National Skills Development Strategy Research Articles

A short report of the value of learnerships from an organisational stakeholder point of view

Orientation: Learnerships has been operationalised in South Africa as part of the National Skills Development Strategy (NSDS). The success of a learnership programme is influenced by stakeholder involvement.Research purpose: This study set out to explore the value of learnerships from an organisational stakeholder point of view.Motivation for the study: The stakeholder theory perspective posits the importance of stakeholders buy-in and involvement in learnership implementation.Research approach/design and method: Semi-structured interviews with three key stakeholders in a specific learnership programme were conducted in 2020. Data were analysed by means of thematic analysis using Atlas.ti 8.1.Main findings: Although the primary objective of learnerships is to develop vocational skills, the organisation and even larger community also reap benefits from hosting a learnership. These benefits include lower recruitment costs, capacity building with employees that understands the culture of the organisation, simplified onboarding, and community involvement.Practical/managerial implications: Skills development in the learnerships is largely facilitated by means of social and informal learning. Although formal training opportunities are an important part of learnership, it should be designed to include interaction and collaboration with employees in the organisation.Contribution/value added: Skills development as operationalised in the NSDS is part of the learner benefit of the learnership programme in South Africa. This article highlights how external stakeholders can reap greater benefits in terms of capacity building if the learners are engaged in meaningful organisational contribution.

Recent internal migration and labour market outcomes: Exploring the 2008 and 2010 national income dynamics study (NIDS) panel data in South Africa

We began with the premise that South African recent migrants from rural to urban areas experience relatively lower rates of participation in formal labour markets compared to local residents in urban communities, and that these migrants are overrepresented in the informal labour market and in the unemployment sector. This means that rural to urban migrants are less likely than locals to be found in formal employment and more likely to be found in informal employment and among the unemployed. Using perspectives from Development Economics we explore the South African National Income Dynamics Study (NIDS) panel datasets of 2008 and 2010, which only provide a perspective on what has happened between 2008 and 2010. We find that while migrants in general experience positive outcomes in informal labour markets, they also experience positive outcomes in formal markets, which is contrary to expectations. We also find that there are strong links between other indicators of performance in the labour market. Earned incomes are closely associated with migration decisions and educational qualifications (e.g. a matric certificate) for respondents between the ages of 30 and 60 years. The youth (15 to 30 years old) and senior respondents (over the age of 60) are the most disadvantaged in the labour market. The disadvantage is further reflected in lower earned incomes. This is the case even though the youth are most likely to migrate. We conclude that migration is motivated by both push (to seek employment) and pull (existing networks or marriage at destination) factors. For public policy, the emerging patterns – indicative and established – are important for informing strategies aimed at creating employment and developing skills for the unemployed, migrants and especially the youth. Similar policy strategies are embodied in the National Development Plan (NDP), the National Skills Development Strategy (NSDS), etc.

Entrepreneurial training curriculum assessment: The case of new venture creation learnerships

This paper joins the debate about how best to assess entrepreneurial training interventions, using a case-study. Contextual secondary literature about the structure and content of such interventions is briefly reviewed. Based on this review, a framework is developed and applied to the Provincial Skills Development Pilot Project’s current New Venture Creation Learnership programme. This in-depth case study uses an evaluation instrument based on the entrepreneurial assessment model proposed by Pretorius (2001: 264). Results show that the chosen programme exhibits certain limitations, which restricts its success in developing entrepreneurs in line with the National Skills Development Strategy. However, the programme possesses many strengths and its limitations are easily remedied. The proposed assessment method successfully identifies the strengths and weaknesses of the programme.

Skills Shortage in South Africa: Interrogating the Repertoire of Discussions

The object of this paper was to examine skills shortage in South Africa specifically to unearth the myriad arguments around the subject but more importantly to unveil what has consistently lacked in the narratives of previous authors on the subject. In this regard, this paper has provided interesting insights into the attempts by countries such as New Zealand and Australia in stemming the tide of the scourge. The authors chose literature review as the main source of data collection. The paper also dishes what the authors consider as possible remedies to the scourge, while it advises that the problem of skills shortage is not the exclusive preserve of government. Further, the authors acknowledge that although the National Skills Development Strategy (NSDS) and its learnership programmes have experienced a huge amount of criticism, skills development is and will remain a dynamic and evolving process for addressing skills shortage as a long term strategy. There is no doubt that this paper has value in that it draws attention to the various issues associated with skills shortage especially in South Africa. Although the problem of skills shortage has been previously identified, it should be noted that it presents a significant problem in any society, and therefore demands regular attention. DOI: 10.5901/mjss.2014.v5n6p63

Skills development and structural change: Possibilities for and limitations of redressing structural racial inequalities in South Africa

Improving structural racial equality for historically-disadvantaged Black South Africans, including low-skilled and unemployed adults and youths, is a pertinent challenge for the South African government during the ongoing transition from apartheid capitalism to post-apartheid capitalism. Within the framework of the National Skills Development Strategy (NSDS), the introduction of “learnerships” and “learning programmes”, which include structured learning programmes, learnerships, apprenticeships and skills programmes, has had some impact. But emerging theoretical perspectives assert that apartheid structural racial inequalities persist and that structural reform is imperative. Opposing positions translate into two perspectives on social transition: either capitalism can be de-racialised, or capitalism in South Africa should be dismantled in order to de-racialise it. After a review of relevant literature and governmental documents, the author identifies five structural and pedagogical barriers as likely causes for low completion rates of skills development courses and concludes that structural reform needs more favourable political and economic conditions in order to be successful.

