Isett Seta Sector Skills Plan 2011 2016 Jan 2011 Version v2p1

SECTOR SKILLS PLAN 20112016 January 2011 Version 2.
TABLE OF CONTENTS
FOREWORD 1 Executive Summary OVERALL OBJECTIVES OF THE ISETT SETA STRATEGIC PLAN 2 Introduction 2.1 Background 2.2 Purpose of the Sector Skills Plan 2.3 Defining the Isett Seta Sector 2.3.1 Introduction 2.3.2 SIC Codes 2.4 Caveats 2.5 Isett SSP Target Audience 2.6 Data Sources 2.7 Layout of this Document 2.8 Abbreviations Used in this Document 3 Isett Seta Sector Profile 3.1 Economic Profile 3.1.1 Introduction 3.1.2 National Outlook 3.1.3 Isett Sector Outlook 3.1.4 Forecast for the Isett Sector 3.2 Isett Stakeholder Sector Assessment 3.2.1 Introduction 3.2.2 Strengths, Weaknesses, Opportunities and Threats 3.2.3 Suggested Implications on and Strategic Goals for ICT Employment and ICT Skills Development 3.2.4 Challenges Involved in Developing ICT Skills in Rural Areas 3.2.5 Suggested Isett Seta Assistance 3.2.6 Sectoral Economic Scenario 3.2.7 Isett Assistance with Equity in Stakeholder Organisations 3.2.8 Opportunities for New Venture Creation 3.2.9 Code of Conduct for Professional Bodies 3.2.10 Isett Assistance to Building Capacity 3.2.11 Additional Comments and Suggestions 3.3 Company Profile 3.4 Employment Profile 3.4.1 Number of Employees in the Isett Sector 3.4.2 Race, Gender and Disability Segmentation of Employees in the Sector 3.4.3 OFO Major Group Segmentation of Employees in the Sector 3.4.4 Isett Seta Sub-Sectors 3.4.5 Provincial Distribution of Employees and Sites 3.5 Drivers of Change 3.5.1 The Human Resource Development Strategy of South Africa (HRDSSA) 3.5.2 The SA Governments Medium Term Strategic Framework (MTSF) 3.5.3 The Industrial Policy Action Plan (IPAP) 3.5.4 The Integrated Sustainable Rural Development Strategy (ISRDS) 3.5.5 National Industrial Policy Framework (NIPF) 3.5.6 ICT Charter 3.5.7 Accelerated and Shared Growth Initiative for South Africa (AsgiSA) 3.5.8 Joint Initiative on Priority Skills Acquisition (JIPSA) 3.5.9 The South African e-Skills Council 3.5.10 The Department of Communications 3.5.11 Other Legislation 3.6 Conclusion and Recommendations 3.6.1 Forecast for the Isett Sector 3.6.2 Tactics that can be employed by Isett in the Formulation of the 5-year SSP 4 Supply of and Demand for ICT Skills 4.1 4.2 4.3 Introduction Supply of ICT Skills Demand for ICT Skills iv 1 2 3 3 3 3 3 3 4 4 5 7 8 10 10 10 10 12 15 15 15 16 16 19 19 20 21 22 22 22 23 23 23 23 24 25 26 27 28 28 29 29 29 29 29 32 32 33 34 37 37 38 38 40 40 40 46
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Isett Seta Sector Skills Plan, 2011 2016, Version 2.1, January 2011
4.4 4.5 5
Supply of ICT Skills versus Demand for ICT Skills Assessment of Formal Education Institutions
47 48 48 48 48 50 50 50 55 55 55 59 59 61
Scarce and Critical Skills 5.1 Introduction 5.2 Isett Involvement in Types of Training Programmes by NQF Level 5.3 Demand for Scarce Skills 5.3.1 Introduction 5.3.2 Demand for Scarce Skills, by Learning Programmes and NQF Level 5.4 Demand for Critical Skills 5.4.1 Introduction 5.4.2 Demand for Critical Skills, by Learning Programmes and NQF Level
The Isett Seta 2011 2016 Strategy 6.1 Introduction
INTRODUCTION/EXECUTIVE SUMMARY
1.1 Key mandate 61 1.2 Objective of the Seta 61 1.3 Legislative framework in which the Seta functions and policy and legislative changes that influence programme spending plans. 61 1.4 Background on establishment 62 1.5 Development of this Strategic Plan 62 1.6 Materiality 62 1.7 Key assumptions underlying the Strategic Plan 63 1.8 The Sector Skills Plan 63 2 PURPOSE OF THE STRATEGIC PLAN 2.1 Environmental, Technological and Socio Economic Imperatives 2.1.1 Strategic considerations 3 4 5 VISION MISSION STATEMENT OBJECTIVES OF THE STRATEGIC PLAN 63 63 63 65 65 65
5.1 OVERALL OBJECTIVES 65 5.1.1 Objectives per Component Linked to Programmes 66 5.1.2 Objectives of the Information Systems (IT), Electronics and Telecommunications Technologies Seta 67 5.2 HUMAN RESOURCES 68 5.2.1 Recruitment Strategy / Employment Equity Plan 68 5.3 FINANCIAL RESOURCES 69 5.3.1 Assumptions upon which the Budget Is Based 69 5.3.2 Fixed/Moveable Assets 70 5.4 FINANCIAL RESOURCES OBTAINED FROM DONORS 71 6 7 7 RISK MANAGEMENT Tactical approach to be employed by the Isett Seta in Executing its 5-Year Strategy References 71 72 73 74 76 79 81 84 88
Appendix 1: ICT Sector SWOT Appendix 2: Assessment of Formal Education Institutions Appendix 3: Sectoral Economic Scenario Appendix 4: Synopsis of the HRDSSA II MTSF Appendix 5: MEDIUM TERM STRATEGIC FRAMEWORK Appendix 6: Synopsis of potential Isett contribution to the Industrial Policy Action Plan (IPAP)
Appendix 7: Synopsis of potential Isett contribution to the Integrated Sustainable Rural Development Strategy (ISRDS) 89 Appendix 8: National Industrial Policy Framework (NIPF) 92
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Appendix 9: List of Private FET Colleges Appendix 10: List of Public FET Colleges Appendix 11: List of Public Universities and Universities of Technology that provide ICT Qualifications Appendix 12: A Comparison between the Number of Companies in 2010 against the Number in 2009
96 111 112 113
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FOREWORD
South Africa is now moving into the third phase of its National Skills Development Strategy, known as NSDS III. It is with confidence that Isett Seta feels that it will service its old and new stakeholders as well as Isett served its Isett stakeholders in the past. Notwithstanding the hurdles that must be cleared as we move forward, the Isett Seta SSP for 2011-2016 provides the indicators against which our efforts will be evaluated. The need for technical, professional and management skills is clearly identified and we will work together with employers, providers, government and the community to channel appropriate resources into creating the pool of talent that will meet the need. Integrating this skills plan into our own business plan and those of our partners will provide the formula for success. The combined efforts from all stakeholders to produce this document are gratefully acknowledged. The following deserves special reference: Department of Communication on behalf of Government; Special Interest Groups that served on Isett Setas Board; Industry, via representation on Isett Setas Board; Organised Labour, also through representation on Isett Setas Board.
Our thanks go to all the stakeholders whose collective wisdom has been incorporated into this document. This sharing of knowledge is the catalyst for reaching South Africas potential.
Oupa Mopaki CEO: Isett Seta
Lesaiye A Chiloane Chairperson of Isett Seta Board
Dr H Wesso Acting Director General Department of Communications Date: 31 January 2011

