Molema District Municipality have been trained as artisans through the AngloGold Ashanti, OTP and Ngaka Modiri partnership.

Departments are implementing internship programme for unemployed graduates and WIL.

Through the Molema District Municipality partnership, 20 individuals qualifi ed as artisans at the end of the programme. Three out 20 have been employed permanently by AngloGold Ashanti Limited. The OTP has negotiated with Eskom to assist with placement of the remaining learners.

The Offi ce of the Premier and AngloGold Ashanti Limited accordingly established a skills development partnership aimed at addressing the skills gaps in the engineering fi elds of study as identifi ed by the local municipalities within the four district municipalities. Training is facilitated at the AngloGold Ashanti Training Centre based in Orkney in the Dr Kenneth Kaunda district municipality.

An agreement has been reached by the three partners, namely; the OTP, AngloGold Ashanti Limited and district municipalities regarding the roles and responsibilities of each partner. The fi rst pilot project started with Dr Kenneth Kaunda district municipality, followed by Dr Ruth Segomotsi Mompati district. The aim of the agreement was to train 20 unemployed youth in each district municipality based on each local municipality’s skills needs. Learners were recruited and registered in Engineering Learnerships Programmes for a period of 24 months.

The project was then extended to the Ngaka Modiri Molema district municipality also with 20 learners in 2014. The project was completed in June 2016. Some learners are still awaiting their trade test results for them to be declared qualifi ed artisans. Two of these learners have already been appointed permanently by Anglo-Gold Ashanti Limited.

An amount of R10 676 695.60 has been spent by the OTP on the completed projects in respect of the three district municipalities. The expenditure per organisation has been incurred as follows:

ProjectNumber

of LearnersPaid by the Offi ce of

the PremierPaid by Anglogold

Ashanti LimitedPaid by

MunicipalitiesDr Kenneth Kaunda district 20 R 3 456 000.00 R 1,320 000.00 R 600 400.00Dr Ruth Mompati district 20 R 3 456 000.00 R 1,320 000.00 R 600 400.00Ngaka Modiri Molema district 20 R 3 764 695.60 R 1 180 695.60 R 640 600.00Total 60 R 10 676 695.60 R 3 820 695.60 R 1 841 400.00

Encouraging better use of workplace-based skills developmentDepartments have developed WSP and are implementing the training as planned for the workers in accredited, non-accredited, mandatory training, learnership, bursaries.

Short learning programmes – accredited, mandatory and ordinary refresher courses have been developed for example, Project Management NQF Level 4, Skills Development Facilitation NQF Level 4, Recognition of Learning NQF Level 4, the CIP, the Advanced Management Development Programme, the Emerging Management Development Programme, the Foundation Management Programme and other specialised or department-specifi c courses.

Learnerships, for example, Child Youth Care NQF Level 4, Internal Audit Technician NQF Level 5, Road Traffi c Management NQF Level 4, Auxiliary Nursing NQF Level 4 have been put in place.


The Premier of the North West launched a programme called Kgetsi Ya Tsie Bursary and Skills Development Fund to assist fi nancially needy learners on 17h July 2015.

–In terms of internships, appointed interns are trained on the mandatory Breaking the Barrier to Entry into the Public Service fi ve-day programme in collaboration with the National School of Government before they complete their contract.

Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateDepartments have developed WSPs and implementation plans and prepare quarterly monitoring reports to indicate achievements of the planned targets.

Departments are setting aside 1% for training as per determination on the utilisation of 1% of personnel budgets for such purpose.

Table 1: Training of employees and unemployed during 2015/16

Learning Programme

Annual Training Targets

Actual Training done in Q 1

% trained in Q1

Actual Training done in Q 2

% trained in Q2

Actual Training done in Q3

% trained in Q3

Actual Training done in Q4

% trained in Q4

Total trained in 2015/16

% trained in 2015/16

Skills Programme/Short Course 27882 1955 7.01% 4583 16.44% 1995 7.16% 1920 6.89% 10453 37.49%AET 271 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00%Learnerships 349 13 3.72% 0 0.00% 0 0.00% 0 0.00% 13 3.72%Bursaries 281 0 0.00% 0 0.00% 0 0.00% 12 4.27% 12 4.27%Artisan Development 105 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00%Total 28888 1968 6.81% 4583 15.86% 1995 6.91% 1932 6.69% 10478 36.27%

Learnerships 528 131 24.81% 192 36.36% 18 3.41% 0 0.00% 341 64.58%Internships 564 326 57.80% 60 10.64% 174 30.85% 40 7.09% 600 106.38%Bursaries 302 170 56.29% 0 0.00% 0 0.00% 0 0.00% 170 56.29%Artisan Development 15 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00%Total 1409 627 44.50% 252 17.89% 192 13.63% 40 2.84% 1111 78.85%

Number of Employees Trained

Number of Unemployed Youth Trained

Notes: The overall percentage of employees trained during 2015/16 is 36.27% and for unemployed youth 78.85%.


Other Training Initiatives

Coordination of international scholarships

United States of America Scholarship

• Out of 75 applicants only 2 unemployed youth were selected to attend the 40-week Community College Initiative Programme in the following programmes:

• Human Resource Management.

• Business Management and Administration.

One was held at North-east Wisconsin Technical College, in Green Bay, and the other at Fox Valley Technical College. The two youth have successfully completed the fi rst part of their programmes and are now busy with their community-based assignments.

Canadian ScholarshipOne student successfully completed a Master’s degree and is currently registered for a PhD in Agricultural Crop Science at the NWU Mafi keng Campus.

Indian ScholarshipThe programme is aimed at addressing critical and scarce skills in line function deparments, and the programmes are chosen from the prospectus. The programme is primarily for offi cials and placement was as follows:-

• 3 offi cials attended the three-week Public Expenditure and Management training.

• 4 offi cials attended the ten- week UTL Technology.

• 2 offi cials attended the four-week Information Technology Programme.

• 1 offi cial attended the 12-week Advanced Course in Computer Networks Engineering.

• 1 offi cial attended the eight-week Centre for Development of Advanced Computer.

• 1 offi cial attended the ten-week Diploma in M&.

• 1 offi cial attended the four-week Good Governance and Management of Rural Development Programmes.

• 1 offi cial attended the three-week Research Methods in Labour Studies training.

Challenges Experienced by the ProvinceSince the province has not yet established the HRDC for the province and a PSDF, there is no approved provincial HRD strategy. The only established and functional structure is the inter-departmental structure which is at operational level namely, the Provincial Skills Development Facilitator’s Forum.