An investigation of the efficiency of South Africa’s sector education and training authorities (SETA’s)

The performance of South African Sector Education and Training Authorities (SETA’s) has been increasingly questioned. On this premise, the paper investigated the efficiency of the SETAs with respect to their utilization of funds in order to promote a range of education and training outputs was investigated. More specifically, the study investigated the quantity and quality of five training and education outputs, set by the National Skills Development Strategy (NSDS), in relation to the funding received. Furthermore, the study examined the amount of money spend on administrative expenditure by the various SETAs, as well as the SETAs management of financial reserves. In order to guide the study, as well as analyze the data, a conceptual framework to measure efficiency was based on an input-output model developed by Gupta and Verhoeven (2001). Data were obtained from the published accounting and annual reports for the period 2006 – 2009. The results indicated only two of the SETA’s were efficient with respect to their utilization of funds and that only five SETA’s consistently met their own targets. The study also shows that if the SETA’ s funds had been applied to education and training outputs, rather than for investment purposes, training outputs could have been considerably increased. The paper has implications for the use of public funds with respect to the critical skills shortage confronting the economy.

The constraints SMMES experience whilst attempting to recover skills levies from the WRSETA in South Africa

This paper adds to the current database factors that impacts Small, Medium and Micro-sized Enterprises (SMMEs) in South Africa, by exploring the specific barriers or constraints that the SMME may experience whilst attempting to recover their skills levies from the Wholesale and Retail Sector Education and Training Authority (W&RSETA). In 2007 it is estimated that 4,005 of the 8,269 levy paying SMMEs put the levy grant system to use. As a result, the W&RSETA may fail to meet National Skills Development Strategy phase two (NSDS II) targets developed within the scope of the Skills Development Act (SDA) of 1999 (South Africa, Department of Labour, 2007). This perspective is addressed by providing a background to skills levy paying SMMEs within the W&RSETA, as well as a discussion of the internal and external factors that may pose as a barrier to the SMME whilst attempting to recover its skills levies from the W&RSETA. Furthermore, an overview of the research design and methodology as well as an analysis of the findings and corresponding recommendations is included. Key words: Small, Medium and Micro-sized Enterprises, Wholesale and Retail Sector Education and Training Authority, skills development.

Learnerships and skills development in South Africa: a shift to prioritise the young unemployed

Much is expected from the new learnership system implemented in South Africa a mere seven years ago as a key component in putting a multi‐pronged National Skills Development Strategy (NSDS) into operation. The learnership system is expected to foster skills development in the formal economy, as well as assist new (young) entrants into employment. There is debate as to whether the priority for the system should be to function as a demand‐led formal labour market tool to fill the need for critical and scarce skills, or as an employment‐creation mechanism, and whether it is possible to do both effectively. The research analyses a newly created population database that covers enrolments since the inception of the learnership system. In practice, the learnership system is increasingly prioritising an employment‐creation function, focused on providing skills development for young Africans registered at Level 4 or below. Recognising this shifting profile is an important step for enhancing the effectiveness of the system, whether in terms of funding, focus of programmes, workplace placements or support offered.

A critical review of the National Skills Development Strategy in South Africa

This article provides an update on the Special Edition of the Journal of Vocational Education and Training 57, no. 3, 2005, which focused on the launch of the National Skills Development Strategy (NSDS) in South Africa. The analysis here evaluates the impact of the first phase of the NSDS, which ran between 1 April 2001 and 31 March 2005. The discussion highlights many of the successes and challenges facing skills development in South Africa. Central amongst these are: (i) a lack of political will to ensure the success of the ‘integrated’ approach to education and training formally adopted in South Africa after 1994; (ii) severe governance problems with regard to the management of Sector Education and Training Authorities (SETAs), including financial mismanagement and fraud; and lastly, a multitude of operational problems, making the rollout of the NSDS an extremely difficult and complex task.

Community development workers programme: mentoring for social transformation in the public service in post-apartheid South Africa

The new public sector community development workers (CDWs) programme was established in 2004 following ineffective service delivery through chronic under-spending on annual budgets in post-apartheid South Africa. CDWs receive training in learnerships within the National Skills Development Strategy to ensure access to and spending of local government poverty alleviation funding allocated for housing, childcare grants, and pensions and other services. As learnership mentors are mandatory, this research investigates the formal mentoring of CDWs after learnership programmes. CDWs and their mentors from two large municipalities participated. The main findings show inadequate formal mentoring of CDWs despite legislative requirements. Crucial mentoring for career development and psychosocial support is patchy and uneven. Social transformation of communities and access to government services and grants is likely to take longer than anticipated if CDWs are not adequately mentored during their training and in workplace learning.