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1 Executive Summary
The Isett Seta is responsible for Skills Development in the Information Systems (IT), Telecommunication Technologies, and Electronics subsectors. The Isett sector comprises of 127 Large companies, 256 Medium companies and 2,289 Small companies. The number of employees in the Isett Sector in 2010 was estimated at 143,076. Large companies employ 96,015, Medium companies employ 17,719 and small companies employ 29,342. In terms of the number of employees, about two-thirds of the employees are employed within Gauteng, followed by the Western Cape at 17%, KwaZulu-Natal at 8% and the Eastern Cape at 3%. The Isett Seta has offices in all four of these provinces. The IT Sub-sector is the largest sub-sector within the Isett Sector, accounting for just over half of the number of employees, followed by the Telecommunications Sub-sector which accounts for about one-third of the number of employees. From 2005 to 2008 employment in the Isett sector grew steadily from 133,409 to 144,185. This represents an average increase of 2.6% in employment. As the global economic crisis unfolded in 2008, the economy lost 344 000 jobs between 2008 and 2009, whilst the Isett sector lost about 2,256 jobs. The Sector experienced its first decline in employment in four years, but made a small recovery in 2009/10 with a growth of 0.8%. In 2009, the percentage of black personnel in the Isett Sector was determined to be 54%. This is short of the national target of 85% black (African, Coloured and Indian). With regard to gender, the Isett Sector was determined to comprise 35% females in 2009, compared to a national target of 54%. Compared to a national target of 4% people with disability to be employed within the country, the Isett Sector was estimated to comprise only about 0.5% people with disability in 2009. The occupational composition of the sector is as follows: Managers (15%); Professionals (32%); Technicians (23%); Clerical and administrative workers (20%); Sales workers (6%); Machinery operators and drivers (2%); Elementary workers (3%); Elementary (15%). High skills occupations (Managers/Professionals/ Technicians) constitute 70%; intermediate skills (Clerical and administrative workers and sales workers) make up 26% and low level skills; (Machinery operators and drivers and elementary) comprise 5%. A high percentage of people are in the high skills category (70%). There is an opportunity to move people with low level skills into the intermediate category. Likewise there are opportunities for those with intermediate skills to move into the high skills category with meaningful education and training interventions. The South Africa IT market experienced negative real growth in 2009, and IT Hardware is also likely to experience negative real growth over the next five years. In real terms, the market is seen to be growing at only about 1% per annum for the next five years. This does not bode well for employment in the IT Sector. According to BMI-TechKnowledge, Despite the global recession, the South African IT market did register some small growth in 2009. The research group says local IT market revenue grew 2.5% from R60.36-billion in 2008 to reach R61.85-billion in 2009. And it expects a similar growth pattern this year with 2.5% growth to R63.41-billion, and at a compound annual growth rate (CAGR) of 6.3% to reach R83.97-billion in 2014. The hardware market declined by 3.8% in 2009, from R21.91-billion in 2008 to R21.1-billion in 2009. Hardware accounts for 34.1% of the total IT market and is expected to see a CAGR of 3.3% over the forecast period. Storage will be a category that should outperform other hardware areas due to continued server virtualisation. The South African IT Services market is estimated to have reached R28.9-billion in 2009, showing a year-on-year growth of 7.2%, and accounted for 46.8% of the total IT expenditure in South Africa. The IT services market value is forecast to grow to R41.39-billion by 2014. This reflects a CAGR of 7.4% over the forecast period. Hosting is the standout category, looking forward, in the IT services arena considering the drive towards cloud computing. The packaged software market grew by 3.5% in 2009 to R11.86-billion, and is expected to show growth of 8% in 2010. Packaged software accounted for 19.2% of the IT spend in 2009. The packaged software market value is forecast to grow to R17.76-billion by 2014. This reflects a CAGR of 8.4% over the forecast period. Adoption of Software as a service (SaaS) and Virtual Desktop Infrastructure (VDI) are areas that will drive growth in the Software market.1
BMI-Techknowledge press release, 1st June 2010.
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OVERALL OBJECTIVES OF THE ISETT SETA STRATEGIC PLAN

I. To determine skills development priorities after an analysis of the skills demand and trends; and supply issues within the sectors. II. To develop a sector skills plan within the framework of the national skills development strategy. III. To allocate grants in the prescribed manner to employers, education and training providers and learners. IV. To promote learning programmes (Learnerships, Internships and Skills Programmes). V. To assist designated groups, including new entrants to participate in accredited work integrated learning and work-based programmes. VI. To support the development of the skills of employees in the Sector. VII. To strengthen the institutional capacity of the Information Systems (IT), Electronics and Telecommunications Technologies Seta in order to improve the productivity and quality of services it provides to its stakeholders. VIII. To promote the development of skills for self-employment (New Venture Creations).
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2 Introduction
2.1 Background
On the 1 April 2011, South Africa will move into the third phase of the National Skills Development Strategy, st st (NSDS III), covering the period 1 April 2011 to 31 March 2016. In order to successfully develop the skills required by stakeholder companies in the Information Systems, Electronics and Telecommunications Technologies Sector Education and Training Authority (Isett Seta) Sector, Isett Seta is required to develop and present its fiveyear strategy covering this period.
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2.2 Purpose of the Sector Skills Plan

The purpose of the Sector Skills Plan is to: Review national skills development imperatives to determine how the Isett Seta can contribute to these imperatives. These imperatives include the National Industrial Policy Framework and Industrial Policy Action Plan; the Land Restitution and Rural Development Strategies; the Anti-Poverty Strategy; the Technology and Innovations Strategy; new sector-specific plans that emerge; and the HRD Strategy for the Public Sector, as well as the Medium Term Strategic Frameworks strategic priorities. Provide an overview of the trends in employment and other factors in the Isett Seta Sector, so that the Isett Seta can forecast trends that will impact on what it will be able to achieve over the next five years. Understand the supply of skills into the Isett Seta Sector so that the Isett Seta can further identify those areas to which it needs to focus its training intervention attention. In this regard, the Isett Seta needs to develop a national understanding of the supply and demand of ICT skills, since these skills are also in demand in other sectors outside of the Isett Seta Sector. Determine the scarce and critical skills demand of the Isett Seta Sector, at 6-digit Organising Framework for Occupations (OFO) level, so that the Isett Seta can direct resources to assist in satisfying this demand.
Based on a synthesis of the above information, the Isett Seta must then develop and present its five-year strategy st st for the period 1 April 2011 to 31 March 2016, within which it will identify a set of sector specific priorities that will meet sector needs, including the scarce and critical skills in the sector.
2.3 Defining the Isett Seta Sector

2.3.1 Introduction
It is important that the market which the Isett Seta serves be clearly defined and understood. There are three parameters, defined by legislation, that define the Isett Seta Sector, namely: The Standard Industrial Classification (SIC) Codes. The SIC codes that have been allocated to the Isett Seta are listed in the following section. Total Annual Payroll. Only organisations that have a total annual payroll exceeding R 500,000 per annum must contribute Skills Development Levies (SDL) for the purposes of skills development. Only those organisations that contribute SDL to the Isett Seta.
2.3.2
SIC Codes
During May 2007, the Minister of Labour signed the following Isett Seta SIC Codes into effect. Table 1: The Isett Seta SIC Code List SIC Description Code 35791 Manufacture of alarm systems 75200 Telecommunication 75201 Wired telecommunication carriers telegraph 75202 Television broadcasting, television and radio signal distribution television and radio signal distribution 75203 Cable networks and programme distribution cable TV services 75204 Telephone 75205 Wireless telecommunication carriers except satellite radiotelephone 75205 Wireless telecommunication carriers except satellite 75209 Television broadcasting 75211 Telecommunications and wired telecommunication carriers 75212 Paging 75213 Cellular and other wireless telecommunications
Isett Seta Sector Skills Plan, 2011 2016, Version 2.1, January 2011 Page 3
SIC Description Code 75214 Satellite telecommunications 75215 Other telecommunications 75216 Security systems services except locksmiths 75217 Office automation, office machinery and equipment rental leasing including installation and maintenance 86001 Software publishers prepacked software 86002 Computer systems design and related services computer integrated design 86003 Computer facilities management services 86004 Electronic and precision equipment repair and maintenance computer maintenance and repairs 86005 Computer rental and leasing 86006 Computer programming services 86007 Other computer related activities 86008 Call centre systems development and installations activities call centre and customer relationship management system development 86009 Computer system design services and integrated solutions 86010 Consumer electronics repair and maintenance 86011 Computer and office machine repair, maintenance and support services 86012 Communication equipment repair and maintenance 86013 Other electronic and precision equipment repair and maintenance 86014 Repair and maintenance of electronic marine equipment 87142 Research and development of electronic equipment and systems 87143 Import and product integration of pre-manufactured electronic IT and telecommunications equipment 87146 Research and development in the physical and engineering sciences 87147 Electronics importation and product integration of pre-manufactured electronics IT and telecommunications equipment 87148 Telecommunications importation and product integration of pre-manufactured electronics IT and telecommunications equipment 96131 Providing radio and television transmission signals 96133 Installation, maintenance and repair of tracking devices for cars
Source: Department of Labour
2.4 Caveats
It is important to note that the Isett Seta Sector does not comprise all organisations in the Information and Communications Technology (ICT) Sector because there are companies that have defined themselves to be in other sectors, such as professional services, despite these companies being recognised as ICT companies. There are also organisations, such as the banks, which have a large ICT skill component but which belong to other industry sectors and Setas. The Isett Sector should therefore be viewed as a sub-sector of the whole ICT Sector. It is therefore important to note that, since the Isett Seta must address the skills needs of the Isett Seta stakeholder companies, unless stated otherwise, this Sector Skills Plan addresses the Isett Seta Sector specifically, not the ICT Sector, hence to the exclusion of ICT skills demands of other Seta sectors.
2.5 Isett SSP Target Audience