There is under-reporting in the province because there are no HRD structures to whom all sectors submit their plans and reports on skills development. With the right institutional arrangements, there will be integrated coordination, planning, monitoring, and reporting across all sectors in the province.


NORTHERN CAPE

ACHIEVEMENTS

Increasing access to occupationally directed programmesThe province has established a Programme of Action (POA) for all the outcomes as per the MTSF. Outcome coordinators have been appointed in departments to report on quarterly basis on progress made on the achievement of targets. Subsequent to this the PSDF developed its own POA which includes issues from the HRDS Provincial Strategy, NSDS III and the HRDSSA. The POA assists the province to track progress in relation to these policy imperatives.

The launch of the Namakwa Trade Test Centre in August 2015 was made possible with donations from the following stakeholders:

• Anglo American – US$2 million (R14.6 million)

• The Namaqua District Municipality contributed R 5 million.

• The NSF’s donation enabled the college to acquire the necessary machinery, tools and equipment for the training and testing of students.

R2.2 million has been secured from Power Construction in respect of construction-related training programmes. 50 learners have been recruited. The Namaqualand Campus Skills Development, once fully functional, will offer: Engineering Studies, Business Studies, NQF qualifi cation and so on. 77 artisans registered and 50 completed.


Promoting the growth of a public TVET college system that is responsive to sector, local, regional and national skills needs and prioritiesCommunity Education and Training College (CETC)

One CETC is established in the Northern Cape (Upington) in terms of section 3 (1) (b) of CET Act (Act 16 of 2006). 119 community learning centres have been established (CLCs) in all 5 districts of the province.

There are 3205 students in all centres and 196 lecturers employed with an acting principal and College Council appointed.

Addressing the low level of youth and adult language and numeracy skills to enable additional trainingProvincial departments budgeted a total of R73 062 290.16 for skills training, bursaries, internships and learnerships at the beginning of the 2016/17 fi nancial year. operating in the province projected that R 245 242 551 will be spent on skills development programmes in the province for the 2016/17 fi nancial year, with a total number of 8 443 benefi ciaries.

Encouraging better use of workplace-based skills developmentRenewable Energy

A Centre of Excellence in the Northern Cape was launched with 49 renewable energy projects as follows:

• Hydro-electric/power (1), solar- concentrated power (7).

• Wind energy (12), solar photo voltaic (29).

• 248 out of 300 youth completed the Electrical Engineering theoretical part, and are currently in the WIL phase.

• Higher certifi cate in renewable energy technologies (23).

• Short skills programme in construction (500).

A R5 billion 50 MW Bokploot concentrated solar plan was also launched and 70 of the 1 200 people working on the project are permanent.

Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateThe 18th annual PSTF conference was organised and successfully hosted by the Northern Cape province, from 5 – 7 October 2015.

Theme: Developing human capability for productivity in the Public SectorThe conference refl ected on the following:

• Perspectives of developing human capability for productivity for the Public Sector.

• Skills development strategies for the Public Sector.

• Partnerships among the private sector, institutions, social partners and departments for skills development in the Public Sector.

• Implementation and coordination challenges and opportunities of HRD in developing capability for the Public Sector.


Programme Assessments Number Passed Number Failed Number Passed with Distinction

Cancelled after 30 Apr 2015 per Programme per

ModuleBEd 874 821 37 171 16BSc Data Science 162 146 10 44 6Diploma in Information Communication Technology

365 289 56 72 20

Diploma in Results-Based Management

337 314 23 35 0

Higher Certifi cate in Heritage Studies 128 111 17 23 0

UNIVERSITY COURSE PASS RATE SECOND SEMESTER 2015 90.08%

Of the 330 students registered in 2015, 308 have passed well enough to return and continue their studies in 2016.

ChallengesUnder-reporting by stakeholders and reporting on same targets and achievements in all quarters which result in incorrect reporting.

Lack of disaggregation of information in terms, race and disability

The information from stakeholders is not verifi ed and credible and stakeholders not meeting reporting deadlines.

Recommendations

• Stakeholders to report to the OTP as per their mandate to report on skills development related issues.

• Stakeholders must disaggregate fi gures in terms of women, youth and disability on the reports to the OTP.

• The OTP must serve as entry point for skills development related issues to be brought on board when funding is made available NSF, SETAs or other stakeholders in the province.

• The NSA to assist the OTP in ensuring the participation of SETAs in key coordinating structures in the province.

• The OTP to be invited to DHET meeting which are skills development related.


WESTERN CAPE

Achievements

Establishing a credible institutional mechanism for skills planningThe Apprenticeship Game Changer has a big focus on data coordination to facilitate improved planning. Data received from SETAs, TVET colleges and the Western Cape Government departments collated for reporting purposes. MOUs were developed with all holders of data. The province is working with key SETAs to infl uence the SSP to refl ect provincial plans.

ChallengesData collection is ad hoc and not standardised. The fears around the Protection of Personal Information Act (POPI Act) and sharing of data has been an inhibiting factor.

RecommendationsDevelop a standard reporting system where we are recording similar data for easy collation and comparisons.

Increasing access to occupationally-directed programmesThe Western Cape Government is driving the Apprenticeship Game Changer which has a focus on employer engagement to ensure suffi cient workplaces are available for training. Middle level skills identifi ed by employers will be linked to SETAs.

The Apprenticeship Game Changer is continuously engaging with employers to identify the occupations in high demand in the following sectors: Agri-processing; Oil and Gas; Tourism;

ICT/Broadband and energy. The SETAs are engaged to ensure that support is gleaned for training the relevant number of artisans.

The Western Cape Government works closely with the NAD to drive the process in the region.

The Western Cape Government is collecting fi nancial and non-fi nancial data on all skills development initiatives.


Challenges

• Training needs to also consider e-learning to allow for training of middle managers in the workplace.

• Standardisation of stipends is a key issue.

• Data not readily and centrally available for accessing the supply data to manage work placement and knowing what is available to employers.

• Data to be disaggregated to ensure that the funding can be directed to priority programmes.

• Sharing of provincial research to inform plans.

Addressing the low level of youth and adult language and numeracy skills to enable additional trainingThe Apprenticeship Game Changer is the provincial government’s strategy to address the shortage of relevant skills in demand by employers. As a result of this work, also addresses the opportunities for work placement of youth.

The Apprenticeship Game Changer has a focus on data and evidence management so supports this output too with information gathered for the region.