A management framework for training providers to improve workplace skills development

Purpose: Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa’s (SA) skills crisis. The SA skills revolution began with the skills legislation of 1998-9 when the Departments of Labour (DOL) and Education (DOE) intended a seamless, integrated approach to rapid skills development. The National Skills Development Strategy (NSDS), the Sector Education and Training Providers (SETAs), the South African Qualifications Authorities (SAQA) and the National Qualifications Framework (NQF) were established to drive the human resource and skills development revolutionary strategy. The purpose of this paper is to present the findings of the 2001-3 research investigating an internal management framework for training providers, employers and managers to accelerate workplace skills development. Design/Methodology/Approach: An integrated, multi-method research model was employed to gather empirical evidence on skills practices. A robust quantitative survey was conducted within 600 organisations. Simultaneously, rich, descriptive data was gathered from managers and employees using a structured qualitative interview strategy. The integrated data pool was factor analysed. The research findings, conclusion and recommended framework were reported in a PhD thesis. Findings: The research findings reveal major gaps in the effectiveness of SA training providers to radically accelerate and improve workplace skills development as per national skills legislation, implementation and management criteria. Implications: If the skills revolution in SA is to succeed, training providers especially, must become less complacent, more assertive and fully equipped when participating in the skills development arena. Originality/Value: Via this research, training providers will gain critical, reflective insight into their management framework for meeting skills legislative criteria and for managing training interventions and skills projects.

A management framework for training providers to improve workplace skills development in South Africa

Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa's (SA) skills crisis. The SA skills revolution began with the skills legislation of 1998–1999 when the Departments of Labour and Education intended a seamless, integrated approach to rapid skills development. The National Skills Development Strategy, the Sector Education and Training Providers, the South African Qualifications Authorities and the National Qualifications Framework were established to drive the human resource and skills development revolutionary strategy. The purpose of this paper is to present the findings of the 2001–2003 research investigating an internal management framework for training providers, employers and managers to accelerate workplace skills development. An integrated, multimethod research model was employed to gather empirical evidence on skills practices. A robust quantitative survey was conducted within 600 organisations. Simultaneously, rich, descriptive data were gathered f...

Graduate Unemployment in the Context of Skills Shortages, Education and Training: Findings from a Firm Survey

The paper reflects on the findings from a firm survey conducted among twenty of South Africa's largest firms across a range of sectors. The survey formed part of research conducted by the Development Policy Research Unit on graduate unemployment in South Africa. The firm interviews traversed a range of issues relating, for example, to the schooling and higher education system, the learnership programme and National Skills Development Strategy (NSDS) and the nature of skills shortages and the skills deficit. In turn, a number of detailed long- and short-run policy suggestions emanated from the interviews and background research.

Skills development in South Africa's very small and micro enterprise sector

This article explores the state of skills development for smaller enterprises in South Africa through a consideration of two recent empirical studies of very small and micro enterprises (VSMEs – those with 2-10 employees). It provides new evidence about the complexity of the VSME sector and the mixed performance of state attempts to engage with it in the area of skills development. The study suggests that there are relatively high levels of informal training occurring in these enterprises and reasonable take up of a number of elements of the 2001-04 National Skills Development Strategy. However, the study shows that there has been negligible involvement with the National Qualifications Framework. It reinforces international arguments that levy-grant systems are, at best, a difficult tool to use, and that their ability to balance the needs of larger and smaller firms is far from proven. The South African experience also raises a question about the appropriateness of a sectoral approach to skills needs, particularly for smaller enterprises.

How do professionals develop? Lessons for the effective implementation of the South African Skills Development Act

The Skills Development and Skills Development Levies Acts, passed in 1998 and 1999, and the subsequent National Skills Development Strategy (NSDS), have been initiatives to develop the people of South Africa and to provide educational and economic opportunities for all. In order to implement NSDS, 25 Sector Education and Training Authorities (SETAs) have been established within different economic sectors that cover the South African economy. The SETA Education, Training and Development Practices, known by the acronym ETDP SETA, is responsible for promoting and facilitating the delivery of education, training, and development. Delivering quality education and training is currently one of the most important endeavours for the restoration of the culture of teaching and learning. Professional development (PD) of educators is seen as an essential ingredient for promoting the delivery of education and training and improving learners' performance. Despite research findings, the development of many PD programmes rests on faulty assumptions of such research or on no research at all. The purpose of the paper is twofold: to explain why some PD programmes have been unsuccessful, and to outline key factors that may influence the effective implementation of PD in schools and ultimately the effectiveness of the NSDS in educational circles. Specific categories that are highlighted include learning styles of educators, educator commitment, transformational leadership, out-of-school conditions, in-school conditions, and requirements of programmes. According to the model for PD, the design of PD requires a new way of thinking and interacting and, most importantly, should be a step towards improved educator and learner performance for the sake of effective knowledge and skills development. South African Journal of Education Vol.24(3) 2004: 217-224