In order to keep this SSP correctly focussed, we need to define who the audience is that will make use of the SSP. The Isett Seta sees three audiences that will make use of the information presented in this SSP. These are: The Isett Seta itself, the SSP being seen as the foundation material required for consideration to produce its strategy for the next five years. The DHET which will monitor the achievements of the Isett Seta against the Isett Seta stakeholder demands for skills development as presented in this document. In this regard, the DHET placed several requirements on the Setas, as specified in their document Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010. The Isett Seta made extensive use of the content of this document in preparing this SSP, and in order to satisfy the needs of the DHET, rather than present this detail in the main body of the document, it has been decided to present this in the Appendices. The Isett Seta stakeholder companies who may wish to use the information herein for their own strategic planning. In July 2010, the Isett Seta conducted a survey across its 505 Skills Development Facilitators (SDFs), of which 73 (14%) responses were received. With regard to determining the usefulness of the SSP to our stakeholders, four questions were posed to the SDFs. The responses to these questions are presented below:
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Questions posed Have you heard of or seen Isett's Sector Skills Plan? Are you aware that we publish this document every year on our website? Have you referred at all to this document? Have you used it for research purposes? The results reflected in this table indicate that: o o
Yes 74% 74% 52% 18%
No 26% 25% 47% 82%
No Response 0% 1% 2% 0%
Almost three-quarters of our stakeholders are aware of the SSP and that Isett publishes it on its website. While three-quarters of our stakeholders are aware of the SSP, about half of Isetts stakeholders have referred to this document, and only about 20% have used it for research purposes.
It is suggested therefore that the Isett Seta is the primary user of the SSP.
2.6 Data Sources

This document has been compiled using the following sources of data: All Annual Training Report (ATR) and Workplace Skills Plan (WSP) data received from Isett stakeholder companies since 1st April 2005. Over the past few years, there has been criticism of ATR/WSP data collected by Setas. This criticism has been largely directed at Skills Development Facilitators (SDFs) who are accused of simply completing the ATR/WSP as quickly as possible, with no regard to accuracy, simply to receive the Mandatory Grants back. The Isett Seta disagrees with this criticism, on the following basis. 1. Over the years, Isett has built up a strong relationship with its SDFs, the intention being to understand the challenges facing SDFs. In this regard, Isett has adopted the approach of attempting to make the SDFs task as easy as possible. This has been achieved through: The development of a comprehensive SDF Reference Manual which assists SDFs with the methodology of data collection and data capture into Isetts internet based On-Line Grant System (OGS). The provision of templates to assist with data collection. Conducting annual workshops where the SDFs are taken through the OGS in detail. Approximately 400 out of about 500 Isett SDFs attended in 2010. The provision of strong query support to SDFs from Isett administrators.
2. For the last three years of submissions, Isett built into their system various checks and balances that check for inconsistencies and possible errors that may occur, requesting the SDFs in real time to recheck their data. These checks and balances are pointed out in the ATR/WSP template that is available to the SDFs, so that the SDFs know ahead of time what to expect when they capture their data into the OGS. In many instances, these checks require the SDF to perform additional calculations to confirm the data entered agrees with their collected data, thereby dramatically reducing the possibility of incorrect data entry. 3. Isett has maintained a database of this data going back some 10 years. The new data provided by SDFs is then further analysed by Isetts researchers to look for inconsistencies. If any are found, the stakeholder is contacted for clarification. For example, a jump in employment could indicate a buy-out or merger. 4. For the past two years, the Isett Seta has informed SDFs that random audits of their inputs may take place to verify the data they provide. In 2011, such audits will take place. This further emphasises to SDFs that they need to take care with the data they provide to the Seta. 5. SDFs are informed that Isett uses the Scarce and Critical Skills data provided by SDFs to indicate whom Isett should partner with on learning programmes in order to achieve its own goals. When applying to Isett for funding assistance on learning programmes, the stakeholder completes a Letter of Intent, motivating their need for learners to be trained, and indicating how many learners need to be trained. On submission of this Letter of Intent to the Isett Seta, Isett checks this request against what the organisation
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reflected in its WSP. If there are discrepancies, the stakeholder is requested to explain the difference. 6. For the past two years, SDFs have been requested to indicate why their WSP forecast differs from the ATR actual. The above actions all serve to obtain the best and most accurate data from SDFs. To test whether there are large discrepancies in the data provided, it was decided in 2008 to test the previous years WSP training budget data against what was actually spent during that WSP year, as reflected in the ATR spend for that year. This was done without the SDFs being informed. The following table and observations were reported in Isett Setas 2008 SSP. Table 2: Assessment of Stakeholder ATR Spend versus WSP Budget
Type of Learning Programme Abet Year 2006 2007 Bursaries 2006 2007 Short Courses 2006 2007 Skills Programmes 2006 2007 Internships 2006 2007 Learnerships, 18.1 2006 2007 Learnerships, 18.2 2006 2007 End User Computing Totals 2007 2006 2007 Source: Isett Seta OGS ATR/WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP ATR WSP Total Spend/Budget 8,214,562 9,584,342 860,947 932,803 120,842,257 103,644,575 35,264,449 45,056,363 266,884,349 328,668,382 309,793,229 306,225,261 33,396,910 56,982,211 92,980,207 90,218,855 49,261,332 101,906,519 47,556,093 69,538,178 18,297,300 36,315,039 28,560,616 30,615,697 38,939,084 47,849,259 43,528,852 44,901,866 9,631,287 7,413,684 535,835,794 684,950,328 568,175,681 594,902,707 Ratio of ATR to WSP 0.9 0.9 1.2 0.8 0.8 1.0 0.6 1.0 0.5 0.7 0.5 0.9 0.8 1.0 1.3 0.8 1.0
The table shows that, apart from bursaries in 2006 and end-user computing in 2007, stakeholders spent a little less on learning programmes than what was budgeted. The extreme cases of underspend against budget occurred with skills programmes in 2006, Internships in both 2006 and 2007, and learnerships in 2006. Generally though, there was only about a 20% under-spend against budget in 2006, whereas the spend in 2007 closely approximated the budget for that year. Since budgets are budgets, not cast in concrete but at least providing direction, a discrepancy of 20% is not seen to be serious. The implication here is that Isett stakeholders appear to take this process of budgeting and reporting in their ATRs and WSPs seriously. In other words, the data provided by stakeholders should be viewed as being acceptably accurate. There are arguments that Setas should outsource the research for data and input to Seta SSPs. With respect to the Isett Seta though, Isett SDFs provide extensive and detailed data, requiring a lot of effort on the SDFs part, and in many stakeholder companies, this can consume several weeks of the SDFs time. It is unlikely that outsourced researchers will be able to obtain this extent of data within what would probably a one or two hour interview. It is also unlikely that outsourced researchers will cover the number of organisations from which Isett receives ATR/WSP data. As an example, the Isett Seta ATR/WSP data was received from about
1,000 of its 2,600 organisations. These 1,000 organisations employ 88% of employees within the Isett Sector in 2010. Almost 100% of companies with 150 or more employees provided their data. About 85% of companies with 50-149 employees provided their data. About 25-30% of companies having fewer than 50 employees provided their data. In conclusion, the ATR/WSP data is seen to be of critical importance to the Isett Seta. 2010 National ICT Skills Survey, a partnership between Isett Seta, Joburg Centre for Software Engineering (JCSE) and IT Web. Questionnaires to obtain insights into the Isett Sector, sent to the Isett Setas Board Members who represent the following organisations: o o o o o o o Black Information Technology Forum (BITF) Computer Society South Africa (CSSA) Communication Workers Union (CWU) Electronics Industry Federation (EIF) The Information Technology Association (ITA) South African Communications Forum (SACF) Telecommunications Skills Development Forum (TSDF)
Questionnaires to obtain insights into the Isett Seta Sector, sent to the top thirty Isett Seta company stakeholders, who together employ almost half of the employees within the Isett Sector. The Department of Higher Education and Training (DHET), HEMIS Division for national qualification supply data. DHET provided MICTS with about 800 Megs of data in 680 files. This data was collated into one database in order to analyse the supply side of people entering and achieving tertiary qualifications, and allowing a comparison of the supply of ICT graduates against the demand for such graduates on a national basis. The Scarce and Critical Skills reports of the other Setas to assess the demand for ICT personnel across the whole of South Africa. These reports were either downloaded from the various Seta websites, or received directly from Setas via email. Statistics South Africa (Statssa). IT Web for information on the ICT Charter. Desk Research for information on: o o o o Accelerated and Shared Growth Initiative for South Africa (AsgiSA) Joint Initiative on Priority Skills Acquisition (Jipsa) E-Skills Council ICT Charter
Desk Research for data from: o o o Past Isett Seta Annual Reports BMI-TechKnowledge World Information Technology and Services Alliance (WITSA)
2.7 Layout of this Document