The focus of the Western Cape Government is on meeting the demand of the economy and therefore addresses this output. There are varied training and work experience projects rolling out in the province.

Encouraging better use of workplace-based skills developmentThe Apprenticeship Game also focuses on this output and through engagement with employers has identifi ed Blockman training. This course has been established with the input from industry and with assistance from the TVET Colleges. Apprenticeship Game Changer assists in identifying the skills in demand across sectors and across sub-regions.

Increasing public sector capacity for improved service delivery and supporting the building of a developmental StateThe OTP drives the implementation to ensure that skills needs of provincial government are addressed. To date, 146 graduate interns and 716 matriculants placed as interns. 3215 internal and external training opportunities provided to offi cials across the 13 provincial departments.

Building career and vocational guidanceA career awareness programme is being developed with inputs from all stakeholders to provide information to learners through Life Orientation educators. Material is being developed for Life-orientation educators to use in the classroom to direct learners towards technical and vocational careers. A national career awareness campaign through popular media is used to create awareness for parents to see the benefi ts of technical and vocational careers.

Annexure


Annexure 1: SETA research programmes and projects

No BANKSETA1 Title of research Aim of research Budget

allocated

(Rand) 2 Secondary data analysis Obtain additional data to support the development of the SSP in

terms of the DHET guidelines.0

3 Africa expansion: benchmark study To determine the skills needs of banks that are expanding into Africa and to establish partnerships for skills transfer into Africa.

500,000

4 ICT skills needs To determine the ICT skills needs of the broader banking sector to determine appropriate training interventions.

500,000

5 Customer satisfaction survey To measure the extent of customer satisfaction against the BANKSETA values – annual budget allocation.

200,000

6 Inclusive banking skills needs analysis

Conduct a skills needs analysis for the inclusive banking sector. 1,000,000

7 Aligning sector skills needs with Higher Education curricular

To engage the sector and HE institutions to discuss curricular needs to address the skills mismatch.

50,000

8 CATHSSETA9 Title of research Aim of research Budget

allocated

(Rand)10 Effect of ethnicity on fatigue and

hamstring injury risk on professional soccer players.

The current study aims to assess the impact of a 90-minute soccer match-play simulation on the fatigue responses of the thigh musculature in two ethnic cohorts of professional soccer players. The direct comparison of responses from Black South African and Caucasian European players allows for the effect of ethnicity on hamstring injury risk to be further investigated.

300,000

11 Bridging the gap from inpatient rehabilitation to sustainable health and wellness within a South African context

To implement physical activity program in different communities that are sustainable by identifying accessible facilities and training community volunteers to run the programmes, thereby reducing the barriers that they face.

300,000

12 M&E of sport-based HIV/AIDS awareness programmes in South Africa: strengthening outcome indicators.

To contribute to a generic M&E framework by improving the options for the use of outcome indicators of sport-based HIV/AIDS awareness programmes in South Africa.

200,000

13 Analysis of the NGO sector with regards to sport coach qualifi cations and the qualifi cations the NGO sector offers.

Masters in Sport Management- analysis of the NGO sector. 80,000

14 Indicators for the monitoring of the result of Sport based HIV/AIDS awareness programme in the Grabouw area.

Monitoring of the result of sport-based HIV/AIDS awareness programme.

100,000

15 Marketing strategies used by Netball South Africa.

To establish a marketing strategy for the netball fi eld. 80,000

16 NSRP- Goal 1: An active nation: Physical education in relation to topic: The elements required for a successful sport focus school best practice.

The elements required for a successful sport Focus school best practice.

80,000

17 The infl uence of soccer fatigue. To determine the infl uence of soccer fatigue on the risk of high injuries in Black African soccer players.

100,000


18 Roles and expectations of change agents and lower socio-economic communities.

To deconstruct the roles and expectations of change agents and lower socio-economic communities in the provision of recreation and leisure to facilitate social

100,000

19 Transformation of sport and recreation in South Africa.

To determine the transformation of sport and recreation in South Africa.

100,000

20 Spinal cord injury. Bridging the gap from patient rehab to health & wellness within a South African context

100,000

21 Masters in Human Movement Science.

Physical activity and physical fi tness profi le of socio-economically disadvantaged school children aged 9-12 from Port Elizabeth, South Africa.

160,000

22 Musicology Museology 100,00023 Masters of Education Biodiversity skills and learning pathways. 80,00024 Masters of Education Biodiversity/conservation skills and learning pathways. 80,00025 Biodiversity related skills in South

Africa.Matching supply and demand for biodiversity related skills in South Africa.

80,000

26 Biodiversity related skills in South Africa.

Career paths, learning pathways and occupations in and around the biodiversity sector in South Africa.

160,000

27 Exploring up-skilling opportunities and professional practices in the marine sector of South Africa.

How up-skilling opportunities and practices do enables learning in, through and for the workplace, by marine professionals.

100,000

28 Epistemic access to developing foundational science learning and skills in the biodiversity sector – are the rumours about online citizen science true?

Online collaboration and biodiversity professional development. Mechanisms to improve work-integrated learning for biodiversity related skills.

200,000

29 Green economy: educational access for educationally marginalised youth.

To understand the educational and skills elements that enable access to the “green economy” for the educationally marginalised youth.

100,000

30 Sports and Recreation. Sports &and recreation. 80,00031 Dramatic Arts. Auto-ethnography performance. 160,00032 Masters in Arts and Drama Therapy. Masters in Arts and Drama Therapy. 160,00033 Masters in Arts and Drama Therapy. Masters in Arts and Drama Therapy. 80,00034 Masters of Arts by Research in

Drama and Film.To develop community arts workers and arts facilitators who are able to make the arts, culture and heritage sector in South Africa contribute to medical education within an afropolitan Johannesburg framework, emphasising cultural identity, language and skill development.

80,000

35 Doctoral in organisational leadership- wellness recreation context.

A framework for best practice programming in adventure. 100,000

36 Organisation leadership. The obstacles to participate in sport and recreation for people with disabilities.

80,000

37 Visitor profi le at Hector Peterson Museum.

Development of visitor profi le at Hector Peterson Museum. 80,000

38 Masters Technology: Nature Conservation

Environmental education 80,000

39 Secondary school teachers level satisfaction with guided tours at Maropeng and Sterkfontein.

Level of satisfaction with guided tours. 80,000

40 Facilitation of athletes and coaches towards the improvement of sound nutritional practices.

Perception, barriers and facilitators of athletes and coaches towards the improvement of sound nutritional practices.

80,000

41 Physical education in South African schools.

Re-skilling of in-service teachers in physical education in South African schools.

100,000


42 Sport, recreation and exercise science- sport based HIV/Aids awareness programmes.

M&E of Sport-based HIV/Aids awareness programmes. 100,000

43 Conservation. Deconstructing the roles and expectations of change agents and lower socio-economic communities in the provision of recreation and leisure.

300,000

44 Impact of in-service on professional development of high school tourism educators in Limpopo province.

To determine the level of tourism teaching skills and training possessed by high school tourism educators in Limpopo province. To ascertain whether high school tourism educators in Limpopo province are involved in the determination of their professional development needs.

300,000

45 Business tourism as a foundation for development opportunities; challenges and best practices in KwaZulu-Natal.

To ascertain local peoples’ understanding of business tourism and its impact on their culture. To determine ways of improving existing knowledge regarding support structures in order to maximise business tourism benefi ts in the province of KwaZulu-Natal.

300,000

46 Institutional capacity of FET colleges to manage work integrated learning (WIL) of hospitality, tourism and recreation related programmes in the North West.

To analyse whether WIL exist in hospitality, tourism and recreation related programmes in different FET colleges of North West province. To evaluate the institutional capacity to manage FET Colleges that offer hospitality, tourism and recreation related programmes in North West province.

300,000

47 The status of computer tourism curricular development in spatial diverse secondary schools in the Umlazi education district.

To assess the computer literacy level of tourism educators and learners in Umlazi district schools. To evaluate the exposure of Umlazi district educators and learners to information technology.

240,000

48 Labour market work experience requirement for tourism in uMhlathuze local municipality.

To assess labour market requirement for tourism in uMhlathuze local municipality. To fi nd out work experience requirements for tourism in uMhlathuze local municipality

240,000

49 Tourism routes as a mechanism for local economic development within three district municipalities.

To fi nd out the role of tourism routes in enhancing local economic development within three district municipalities. To assess the potential of tourism routes in alleviating poverty and unemployment in three district municipalities.

240,000

50 Tourism routes as a mechanism for local economic development in rural areas within the three district municipalities in KwaZulu-Natal

To investigate the impact of tourism routes in enhancing economic development in rural areas. To identify gaps resulting to poor coordination of activities amongst local tourism development and promotion structures.

240,000

51 Marketing strategies used by Netball South Africa.

To evaluate the promotional strategies used by Netball South Africa to market and promote the sport in the country.

160,000

52 CHIETA53 Title of research Aim of research Budget

allocated

(Rand)54 Trends in employment and training. The purpose of the trends analysis is to establish time series data

on the profi le of and skills development initiatives in the Chemical sector by analysing information contained in the WSP-ATR annually.

172,259

55 Sub-sector Skills Plans. To provide detailed analyses of each of the sub-sectors as part of the Chamber skill planning mandate. To build the SSP from the bottom up.

203,579

56 The CHIETA Occupations Handbook, 2014.

The CHIETA Occupations Handbook provides a standardised framework for describing or informing job and post profi les and forms the basis for the measurement of human capital within an organisation.

0

57 Qualifi cations Matrix. A matrix containing CHIETA related occupations including occupations defi ned in the CHIETA Occupations Handbook, as well as registered qualifi cations and learnerships.

0

58 Skills Survey Employees Skills Survey Employees 142,500


59 Skills Survey Occupations Skills Survey Occupations 060 Enterprise case studies within

chemical sector/sub-sector.Support of Masters, doctoral and Post-Doctoral candidates through a full thesis dissertation resulting in enterprise case studies within the chemical sector/sub-sector.

585,000

61 Research on community environmental health hazards and waste management.

A detailed community mapping process to investigate environmental health hazards, the production and use of chemicals, fuel, fertilisers, pesticides and other products that could create ecological stress at a local level, , the work of waster pickers and local recycling initiatives.

498,636

62 Training Voucher Scheme Impact Study.

The main objectives of this research was to evaluate the impact of the CHIETA Training Voucher Scheme on the training of co-operatives and SMEs; to evaluate intended and unintended outcomes and to identify challenges or barriers faced by SMEs and critical factors to operate successfully.

72,200

63 PWDs in the chemical sector and development of a toolkit.

Conduct research into disability and occupations in the chemical sector and develop a toolkit to assist chemical sector companies with disabilities in the workplace.

60,800

64 ETDPSETA65 Title of research Aim of research Budget

allocated

(Rand) 66 Research conducted on senior

phase teachers.To design a strategy to improve the teaching and learning of Mathematics, Natural Sciences, Economic and Management Sciences, English FAL in Grades 8 and 9.

626,800

67 SSP constituency update for AET. To research and revise the SSP for the AET sub-sector. 298,42268 SSP constituency update for public

higher education and training To research and revise the SSP for the Public Higher Education and Training subsector.

297,622

69 SSP constituency update for NGOs. To research and revise the SSP for NGOs. 348,00070 SSP constituency update for

libraries and archives.To research and revise the SSP for libraries and archives. 296,612

71 SSP constituency update for private higher education and training.

To research and revise the SSP for 199,900

72 SSP constituency update for SETAs and statutory bodies.

To research and compile the SSP for SETAs and statutory bodies. 199,900

73 Evaluation study on TVET lecturer and Senior Management Programmes implemented in Programme Two.

To conduct a process and performance assessment evaluation relating to TVET Lecturer and Senior Management programmes implemented in Programme 2 with specifi c focus on effi ciency, effectiveness and impact on benefi ciaries.

1,200,000

74 Understanding the supply and demand for educators within the ETD sector

To develop a deeper understanding of the specifi c factors that affects the supply and demand of educators including higher education and how best to measure these issues as part of the mechanism for labour market intelligence. The project will be implemented over a two-year period.

1,500,000

75 Development of a list of indicators for the LMIS for the ETD sector.

To create a list of indicators that will be the core of the LMIS. Budget forms part of the above supply and demand research.

0

76 Mapping the TVET system report. To understand the complexities of the TVET system and the various categories of providers. The project will be implemented over a 2-year period.

1,614,000

77 Report on WIL/WBL. To develop an understanding of the knowledge that underpins vocational lecturers with a specifi c focus on WIL/WBL and identify best practice models. Budget forms part of the above TVET system mapping.

0


78 FASSET79 Title of research Aim of research Budget

allocated

(Rand)80 Access into employment: return on

investment from training.To do a cost and benefi t analysis of the programme. 0

81 Access into higher education: Desktop analysis of learner statistics by specifi c variables.

To understand access into higher education based on gender, race and fi eld of study.