This document comprises six Chapters and several Appendices. The six Chapters are: Chapter 1 which is the Executive Summary presented above. Chapter 2, this chapter, which provides the perspective used in developing this SSP. Chapter 3, which focuses primarily on an overview of the MICTS Sector, with little consideration of the national situation for the reasons presented therein. This chapter addresses forecasting for the MICTS Sector, and presents an assessment of stakeholder opinion on the issues facing the MICTS Sector. This chapter also looks at the size of the MICTS Sector in terms of the number of organisations I the sector and the number of employees in the sector. Finally, the drivers of change are reviewed. Chapter 4 presents the supply of and demand for ICT skills within the MICTS Sector.
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Chapter 5 reviews the scarce and critical skills that stakeholders have presented to MICTS through the June 2010 ATR/WSP submissions. Chapter 6. Based on the inputs from Chapters 1 to 5, as well as the inputs from the Appendices, the MICTS five year strategy is presented in this chapter. Chapter 7 presents a list of references used in this document. Appendices 1 to 3 presents the inputs received from Isett stakeholders on issues facing the Isett Sector. This includes a SWOT analysis, an assessment of the formal education institutions, and sector economic considerations. Appendices 4 to 8: DHET placed several requirements on the Setas, as specified in their document Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010. In particular, the Setas were referred to several national policy, strategy and framework documents, the purpose being that the Setas determine where they can contribute to the objectives of these documents. As evidence that the review of these documents took place, and to provide an indication of where MICTS feels it can contribute, these findings are presented in the Appendices rather than including that detail in the main body of the SSP. Appendices 9 and 10 present lists of private and public FET Colleges for future ease of reference by MICTS. Appendix 11 lists the public universities and universities of technology that specifically provide ICT qualifications, as determined using the HEMIS data provided by DHET. This information is also presented for future ease of reference by MICTS. Appendix 12. In 2009, DHET requested an assessment of the change in the number of companies within Isetts sector from 2008 to 2009. This assessment from 2009 to 2010 has therefore been included.
2.8 Abbreviations Used in this Document

Abbreviation ABET AsgiSA ATR BBBEE BEE BITF BPO CAGR DBE CSIR CSSA CWU DoC DHET DoL EIF ETQA FET GDP HEMIS HET HIV/AIDS HRD HSRC ICT Isett ISOE IT ITA ITAC JCSE JIPSA Description Adult Basic Education and Training Accelerated and Shared Growth Initiative for South Africa Annual Training Report Broad-Based Black Economic Empowerment Black Economic Empowerment Black Information Technology Forum Business Process Outsourcing Compound Annual Growth Rate Department of Basic Education Council for Scientific and Industrial Research Computer Society South Africa Communication Workers Union The Department of Communications The Department of Higher Education and Training The Department of Labour Electronics Industry Federation Education and Training Quality Assurance Further Education and Training (Institution) Gross Domestic Product Higher Education Management Information System Higher Education and Training (Institution) Human Immune Virus / Acquired Immune Deficiency Syndrome Human Resource Development Human Sciences Research Council Information and Communications Technology Information Systems, Electronics and Telecommunications Technologies Institute of Sectoral Occupational Excellence Information Technology The Information Technology Association Information Technology Acquisition Centre Joburg Centre for Software Engineering Joint Initiative on Priority Skills Acquisition
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Abbreviation NGO NQF NSA NSDS NSF OFO OGS PDI QCTO SASCO SAQA SDF SDL Seta SIC SME SMMEs SSP Statssa the dti USD VoIP WITSA WSP
Description Non-Governmental Organisation National Qualifications Framework National Skills Agency National Skills Development Strategies National Skills Fund Organising Framework for Occupations On-line Grant System (Isett Seta system for electronic capturing of WSP and ATR data) Previously Disadvantaged Individual Quality Council for Trades and Occupations South African Standard Classification of Occupations South African Qualifications Authority Skills Development Facilitator Skills Development Levy Sector Education Training Authority Standard Industrial Classification Small and Micro Enterprises (less than 50 employees in Isetts context) Small, Medium and Micro Enterprises (less than 150 employees in Isetts context) Sector Skills Plan Statistics South Africa The Department of Trade and Industry United States Dollar Voice-Over-Internet-Protocol World Information Technology and Services Alliance Workplace Skills Plan
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3 Isett Seta Sector Profile
3.1 Economic Profile

3.1.1 Introduction
The purpose of Section 3.1 is to review the economic profile of the country and more specifically the Isett Seta Sector, with a view to forecasting annual growth to April 2016, which will be used as the basis for forecasting employment and training growth rates that will be utilised in developing Isetts 5-year Sector Skills Plan.
3.1.2 National Outlook