0

82 Access into higher education: return on investment from training

To do a cost and benefi t analysis of the programme. 0

83 Access into academic and professional programmes: return on investment from training.

To do a cost and benefi t analysis of the programme. 0

84 Access into employment: Learner Commencement Impact Assessment.

To assess the effects of the programme on employment access. 0

85 Access into employment – desktop analysis.

To understand entry into employment by race, gender and sector of employment.

0

86 Annual Grant Analysis. To determine new trends in skills development. 250,00087 Learnership and educational tariffs

survey.To determine the costs of implementing learnerships and educational costs.

0

88 Employer survey. Investigation into why companies are not claiming grants and the Skills Development Levy.

0

89 Learner research. Why learners are not being placed – issues include race, tariffs, accreditation costs, salary.

0

90 Learner research. Cohort study to trace learners who are passing through the Fasset career pipeline.

0

91 Employer research. Cohort study to trace employers that are passing through the Fasset benefi t pipeline

0

92 Learning programme success. Trace study on bridging programme learners for employers and learners to fi nd out how the programme has performed.

0

93 Longitudinal data analysis: 2000/2001 to 2013/2014.

To assess the trends in the Fasset sector over the fi ve-year period. 0





96 Access into academic and professional programmes – desktop analysis.

To analyse access into academic and professional programmes based on gender, race and fi eld of study.

0

97 Access into employment – learner commencement.

To obtain baseline data for an outcomes evaluation. 0

98 Access into employment – learner completion.

To do an outcomes evaluation of the programme. 0

99 Access into employment – employer participation.

To assess employers’ level of participation. 0

100 Access into employment – learner tracer

To monitor learner progress after completion of the programme. 0

101 Access into higher education – desktop analysis

To analyse access into higher education based on gender, race and fi eld of study.

0

102 Access into higher education – return on investment,

To do a return on investment analysis on learners benefi ted from programmes.

0


103 Customer satisfaction survey. To assess how Fasset stakeholders feel about the services they are receiving.

0

104 Learners on learnerships – desktop analysis

To analyse the trends in learnerships. 0

105 Learnership Cash Grant – return on investment

To assess the return on investment on the Learnership Cash Grant.

0

106 Lifelong Learning - consolidated event evaluation analysis.

To produce a consolidated report on all lifelong learning evaluations.

0

107 Lifelong larning individual event evaluation analysis.

To evaluate the success of individual lifelong learning events. 0

108 Desktop analysis of lifelong learning data.

To analyse trends in the Fasset sector. 0

109 Lifelong Llarning – return on investment

To measure the return on investment on lifelong learning programmes.

0

110 Mandatory grant – desktop analysis of learner and employer statistics by specifi c variables.

To analyse mandatory grant trends in the Fasset sector. 0

111 Mandatory grant – return on investment from training.

To assess the return on investment of the NSFAS grant. 0

112 NSFAS grant – return on investment from training for employers.

To assess the return on investment on the NSFAS grant. 0

113 NSFAS fi nancial contribution – return on investment from training for learners.

To assess the return on investment on the NSFAS fi nancial contribution.

0

114 PIVOTAL grant – desktop analysis of learner and employer statistics by specifi c variables.

To analyse trends in the Fasset secto.r 0

115 PIVOTAL grant – return on investment from training.

To measure the return on invest on PIVOTAL grants. 0

116 Sector skills update. SSP update for 2016 – 2021. 600,000117 Refi nement of scarce skills

questionnaires and measurement of hard-to-fi ll vacancies.

To measure scarce skills in the Fasset sector. 0

118 Training in the Fasset sector benchmarked against previous years.

To measure training in the Fasset sector against benchmarks set in previous years.

0

119 Customer Satisfaction Survey. To assess how Fasset stakeholders feel about the services they are receiving.

0

120 Learners on learnerships – desktop analysis.

To analyse the trends in learnerships. 0

121 Learnership cash grant – return on investment.

To assess the return on investment on the Learnership cash grant. 0

122 Life-long learning consolidated event evaluation analysis.

To produce a consolidated report on all life-long learning evaluations.

0

123 Life-long learning individual event evaluation analysis.

To evaluate the success of individual life-long learning event. 0

124 Desktop analysis of lifelong learning data.

To analyse trends in the Fasset secto.r 0

125 Life-long learning – return on investment.

To measure the return on invest on life-long learning programmes. 0

126 Mandatory grant – desktop analysis of learner and employer statistics by specifi c variables.

To analyse Mandatory grant trends in the Fasset sector. 0


127 Mandatory grant – return on investment from training.

To assess the return on investment on the mandatory grant. 0

128 NSFAS grant – return on investment from training for employers.

To assess the return on investment on the NSFAS grant. 0

129 NSFAS fi nancial contribution – Return on investment from training for learners

To assess the return on investment on the NSFAS fi nancial contribution.

0

130 PIVOTAL grant – desktop analysis of learner and employer statistics by specifi c variables.

To analyse trends in the Fasset sector. 0

131 PIVOTAL grant – Return on investment from training.

To measure the return on invest on PIVOTAL grants 0

132 Sector skills update. SSP update for 2016 – 2021. 0133 Refi nement of scarce skills

questionnaires and measurement of hard-to-fi ll vacancies

To measure scarce skills in the Fasset sector. 0

134 Training in the Fasset sector benchmarked against previous years and the sector.

To measure training in the Fasset sector against benchmarks set in previous years.

0

135 Fasset research (CSS and Sector Survey) desktop analysis.

Investigation into why companies are not claiming grants and the SDL.

0

136 Fasset research (CSS and Sector Survey) desktop analysis.

Why learners are not being placed issues include race, tariff, accreditation costs and salary.

0

137 Fasset benefi ts and incentives. To develop Employer Support Guides. 0138 Foodbev139 Title of research Aim of research Budget

allocated

(Rand)140 2015 – 16 SSP. To update the 2014 – 15 SSP. 0141 Impact evaluation/assessment on

internships/ work experience. To evaluate the impact of internships/work experience. 0

142 Impact evaluation/assessment on AET.

To evaluate the impact of AET provision in the sector. 0

143 Update of sector skills guide. To update the sector skills guide that was compiled to incorporate sub- sector scarce skills.

0

144 Investigation into the capacity of TVET provision in the FoodBev sector.

To ascertain the responsiveness of the TVET sector in meeting sector needs.

0

145 FP&MSETA146 Title of research Aim of research Budget

allocated

(Rand)147 Establishment of a Research Chair. The main purpose of establishing the FP&M SETA Research Chair

is to provide research support, increase capacity with respect to implementing the FP&M SETA research agenda and establish a university based centre of excellence within WITS Centre for Researching Education and Labour.

4,000,000

148 Tracking and tracing project. Tracking and Tracing of all FP&M SETA learning interventions study.

2,000,000


149 Stakeholder Engagement Framework for sub-sectors to develop their industrial Growth Strategies.

This project aims to establish a data and information sharing relationship between the FP&M SETA and its sub-sectors. The project will produce comprehensive industry growth strategies refl ective of the 13 sub-sectors aligned to international best practices.

0

150 SSP FP&M SETA Sector Skills Plan analysis document, for the reporting of value chain linkages, skills needs and demand and sectoral strategies to address skills gaps in its 13 sub-sectors.

0

151 Sub-sectoral academic papers. REAL Masters and Doctoral students. Research focus and theses topics in FP&M SETA subsectors. Reading programme and short courses. Research Papers on FP&M sub-sectors on international benchmarking

0

152 Benchmark locally and internationally to identify model sub-sectors and develop milestones.

International exchanges, seminars and workshops: Streamlined information fl ow through international partners, seminars and workshops.

0

153 Investigation of LEAD SETA offi ces & TVET collaboration.

Strengthen relationship between TVETs, SETAs and employers in order to promote WIL and graduate placement. Establish and support industry opportunities for lecturers and technical staff.

1,284,723

154 International Leadership Development Programme.

The explicit purpose of the project is to develop high level strategic and innovative management and leadership for those in the skills development arena exposing them to international best practices with a view to promote transformation.

8,100,000

155 HWSETA156 Title of research Aim of research Budget

allocated

(Rand)157 Monitoring of training offered by

accredited training providers in 2015/16.

To monitor the progression of students trained in HWSETA qualifi cations. The projected will be funded from the administration budget.

0

158 Update of the SSP for 2015. Submit 2015 SSP update to DHET. 380,000159 Review of HWSETA Research

Strategy and Agenda for the 2014/15 fi nancial year.

Revised HWSETA Research Strategy and Agenda approved and communicated internally. The projected will be funded from the administration budget

0

160 Validation of Workplace Skills Plan Data: SMMEs and levy exempt sector.

To evaluate the implementation of Workplace Skills Plan of 2014/15. The projected will be funded from the administration budget.

0

161 Evaluation of bursary programme of the HWSETA facilitated through NSFAS.

To evaluate effi ciency, effectiveness, relevance, outcome, and sustainability of the bursary programme of the HWSETA. The projected will be funded from the administration budget.

0

162 Constraints and limitations of employers implementing learnerships.

To evaluate the constraints and limitations experienced by employers as they adhere to HWSETA policy directives. The projected will be funded from the administration budget.

0

163 Track and trace learners funded by HWSETA on learnerships, internships and workplace experience.

To track and trace unemployed learners who were funded by the HWSETA. The projected will be funded from the administration budget.

0

164 Review of the implementation of the pre-apprenticeship programme: student perspective and perceptions,

To evaluate student perspective and perceptions about the implementation of the pre-apprenticeship programme. The projected will be funded from the administration budget,

0

165 Review of HWSETA supported programmes and projects: experiences and perceptions of artisans in training.

To gain insight into the perceptions and experiences of the HWSETA supported artisans. The projected will be funded from the administration budget.

0


166 The impact of HWSETA workplace experience programme.

To evaluate the experiences and perceptions of funded students on the work-place experience programme. The projected will be funded from the administration budget.

0

167 Outcome assessment of the 2012/13 Internship Programme.

To conduct an outcome assessment Report of the 2012/13 Internship Programme. The projected will be funded from the administration budget.

0

168 Impact Assessment of HWSETA funding on levy-exempt organisations.

To conduct an impact assessment on the use of HWSETA funds by the levy-exempt organisations. The projected will be funded from the administration budget,

0

169 Understanding and contextualising the drop-out rate of HWSETA supported students.

To measure the drop-out rate of HWSETA funded students. The projected will be funded from the administration budget.

0

170 Baseline study of HWSETA Postgraduate Research Bursary Programme.

To assess students’ perceptions and attitudes towards the post graduate studies funded by the HWSETA. The projected will be funded from the administration budget.

0

171 Nature and extent of supply and demand disequilibrium in social work and social auxiliary work graduates.

To evaluate the employment rate of social workers and social auxiliary workers post education and training. The projected will be funded from the administration budget.

0

172 Update of the SSP for 2015. Submit 2015 SSP update to DHET scarce and critical skills list. 380,000173 Review of HWSETA Research

Strategy and Agenda for the 2014/15 fi nancial year.

Revised HWSETA Research Strategy and Agenda approved and communicated internally. The projected will be funded from the administration budget.

0

174 INSETA175 Title of research Aim of research Budget

allocated

(Rand) 176 Research Project. Develop a profi le of the insurance industry from the perspectives

of scarce and critical skills, professional standards and transformation. Also Black Broker Development and Trustees Development Programme included – one end objective of this project is to develop black-owned brokerages.

2,539,664.65

177 Seta-FET Collaboration Project. Promotion of SMME development through the vehicle of SMMEs offering employment possibilities to learners who have completed learnerships and internships. A collaborative effort between INSETA, Ingwe FET College (Mount Frere); King Sabatha Dalindyebo (Mthatha); King Hintsha (Butterworth); and Ikhala College (Queenstown). Inseta has already started doing some work with Public FET Colleges and will follow a phased-in approach towards increasing the number of FET Colleges to receive support from INSETA for the licence period of the SETA.

1,305,000

178 Broker Development and Trustees Project.

The research component will include engagement with key industry stakeholders, regulatory and professional bodies to achieve a best practice model for optimal, scalable, and sustainable approaches to broker development.

8,600,000

179 LGSETA180 Title of research Aim of research Budget

allocated

(Rand) 181 Water and wastewater management

in local government. Provide an assessment of local government’s capability to deliver water and manage wastewater sustainably highlighting current strengths, challenges and opportunities and discuss related implications for skills need.

3,340,223

182 Skills Planning projection modelling for the sector.

To develop a skills-needs model that will enable the LGSETA to project skills needs, supply and demand for local government sector using one area as a focus area.

5,000,000


183 Understanding the confl ict dimension of service delivery protests.

To conduct a literature in order to understand the confl ict dimension of service delivery protests.