The following excerpt summarises the most recent perspective on South Africas economy: Leading economists say that South Africa, currently underperforming its potential with around 3% growth, needs to at least double that to solve its economic misery and avoid it spilling into serious social unrest. The central bank has done its bit by cutting the repo rate by 550 basis points since December 2008 to a threedecade low of 6,5% to spur growth in the manufacturing and commodity dependent economy, one of the world's key gold and platinum producers. Partly on the back of easier rates and a recovery in the global economy, South Africa exited its first recession in almost two decades in the third quarter of 2009 and quickened the pace of the recovery with a 4,6% rise in Q1 2010. But the faster rate growth did not stop the job haemorrhage, with 171 000 jobs disappearing, pushing the jobless rate to a six-year high of 25.2% of the labour force. Unofficially it may be as high as 40%. The next three years (2010 2012) won't bring relief either as growth is seen averaging 3% to 3.5%, a far cry from the average five percent growth between 2004 and 2007. A possible slowdown in the euro zone, a major trading 2 partner, also clouds the outlook. The following figure presents the real year-on-year growth in South Africas Gross Domestic Product (GDP) at constant 2005 prices. Figure 1: Real year-on-year Growth in South Africas Gross Domestic Product (GDP) at constant 2005 prices
6% 5.3% 5% 4% 3% 2% 1% 0% 2001 -1% -2% -3%
Source: Statssa, Statistical Release P0441, Gross Domestic Product, First Quarter 2010, Page 8
5.6%
5.5%
4.6% 3.7% 2.7% 2.9% 3.7%
2002
2003
2004
2005
2006
2007
2008
2009
-1.8%
With regard to unemployment, the following article, published on the web by Business Report should be noted:
Polity.org.za, SA may face unrest over jobs, poverty anger, 21st June 2010
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Youth unemployment in South Africa is gnawing at its economic recovery as new research reveals the proportion of youth under the age of 24 who cannot find work is now at a shocking 74 percent. Writing in the June 2010 Adcorp Employment Quarterly update, Human Sciences Research Council (HSRC) executive director, Miriam Altman, agrees that their new data shows this is the heart of the economic problem, with 75 percent of the job losses experienced during the 2009/2010 recession being people under the age of 34. The youth have clearly been the group most let down as SA's unemployment rate ratcheted up from 13 percent in 1994 to 25 percent now, with Adcorp data indicating the situation is so dire that 64 percent of unemployed people have been out of work for a year. The data also shows that in 2009/2010 46 percent of all jobs created since 2000 were lost. Part of the problem is the strong move to highly skilled work as there has been a 36 percent reduction since 1960 in the number of workers needed to produce a given level of output. Another problem in SA gleaned from the data is that a lot of the jobs are not sustainable - 28 percent is the proportion of temporary, part-time and contract work in total employment. Altman proposes five concrete suggestions to reduce unemployment: dramatically expanding the Further Education and Training (FET) system; increasing employment in lower, entry-level grades of the public service; extending the Expanded Public Works Programme (EPWP); supporting small-scale agriculture; and introducing incentives for job/job-seeker matching. Although most of these initiatives depend on public sector initiative and/or participation, she argues that the private sector will need to play a role in generating positive activity for young people. Meanwhile, writing in the same report, Centre for Development and Enterprise (CDE) Executive Director Ann Bernstein, points out that South Africa's essential economic policy priority must be to encourage the creation of more jobs. "Every other economic goal and policy should be tested by whether it helps to generate jobs," she says. Berstein warns that South Africa's fast-growing welfare system will not be able to address the needs of the unemployed. Rather, her research suggests that deregulation and business-friendly policies are the key to making real improvements in peoples' lives. To illustrate the point, she suggests four concrete experiments: tax breaks and hiring/firing law exemptions for youth; special economic zones (SEZs); vocational training and apprenticeships in towns like Nelspruit and Witbank; and simple government employment schemes in poor provinces like Limpopo and the Eastern Cape. "Based on these experiments, we will be able to discover what kinds of policies work, and which do not," she says. Adcorp's chief executive officer, Richard Pike, and labour market analyst, Loane Sharp, argue that we should look to contemporary, not historical, policies for an understanding of causes and solutions in the unemployment debate. They suggest that unemployment in South Africa can be traced back to onerous labour laws and trade union militancy. They argue that their 12-step action plan of targeted deregulation will greatly accelerate job creation; and, in the mean time, while those actions are implemented, we should introduce voluntary national service and "youth vouchers" to address youth unemployment. Specific regulations that come under discussion include dismissal procedures in the Labour Relations Act; immigration restrictions contained in the Immigrations Act; criminalisation of the Occupational Health and Safety 3 Act; and enforcement problems related to the Employment Equity Act. - I-Net Bridge. In summary, the opportunities expressed above are:
3
Expand the Further Education ad Training System. Increase employment in lower, entry-level grades of the public service. Extend the Expanded Public Works Programme (EPWP). Support small-scale agriculture. Introduce incentives for job/job-seeker matching. Deregulation.
Published on the web by Business Report on June 23, 2010.
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Business-friendly policies. Address onerous labour laws and Labour Union militancy. Introduce voluntary national service.
The national indicators do not provide sufficient insight into the dynamics of the ICT Sector. The national GDP for example comprises an aggregation of the GDP contributions of several industries, as shown in the following pie chart. Figure 2: Industry Contribution to National GDP, 2009
Agriculture, forestry and fishing 2% General government services 15% Personal services 7% Mining and quarrying 6% Manufacturing 17% Electricity, gas and water 2% Finance, real estate and business services 24%
Transport, storage and communication 10%
Construction 4% Wholesale, retail, motor trade and accomodation 13%
Source: Statssa, Statistical Release P0441, Gross Domestic Product, First Quarter 2010, Page 8
Each of these industries differs in terms of the percentage of ICT technical personnel within each of the industries. The Mining and quarrying industry for example does not have much in the way of ICT personnel, these skills instead either being outsourced or provided by the suppliers of software and equipment. Furthermore, as will be observed in the above figure, there is no defined ICT industry. The ICT industry comprises ICT equipment, provided primarily by the importers/retailers of this equipment, ICT software, provided by importers/retailers and local developers of software, and ICT services, provided largely by local providers. The challenge here is that software developers, for example, may reside in several of the industries shown in the figure above. In order to understand and forecast the growth of the ICT Sector, one therefore has to turn to other available data. In terms of future projections, the South African Reserve Bank (SARB) forecasts CPI to be about 5.3% to 4 end-2012. This forecast will be assumed to continue to April 2016.
3.1.3 Isett Sector Outlook