531,240

184 Perceptions about local government as a career of choice with a particular focus on TVET learners.

To conduct a survey to develop insights on career choice by TVET leaners.

0

185 Profi ling the fi re-fi ghter occupation within the local government sector.

Conduct research to profi le fi re fi ghter occupation within the local government sector to inform the development of a credit accumulation and transfer model for the LGSETA fi re fi ghter occupation. The fi ndings of the pilot study will inform qualifi cation development going forward.

250,000

186 Development of a strategy for the LGSETA to facilitate skills development for SMMEs and co-operatives in the local government sector.

The LGSETA has provided some support to SMMEs and co-operatives in the past but this has not been signifi cant. A strategy will be developed to ensure that it facilitates access to appropriate skills development opportunities for SMMEs and co-operatives, CBOs & NGOs that will support the implementation of the SIPs (in particular, those that are aligned to the local government sector) and other local economic development activities as part of achieving Goal 6 of the NSDS III.

600,000

187 Evaluation of an e-AET pilot programme.

To evaluate the development and implementation of an e-AET pilot programme for 30 learners enrolled for three e-AET modules.

100,000

188 MERSETA189 Title of research Aim of research Budget

allocated

(Rand) 190 TVET research and development

project – Phase 2 (post-pilot).Three research streams examine: 1) the costs, benefi ts and quality associated with in-company training, particularly apprenticeships (CBQ); 2) The large scale measurement of vocational competence development in engineering occupations (COMET); 3) Supervision of three Doctoral candidates for purposes of transferring the knowledge system associated with the research instruments into the SA TVET ecosystem. This project is funded through a 375,000 Euro’s grant at a current exchange rate of 0.065 Rands to 1 Euro.

5,780,563.42

191 Masters in technology-based entrepreneurship.

Masters qualifi cation development specialising in the fi eld of entrepreneurship linked to the industrialisation of Intellectual Property developed through HEIs in support of new manufacturing opportunities in South Africa.

1,192,800

192 Research Chair in Manufacturing Skills Development.

Identifying and supporting skills for technology gaps that will improve the competitiveness and sustainability of the South African manufacturing value chain. Masters, Doctoral and Post-doctoral candidates are to be hosted through this new research chair.

3,000,000

193 Sector, skills and economic evolution in South Africa.

Masters, Doctoral and Post-doctoral academic program which seeks to integrate VET, industrial policy and evolutionary economics disciplines towards the new skills required by DHET for skills planning purposes.

1,770,000

194 Development of the supply of STEM graduates and post graduate research in support of emerging innovations and local manufacturing.

Research Chair in Engineering to be established focussing on student academic support, continuous professional development, TVET college linkages, light manufacturing and rural development, applied research and basic research.

26,000,000

195 Funding for the next generation academics.

A combination of Honours, Masters and PD/D candidates from the school of Environmental Sciences.

900,000

196 Further research and development in Marine Engineering.

Collaboration includes establishment of: 1) A marine engineering research platform. 2) Collaboration with a TVET college in Marine Engineering. 3) International research partnerships.

4,350,000


197 Articulation and credit transfer activities, as well as woman in engineering.

Collaboration included activities in the following domains:

1) Conduct research and collect data of existing access programmes and develop a profi le of existing programmes;2) Creation of a research profi le on access NCV and N programmes at FET colleges and align access programmes in STEM fi elds in collaboration with FET colleges and SETA;3) Conduct research and collect data on existing STEM programmes for women at CUT, FET Colleges and Technical Schools;

4) Conduct research and complete a needs analysis of areas of NCV and NATED programmes in the STEM fi elds and identifi cation of female students.

625,028

198 Chamber-led research for skills development.

The Research Project is intended to provide an opportunity for Chambers to undertake research that will assist in identifying and exploring skill development issues in line with the broad direction of the industry/sector/chamber.

3,000,000

199 Tracer study over SETA year 2012/13.

To establish rate of retention across different learning programmes including analysis of reasons for leaving original training employer; qualifi cation levels prior to learning program; migration patterns; how post-training alternative employment was secured.

831,022

200 PSETA201 Title of research Aim of research Budget

allocated

(Rand) 202 Identifi cation of the priority skills in

the Public Service.Priority skills in line with NDP mandate. 700,000

203 Identifi cation of the priority skills in the Public service.

Priority skills in line with NDP mandate. 700,000

204 New methodologies for identifying skills needs in the Public Service.

New methodologies for identifying skills needs in the Public Service.

500,000

205 Deepening the PSETA’s understanding of the competencies/skills areas,

Deepening the PSETA’s understanding of the competencies/skills areas.

0

206 New methodologies for identifying skills needs in the Public Service.

New methodologies for identifying skills needs in the Public Service.

500,000

207 Deepening the PSETA’s understanding of the competencies/skills areas.

Deepening PSETA understanding of the competencies/skills areas. Funded from SSP budget.

0

208 Improving the effi ciency and effectiveness of public procurement in the South African Public Service.

Not provided. Funded from SSP budget. 0

209 Understanding the Offi ce of the Public Service Commission initiatives in supporting the anti-corruption efforts in the Public Service.

Reducing corruption in the public service require shift in the “values” and “ethics” of public servants: focus on improving skills base. Funded from SSP budget.

0

210 Effectiveness of the Management Performance Assessment Tool in accessing quality of management practices in government departments.

Public service needs managers that are able to turn high level strategies into implementable plans/delivery. Funded from SSP budget.

0


211 Services SETA212 Title of research Aim of research Budget

allocated

(Rand) 213 Services sector macro-economic

analysis.To understand the economic performance of the services sector. 300,000

214 Services sector labour market analysis.

To understand labour market performance of the services sector. 350,000

215 Survey of existing recruitment databases.

Identify and quantify scarce and critical skills 2,000,000

216 Impact of training on employer companies.

Understand the impact of the Services SETA training on employers and employees.

3,000,000

217 Sub-sector value chain analysis. Analysis of value chain within the services sector. 1,000,000218 Analysis of performance information

data including WSP/ATR.Understand the mismatch between skills supply and demand. 2,000,000

219 PESTEL analysis. Understanding environmental context of the services sector. 1,000,000220 TETA221 Title of research Aim of research Budget

allocated

(Rand) 222 2015/16 SSP annual update. To generate labour market information on the supply and demand

of skills in the transport sector.500,000

223 Tracer study (Belgium Technical Cooperation (BTC)/TETA)).

To track and assess the impact APEC courses have made on South African returning students funded by Belgium Technical Cooperation and TETA in maritime and logistics.

1,400,000

224 User satisfaction survey. To give management TETA guidance to improve service delivery and is directed to training providers.

0

225 Firm survey: Two case studies. The survey will act as a tool to help establish a credible skills planning mechanism. DHET/HSRC funded.

0

226 TETA tracer study. To establish employment rate of TETA graduates that have been trained under TETA skills development programmes. To generate labour market information about the competitiveness of TETA graduates, their income level and common employment destinations.

1,600,000

227 Results-based strategic research To conduct a SLOT analysis and identify issues impacting on skills development in the transport sector and fi nd appropriate doable solutions through partnerships.

700,000

228 W&RSETA229 Title of research Aim of research Budget

allocated

(Rand) 230 SSP update 2015/16. Annual update of the SSP as required by the DHET. The update

refl ects any changes that may affect the demographic makeup of the sector, the demand side for skills, and the supply side of skills in the sector, the resulted scarce and critical skills in the sector as well as an update of labour market information.

480,000

231 International Leadership Development Programme (ILDP impact assessment research.

The major aim and scope for this project is to assess the extent to which the set objectives of the above project were achieved against the NSDS III; measure the output; determine the key strengths and challenges; and fi nally, to assess the overall outcome or impact of the project have had on its benefi ciaries (i.e. owners, employers and learners of the ILDP Project.

498,000


232 Retail Management Development Programme (RMDP) impact assessment research.

The major aim and scope for this project is to assess the extent to which the set objectives of the above project were achieved against the NSDS III; measure the output; determine the key strengths and challenges; and fi nally, to assess the overall outcome or impact of the project have had on its benefi ciaries (i.e. owners, employers and learners participating in the RMDP projects.

469,680

233 South Africa Disability Development Trust (SADDT) project impact assessment research.

The major aim and scope for this project is to assess the extent to which the set objectives of the above project were achieved against the NSDS III; measure the output; determine the key strengths and challenges; and fi nally, to assess the overall outcome or impact of the project have had on its benefi ciaries (i.e. owners, employers and learners in the SADDT project).

498,000

234 The establishment of assessment centres for the W&RSETA Quality Council for Trades and Occupations (QCTO) qualifi cations.

Develop a model for the accreditation and management of assessment centres in line with the requirements (including policy and procedure) of the QCTO for the W&RSETA occupation qualifi cations.

900,000

235 A model for assessment centres for the W&RSETA QCTO qualifi cations.

To develop a model for the accreditation, operation and management of assessment centres in line with the requirements (including policy and procedure) of the QCTO for the W&RSETA occupation qualifi cations.

175,000

236 Development of W&RSETA management system and procedures for AQP for QCTO retail qualifi cations.

To develop a comprehensive system with all policies and procedures to enable the W&RSETA AQP to manage the accreditation and operation of assessment centres for QCTO qualifi cations for which the W&RSETA is the AQP.

175,000

237 A model for the accreditation of training providers for the fi rst seven W&RSETA QCTO qualifi cations.

To develop a model for the accreditation of training providers for the fi rst seven W&RSETA QCTO qualifi cations.

66,666

238 A framework for the development of summative assessment methods and tools for the fi rst seven W&RSETA QCTO qualifi cations.

To develop a framework for the development of summative assessment methods and tools for the fi rst seven W&RSETA QCTO qualifi cations.

66,667

239 Framework/s for the M&E of assessment and the certifi cation of learners for the fi rst seven W&RSETA QCTO qualifi cations.

One or more framework/s for the M&E of assessment and the certifi cation of learners for the fi rst seven W&RSETA QCTO qualifi cations.

66,667

240 QCTO Retail Store Manager (RSM)

Qualifi cation: SAQA ID 91789.

To develop all policies, procedures and materials to offer RSM QCTO Qualifi cation in respect of the SAQA qualifi cation ID 91789: Occupational Certifi cate: Retail Store Manager: SAQA ID 91789 as defi ned in the QCTO Curriculum Document.

490,000

241 A model for workplace experience, research and the operations of a retail store on CPUT campus in Cape Town.

The main purpose of the study is to develop a model to guide the development and implementation of a retail store on the Cape Town campus of CPUT that will be used as a centre for retail and other students to gain the work experience and research required of their NDip and BTech qualifi cations, and to be successfully employed by the retail industry.

50,000

242 WIL and the SMME retail sector. This study will provide a position paper on: •Identifying the current position of SMME involvement in WIL in the retail sector. •Identifying attitudes to participating in WIL, including actions and challenges for participating SMMEs. •Identifying barriers and constraints and limiting retail SMMEs from participating in WIL. • Identifying benefi ts and incentives for retail SMMEs to participate in WIL programmes. • Developing recommendations to overcome the barriers to becoming more involved in WIL.

50,000

243 Retail’s contribution and strategies for job creation and retention.

Produce a position paper on the retail industry’s contribution and strategies for job creation and retention.

175,000

244 Expansion of South African retailer activities into Africa.

Produce a position paper to provide an overview of the situation regarding the expansion of South African retailers into Africa.

175,000


245 The nature of existing and emerging cooperatives in the wholesale and retail sector.

The main purpose of the study is to provide a position paper on cooperatives in the wholesale and retail sector.

400,000

246 South African retail sector and the Brazil, Russia, India, China, South Africa (BRICS) trading block.

The main purpose of the study is to •Identify the activities and effects of BRICS on the South African retail sector •Identify the current and potential roles and strategies of the South African retail sector in BRICS. •Identify challenges and opportunities available to the SA retail sector through BRICS.

500,000

247 E-retail in South Africa and the impact on skills development in the South African retail sector.

The main purpose of the study is to •Develop a profi le of the SA e-retail sector. •Develop a prediction of the trajectory of e-retail over the next fi ve years. •Identify the current and predicted skills needs, resulting in a planned requirement of scarce skills over the next fi ve years. •Identify interventions required to fi ll skills gaps.

200,000

248 The unique role of the survivalist retail entrepreneur in job creation and poverty reduction.

The objectives of the study are: (i) To understand the role and impact of survivalist retail entrepreneurs in the South African economy and retail sector (ii) To understand the extent to which survivalist retail entrepreneurs contribute to employment in the South African retail sector.

50,000

249 Total SETA budget allocation for skills research-based programmes

125 192 174.07

Enquiries

Ms Sally Mangubewa

National Skills Authority

Tel: (012) 312 5066

www.nationalskillsauthority.org.za

Implementation report NEW - National Skills Authority · CHIETA Chemical Industries Education and...

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