According to BMI-TechKnowledge, Despite the global recession, the South African IT market did register some small growth in 2009. The research group says local IT market revenue grew 2.5% from R60.36-billion in 2008 to reach R61.85-billion in 2009. And it expects a similar growth pattern this year with 2.5% growth to R63.41-billion, and at a compound annual growth rate (CAGR) of 6.3% to reach R83.97-billion in 2014. The hardware market declined by 3.8% in 2009, from R21.91-billion in 2008 to R21.1-billion in 2009. Hardware accounts for 34.1% of the total IT market and is expected to see a CAGR of 3.3% over the forecast period. Storage will be a category that should outperform other hardware areas due to continued server virtualisation. The South African IT Services market is estimated to have reached R28.9-billion in 2009, showing a year-on-year growth of 7.2%, and accounted for 46.8% of the total IT expenditure in South Africa. The IT services market value is forecast to grow to R41.39-billion by 2014. This reflects a CAGR of 7.4% over the forecast period. Hosting is the standout category, looking forward, in the IT services arena considering the drive towards cloud computing. The packaged software market grew by 3.5% in 2009 to R11.86-billion, and is expected to show growth of 8% in 2010. Packaged software accounted for 19.2% of the IT spend in 2009. The packaged software market value is forecast to grow to R17.76-billion by 2014. This reflects a CAGR of 8.4% over the forecast period. Adoption of
South African Reserve Bank, 2010-05-13: Statement of the Monetary Policy Committee, Section 3. The outlook for inflation.
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Software as a service (SaaS) and Virtual Desktop Infrastructure (VDI) are areas that will drive growth in the 5 Software market. Based on the information provided above by BMI-TechKnowledge, the following table has been constructed. In 6 terms of future projections, the South African Reserve Bank (SARB) forecasts CPI to be about 5.3% to end-2012. . To convert from Current Rands to Real Rands, this projected CPI of 5.3% per year was utilised and extended to 2014 for lack of further data. Table 3: The South African IT Market 2008 2009 2010 2011 2012 The South African IT Market Revenue (Current Rands - R bn) IT Hardware 21.91 21.10 21.80 22.52 23.26 IT Services 26.97 28.90 31.05 33.35 35.83 IT Packaged software 11.46 11.86 12.81 13.90 15.08 Total 60.36 61.86 63.41 68.02 72.97 The South African IT Market Annual Growth (Based on Current Rands) IT Hardware -3.7% 3.3% 3.3% 3.3% IT Services 7.1% 7.4% 7.4% 7.4% IT Packaged software 3.5% 8.0% 8.5% 8.5% Total 2.5% 2.5% 7.3% 7.3% The South African IT Market Revenue (Constant 2009 Rands - R bn) National CPI 6.2 5.3 5.3 5.3 IT Hardware 23.27 21.10 20.70 20.31 19.92 IT Services 28.64 28.90 29.48 30.08 30.69 IT Packaged software 12.18 11.86 12.16 12.54 12.92 Total 64.09 61.86 62.35 62.92 63.53 The South African IT Market Annual Growth (Based on Constant 2009 Rands) IT Hardware -9.3% -1.9% -1.9% -1.9% IT Services 0.9% 2.0% 2.0% 2.0% IT Packaged software -2.6% 2.6% 3.1% 3.1% Total -3.5% 0.8% 0.9% 1.0%
Source: BMI-TechKnowledge
2013 24.03 38.49 16.37 78.28 3.3% 7.4% 8.5% 7.3% 5.3 19.54 31.31 13.31 64.17 -1.9% 2.0% 3.1% 1.0%
2014 24.82 41.39 17.76 83.97 3.3% 7.5% 8.5% 7.3% 5.3 19.17 31.97 13.72 64.86 -1.9% 2.1% 3.0% 1.1%
As will be observed in the table above, the South Africa IT market experienced negative real growth in 2009, and IT Hardware is also likely to experience negative real growth over the next five years. In real terms, the market is seen to be growing at only about 1% per annum for the next five years. This does not bode well for employment in the IT Sector. The above data reviews only the IT market, to the exclusion of telecommunications. Data published by World Information Technology and Services Alliance (WITSA) covers the whole ICT market, which includes the Communications Sector, as presented in the table below. The data is presented in USD. Table 4: South Africa's ICT Spend 2008 2009 South Africa's ICT Spend (Current USDm) Computer Hardware 3,096.70 3,048.20 Computer Software 2,263.30 2,296.10 Computer Services 4,432.50 4,520.50 Communications 18,708.70 20,097.50 Total 28,501.20 29,962.30 Growth in South Africa's ICT Spend Computer Hardware 9.3% -1.6% Computer Software 13.6% 1.4% Computer Services 14.6% 2.0% Communications 2.9% 7.4% Total 6.0% 5.1% 2010 3,246.90 2,492.00 4,901.20 24,258.30 34,898.40 6.5% 8.5% 8.4% 20.7% 16.5% 2011 3,617.00 2,843.50 5,573.80 25,489.00 37,523.40 11.4% 14.1% 13.7% 5.1% 7.5% 2012 3,924.20 3,129.00 6,125.50 26,350.20 39,528.80 8.5% 10.0% 9.9% 3.4% 5.3% 2013 4,260.20 3,417.60 6,685.20 27,180.50 41,543.60 8.6% 9.2% 9.1% 3.2% 5.1%
Source: World Information Technology and Services Alliance (WITSA)
5 6
BMI-Techknowledge press release, 1st June 2010. Ibid.
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The data in this table cannot be compared with the data in the previous table because of the inclusion now of Communications in the table above, which quite likely includes consumer spend on cellular and landline communications. Hence, telecommunications is seen to play an important role in the growth of the ICT Market. Note that this table forecasts large growth for 2010. This growth comes from the Communications sub-sector, and it is suspected that WITSA took into account the magnitude of communications in South Africa as a result of the 2010 Soccer World Cup. It should be noted though that the 2010 growth needs to be discounted when one forecasts growth for the Isett Seta Sector. Furthermore, it is suspected that the growth reflected in this table is based on current Rands (converted to US$), so one has to reduce the annual growth by an anticipated CPI of about 5% per year. This results in a low (negligible) real growth rate for 2012 and 2013. To gain further insight into growth within the Isett Seta Sector, we turn our attention to the growth in Skills Development Levies received by Isett over the past few years, as well as the amount of revenue that Isett stakeholder companies have been investing into skills development, over and above their levy contribution, into skills development. This data is presented in the following table, as well as employment data, for the period 2005 to 2009. Figure 3: Growth within the Isett Sector in Investment in Skills Development, and in Employment, 2005 2009 Item Indicator 1 Skills Development Levy Income (Current Rands x 1,000)**[1] 2 Growth in Skills Development Levy, based on Current Rands [2] 3 CPI (%) 4 Real Skills Development Levy (Constant 2005 Rands x 1,000) 5 Real Growth in Skills Development Levy 6 Expenditure by Isett Stakeholders on Training (Current R x [3] 1,000) 7 Real Expenditure by Isett Stakeholders on Training (Constant 2005 Rands x 1,000) 8 Real Growth in Expenditure by Isett Stakeholders on Training 9 Total Real Expenditure on Training 10 Real Growth in Total Expenditure on Training [4] 11 Employment 12 Growth in Employment 2005 2006 2007 2008 2009 187,435 213,005 242,992 279,774 314,689 9.3% 13.6% 14.1% 15.1% 12.5%
3.4% 4.6% 7.2% 11.5% 6.2% 187,435 203,637 216,703 223,772 237,004 5.7% 8.6% 6.4% 3.3% 5.9% 491,900 535,800 568,200 616,500 790,000 491,900 512,237 506,728 493,096 594,978 4.1% -1.1% -2.7% 20.7%
679,335 715,875 723,431 716,869 831,982 5.4% 1.1% -0.9% 16.1% 133,409 136,169 140,432 144,185 141,929 2.1% 3.1% 2.7% -1.6%
** This data is 70% of the total skills levy contribution made by companies, and represents the amount of mandatory and discretionary funds that can be placed back into skills development by Isett Seta. [1] Isett Seta Annual Reports, 2005/6 to 2009/10 [2] Statssa, Consumer Price Index, P0141 [3] Isett OGS [4] Isett Seta SSP, 2009/2010
To explain this table, Item 1 presents the Skills Development Levy received by Isett Seta as reflected in Isetts Annual Reports. This value has been adjusted for inflation (Item 3) to be presented as the real value in Item 4. Item 6 presents the expenditure on skills development as provided to Isett via the ATRs, which is converted to real Rands in Item 7, using the CPI of Item 3. Item 9 comprises the sum of the real Skills Development Levy (Item 4) and the real Expenditure by Isett Stakeholders on Training (Item 7), and from this, the real growth in total training funds is determined as Item 10. The real growth in expenditure on training is then determined as Item 10. Items 11 and 12 have been obtained from an analysis of historical ATR data. From the table above, is can be observed that: In real terms, the levy contribution provided to Isett has been growing every year since 2005. Compound Annual Growth Rate (CAGR) from 2005 to 2009 is determined to be 6.0%. The
In real terms, expenditure by Isett Stakeholders on training, excluding their levy contribution, has been declined to 2008, but grew significantly in 2009. The real growth in total expenditure on training declined in 2008. Because of the high spend in 2009, the CAGR from 2005 to 2009 is determined to be 5.2%. Regarding employment within the sector, growth has been positive over this period, except in 2009, influenced by the global recession. Nevertheless, the CAGR from 2005 to 2009 is determined to be 1.6%.
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3.1.4 Forecast for the Isett Sector

In summary, and after reviewing the above information, the Isett Seta will base its 5-year SSP forecasts using the following projections:
Forecast 2009 2011 - (Actual) 2016 CAGR 6.0% 314,689 2010 2011 2012 2013 2014 2015 2016
Forecast Real Skills Development Levy 333,570 353,584 374,799 397,287 421,124 446,391 473,174 (Rands x 1,000) Forecast CPI (%) 6.2% 5.3% 5.3% 5.3% 5.3% 5.3% 5.3% 5.3% Forecast Skills Development Levy 351,249 392,057 437,606 488,447 545,195 608,535 679,234 (Current Rands x 1,000)** Forecast Employment 1.6% 141,929 143,076 145,308 147,574 149,876 152,214 154,588 156,999 ** This data is 70% of the total skills levy contribution made by companies, and represents the amount of mandatory and discretionary funds that can be placed back into skills development by Isett Seta.
The reader should note that Isett is not a sales type of business where income can vary according to several factors such as GDP. The primary determining factor that influences what the Isett Seta can achieve is its level of income, which is directly related to stakeholder levy contributions. Levy contributions from stakeholders are legislated to be 1% (80% thereof going to the Setas) of stakeholder salaries and wages. Level of income to Isett is therefore dependent on the level of employment in the Isett Sector, and the level of inflation, which impacts on salaries and wages. As is evident from the table presented above, based on the previous five years, employment is forecast to be approximately 1.6% per year for the next five years. This is a very low growth rate, and it was decided to ignore this growth rate in forecasting level of income. This results in a slightly conservative approach, but a better approach in view of the fact that overspending on budget could result in negative results from the Auditor General. The end result in forecasting level of income is therefore the impact of inflation on salaries and wages, and hence of level of income to Isett. The Isett Seta feels that this is an adequate means of determining forecasting for the way forward, and feels that very little further value can be added by spending resources on more detailed inputs.
3.2 Isett Stakeholder Sector Assessment

3.2.1 Introduction
In DHETs Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010, it is requested that the Setas obtain inputs from stakeholders. In order to obtain inputs on several topics from the Isett Seta stakeholders, the Isett Seta developed and distributed a questionnaire to its Board Members, representing six organisations, and to its top 30 Isett Seta companies, the latter employing almost 50% of the employees in the Isett Sector. Of these 36 organisations, the Isett received responses from two associations on its Board, and 13 of the top 30 companies. The Isett Seta would like to thank the following organisations for the valuable and comprehensive responses they returned to Isett: 1. Bytes Managed Solutions 2. Bytes Outsource Services 3. Computer Society of South Africa (CSSA) 4. Derivco 5. Department of Communications 6. Ericsson Sub Saharan Africa 7. Helios Copier 8. The Information Technology Association (ITA) 9. Joburg Centre for Software Engineering (JCSE) 10. Mobile Telephone Networks (MTN) 11. MWeb Connect 12. Nashua Mobile 13. Nokia Siemens 14. State Information Technology Agency (SITA) 15. T-Systems
Each of the following sections provides the findings resulting from the respective sections in the questionnaire.
3.2.2 Strengths, Weaknesses, Opportunities and Threats

The purpose of requesting inputs on the strengths, weaknesses, opportunities and threats of the Isett Sector was primarily to place the respondents in the right frame of mind to address the subsequent sections of the questionnaire. The findings on this question relating to determining the respondents view on the strengths, weaknesses, opportunities and threats of the Isett Sector are presented in Appendix 1: ICT Sector SWOT on page 74.
3.2.3 Suggested Implications on and Strategic Goals for ICT Employment and ICT Skills Development
3.2.3.1 Implications on ICT Employment

The implications on ICT employment, as seen the Isett Seta stakeholders, are: Poor Source of Potential Employees o o Lack of relevant output from training & education institutions. ICT Skills development and employment are at best incongruous. Trying to match the skill with the job difficult.
Employee Competence o o o o Shortage of competent practitioners. Posts will be filled with under skilled employees. Constant need for up skilling. Market changes rapidly and skills dont follow quickly enough.
Skills Shortage o o o o o o o o Number of vacancies will increase. Incentives needed to promote both the demand and the supply. Expect an increase in employment but more specifically at the higher end. ICT employment opportunities will always be available, but has become more specialised, hence a shortage. Sometimes need to find skills at short notice. Highly skilled individuals expensive. People less likely to change their jobs or seek alternate employment. Few employment opportunities due to lack of skills, high staff turnover.
Loss of Skills o o o o Other o Relatively high dependence on consultants and contractors for project-type work; but this often turns into long-term arrangements (also part of the new ways of working worldwide). People will have to take a more flexible approach to employment. Legislation regarding Labour Brokering will have a big impact on the ICT sector in terms of employment patterns. Slower economic growth does not allow for absorption of all the skills available and or required. Negative impact on service delivery, profitability and sustainability of companies. Emigration. Lack of capacity to implement ICTs. Talent Management is a huge priority retention issues. Insecurity around the financial wellbeing of the sector could lead citizens to pursue other careers in more lucrative industries.
o o o
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3.2.3.2 Implications on ICT Skills Development

The implications on ICT skills development, as seen the Isett Seta stakeholders, are: Definition/Provision of Required Skills Unless there is a willingness by the industry to clearly articulate their skill requirements, we stand the risk of falling so far behind it would take years to reverse the backlog. Short term needs impacting on accelerated skills development plans. Not all qualifications are obtainable locally, hinders skills development due to costs of sending people abroad. Often competence and learning sits internationally expensive to send individuals for this, or get an expert to visit locally. IT Security will require constant skills development. There will always be demand for specialist technical skills knowledge e.g. ESM specialists or security specialists. Off shoring - focus on Service Desk skills. Training does not appear to be demand led. This leads to wrong subject and career choices. More collaboration between business and tertiary institutions. Existing staff will need to be up-skilled and the need for basic A+ and N+ qualifications will be the minimum essential entry level requirement.
Poor Source of Potential Employees Not enough excellent young candidates coming through for employment. Education system not responsive to ICT Skills development. Should start at grass-root level, Grade 6-7, to encourage scholars to select maths and science.
Alternative Education and Training Other Lack of a proper labour market database. The e-Skills Council and its Working Group have a mandate but lack the data and the capacity to make it effective. Due to cost containment, training spend is likely to be reduced.
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There will be a need to route young people with potential through less expensive non-university qualifications. Professional organisations will need to play a greater role in offering and certifying suitable practice-related qualifications. Dynamic environment - requires constant upgrading of skills to keep up with technology. Just-in-time learning required. Cost pressures - look at alternative ways of learning (e.g. e-learning, virtual classrooms). New technologies and applications require development of learning interventions that do not yet exist. Skills need to be developed at a faster pace to keep up to date with global developments.
Employee Competence Focus not only on technical skills, but also service delivery skills, business understanding and industry knowledge. Generic / life skills as opposed to specialist knowledge. Pressure on Business to offer bursaries etc to get people to complete studies. Bursaries should be given to Scholars who excel.
Loss of Skills Citizens leaving the ICT Sector will strain the existing individuals workload and escalate needs for skills development and training.
Consultants and contractors are often unwilling to share knowledge keeps business dependent on their service and limits development for new entrants to the field.
3.2.3.3 Suggested ICT Sectors Strategic Goals for ICT Employment and ICT Skills Development
The Isett stakeholders were requested to provide suggestions with regard to setting strategic goals for ICT employment and ICT skills development. These are: Content, Quality and Innovation Understand the shift in technologies and the underlying skills requirements that emanate from these changes. Engage all the relevant stakeholders to research and develop suitable programs and learnerships. Raise the level and capacity of schools and universities to attract and educate young people and to encourage them to go on to artisan/post-graduate level by creating effective relationships between industry and academia. As we cannot compete with India and China on price, it should be our aim to create an ICT industry known for quality and innovation. In order to do this we need to attract the cream from the education system to the industry and incentivise them to become world leaders in ICT. Encourage institutions of learning to achieve a sufficient balance of technical / theoretical knowledge with practical application to ensure readiness for technical roles in ICT. Encourage institutions of learning to incorporate business and industry knowledge in IT related qualifications. Funding of learnerships and internships to ensure entrants to the industry can get work-related exposure. Enhanced learnership offerings. Skills development at the higher end. The market is over stocked with entry level qualifications but there is a great need for both qualifications and experience at the higher end. ICT should focus on developing individuals to specialise in areas of security, networks, mobility, software and hardware development, business system etc. Collaboration between business education and labour in determining what qualifications and content is relevant and current for the sector as an imperative. Establish competence models/frameworks that span the sector/industry. Enable/encourage/reward local innovation. Improve quality of education and skills development at a grass roots level e.g. sponsor teacher development and encourage maths and science focus at school level. Higher level skills, R&D.
Rural
Making ICT skills available to youths in rural areas.
Placement Enable placement of unemployed qualified candidates by making opportunities / vacancies in the ICT sector more visible to them.
Skills/knowledge Transfer Encourage skills/knowledge transfer within organisations to ensure career progression of lower levels of ICT staff. Subject Matter Experts to get more involved in training and development in terms of the knowledge transfer.
ICT Career Marketing Education at the grass-root level (schools), more exhibitions to make scholars aware of career choices.
Incentives Bursaries for Maths, Science and ICT Skills. Greater incentives for Interns, Learnerships and skills programmes.
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Provide grants/ bursaries for Telecommunication specific fields of study at tertiary institutions. Incentivise companies to work in this (ICT) arena, possibly through tax incentives on an individual and corporate basis.
ICT Market Development Increase uptake and usage of ICTs and intensify skills development programs amongst unemployed.
3.2.4 Challenges Involved in Developing ICT Skills in Rural Areas

The following table presents inputs from Isett stakeholders on their perceptions of challenges involved in developing ICT skills in rural areas. Table 5: Challenges Involved in Developing ICT Skills in Rural Areas
Challenges Involved In Developing ICT Skills In Rural Areas Access to candidates/educators Basic needs of students Security What Would be Required to Overcome this Challenge
Quality of Education
Funding
Upliftment of rural school facilities/ PCs and internet access Build more training centres. Lower cost, subsidised roll out of infrastructure. Focus on ICT skills and use of ICT-powered content throughout teacher training interventions. Engage local industry. Use of digital villages in rural areas. More rural colleges giving one-, two- or three-year post-Matric qualifications in ICT should be established Utilise infrastructure in the area; possibly use municipal facilities, e.g. city halls. Improve the GSM Network and reduce the Internet costs. Invest in IT infrastructure. Networks, electricity and cabling. Our bandwidth is shocking. Concept of "mobile training lab" - instead of setting up expensive ICT infrastructure in rural areas where it cannot be sustained, bring the training lab to the area of a period of time. Basic equipment is not up to standard. Students have to share computers etc. More focus on technical and electronics training e.g. A+, N+. Increase Learnerships equivalent to Matric qualification. Transport facilities. Centres to be set up and equipped with up to date technology, using SDL payments and sponsorships. Seta to work closer with Department for Basic Education to help bridge the gaps. The problem is that what goes wrong in a month in grade 1 cannot be fixed by a year in grade 12. Unfortunately the only short and medium term solution is to gather learners with unusual potential in magnet schools. Unfortunately the attempt to do this with Dinaledi schools has been a failure up to now. Proper training and recruitment of teachers and lecturers. Sponsor teacher (foundational) training and education (and then try to keep them for teaching!). Establish technology-centred schools (focus on maths and science). Set up computer labs. Remuneration must be attractive together with benefits to entice relocation of suitable trainers from the urban areas. Develop societal structure to support young people. Stipends offered should be reasonably structured to accommodate transport, food costs. Sponsor accommodation for bursary learners closer to workplaces Cannot invest in education to have people then steal the computers. The community must be educated in the importance of IT as an upliftment tool and it should be viewed as treason to steal state property, with the strictest of consequences. Universal Service Fund and ISETT SETA should be used to address lack of connectivity and infrastructure. Sponsored programmes. Offer bursaries or loans and assess strictly for aptitude and ability.
3.2.5 Suggested Isett Seta Assistance

Respondents were requested to provide their insight as to how the Isett Seta could assist potentially-sponsored learners to overcome access, success and progression barriers. Many and varied interesting responses were received, as presented below, several of which would make good topics of debate. Mentorship, for example, is widely recognised as a powerful means of developing employees, but one has to question whether this should fall to the Isett Seta, or whether this should actually be incorporated into the performance agreements of managers. To Overcome Access Barriers Through the creation of a public/private initiative with the relevant stakeholders. Learners that have the potential to become competent ICT practitioners should be identified in grade 9 and given the opportunity to successfully take the correct subjects for an ICT career. Opportunities for 1-, 2- and 3year courses other than university courses should be made available to them. Communication skills / technical ability need to be taught more. Covering letters, grammar, interview techniques and etiquette, including time-keeping. Availability of tools. Lack of secondary education permitting entry level into ICT sector. If SETA can provide more funding for employers to host learners, it will make it much easier as it is getting expensive to pay learners salaries without them being fully productive.
By offering bursaries to suitable candidates for a University degree. It is important that stakeholders are involved in training and recruitment of potential graduates, internships and experience. Stipend needs to be reasonably structured to accommodate transport, food costs to make it more attractive for learners as well as the hosting company. Determine the correct entry level requirement that fits the job. There must be an entry level standard. Stricter control of quality of education and training at grass roots level (especially in rural areas). Establish bridging institutions that provide post-Matric education that can lead to better Matric results, which could lead to better access to better tertiary institutions. Establish, support and fund work-based learning institutions (businesses that education and train). Conduct assessments and offer different levels of learners to the workplace (make recruitment of learners easier). Internet provision and accessibility to e-learning online. By funding an upliftment programme. To Overcome Success Barriers Through the creation of a public/private initiative with the relevant stakeholders. Careful selection, continued encouragement and suitable mentoring. Constant reinforcement. Learners should be placed in the workplace for experiential learning or on Internship programmes. Seta should approach organisation to accommodate learners. Communication skills / technical ability need to be taught more. Understanding that success in a free-market economy is due to intrinsic ability and motivation and not an entitlement. Mentorship and coaching of learners from experts within the sponsor company. SETA could consider sponsoring further training in the workplace where on an alternating method, the employer is responsible for paying for 1 training intervention / qualification and when the employer proves to ISETT they have paid for one session, SETA could then sponsor the next training session for a further qualification, this should not be restricted to non white employees. To be successful you have to have a passion for what you do and most importantly enjoy what you do. Develop this passion in school and career programs. ICT companies should identify ICT skills needs and SETA should facilitate the training and experience. Additional support outside of hosting company. E.g. a mentor at Seta (Objective outsider). Proper career path and succession planning followed by required training and coaching. Better prepare learners for the world of work (BEFORE they enter the workplace). Help manage expectations of entry-level learners. Business acumen coaching and fast track programs for specialist and managerial roles. To Overcome Progression Barriers Through the creation of a public/private initiative with the relevant stakeholders. The SETA should cooperate with the professional body for ICT practitioners to provide a series of professional qualifications for the working practitioner. Active marketing & utilisation of the Seta website (database for learners). Companies must be made aware of the database of learners with Seta. Constant reinforcement. Learners should be placed in the workplace for experiential learning or on Internship programmes. Seta should approach organisation to accommodate learners. Mentoring programmes within the ICT & E sector could be helpful. This should focus both on the personal development through career advice but also incorporate rewarding companies and individuals for studying further with SETA grants and possibly tax incentives for the individual. Mentorship and coaching of learners as well as on-the-job training specific to the relevant organisation. SETA could consider sponsoring further training in the workplace where on an alternating method, the employer is responsible for paying for 1 training intervention / qualification and when the employer proves to ISETT they have paid for one session, SETA could then sponsor the next training session for a further qualification, this should not be restricted to non white employees. Offer continuous coaching programs and provide goal setting aligned with a reward system. Constant reskilling. Not only technical skills - train for their transition from students to work environment. Soft Skills training is also very important in this transition. Career path planning Mentorship !Mentorship! Mentorship! Career and development frameworks that span the industry.
3.2.6 Sectoral Economic Scenario

The findings on the most important economic factors, both positive and negative, that are seen to have an influence on ICT employment over the next five years are presented in Appendix 3: Sectoral Economic Scenario on page 79.
3.2.7 Isett Assistance with Equity in Stakeholder Organisations

Respondents were requested to provide input on the challenges they have experienced in attempting to improve equity in their organisations, and how they feel Isett could assist through skills development. This section presents the findings. Challenges Experienced by Respondents Encouraging participation from black professionals. The lack of suitably qualified candidates. Persons with disabilities with the required skill sets are not readily available in the market. Top and senior management and specialist technical roles - the nature of outsourcing where the ICT outsourcer has to take on staff from the outsourcing client, - which negatively impacts on their equity levels. Budget cuts influence training spend, hence training linked to succession planning and personal development is limited. Only key technical skills required by clients are addressed in difficult economic times. Economic factors impact on the vacancies available to rectify imbalances. Retention is a challenge as skilled staff move to find better employment opportunities. In order to operate profitably internationally it is imperative that skills are top priority. Finding best person for the job is key. Women are not attracted to the IT sector as it seems to have a male bias. Sexism not being actively addressed nationally. Some of our most successful people in the organisation are women, including mathematicians & technicians, but school girls are not attracted to IT, from personal experience of visiting the schools when giving career advice. The economically disadvantaged are not brought up with technology and are thus at a disadvantage from the start. Lack of qualified specialist skills from PDI candidates. Equity at senior / management level. None as only employ previously disadvantaged. Senior positions are not getting the experience and expertise that is required. Patronization without embracing the need for the change and understanding how to deal with these changes. Skills and experience of young entrants are lacking they need a LOT of training before they are capable of production. Skilled and experienced equity candidates can be excessively expensive. Limited understanding of the benefits associated with employment equity. Limited enforcement. Limited or lack of equity budget for HDI candidates that come at higher premiums due to them being sought after by many other corporate for their skill. Ineffective application of the 4 criteria in identifying suitably qualified persons by hiring managers. Limited or lack of succession planning. Constant movement of staff that has been earmarked for growth, skills competition compounded by knowledge and sympathy for equity plans.
Suggested Isett Assistance through Skills Development Supply suitably qualified candidates. Promote membership of the professional body for career growth and development of others. Seta registered Skills Programme for senior management and ICT specialists. Funding for these programmes - 50-50 model still places pressure on employers in the current economic environment. A weighted grant system could apply so that the previously disadvantaged, and women, are awarded more in grant paybacks. Learnership to be more focused on specialised, scarce and critical skills within the sector. Expanding the pool of skilled and competent non white candidates at management level. Targeted interventions relating to skills development. All grants are aimed at entry level. Maybe structure something at senior level to breach this gap between theory and practice. Education and awareness programmes. Successful case studies. Provide a database of skilled, knowledgeable candidates (especially females and disabled). Fund work-based skills programmes. Liaise closer with professional bodies and improve certification abilities. Stop working in silo. Collate information from DoLs EEA2, match against training reports submitted to Isett SETA and establish whether there is coherence between the two reports.
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Establish database of unemployed graduates based on what corporate have reported as scarce and critical skills in WSP/ATR. Continue to incentivise corporate to participate in internships and learnership, particularly the 18.1 learners in the fields which are deemed critical for business. Seta would partner with us in a deliberate program to skill our staff locally and internationally to bridge the skills gap and replace expatriates.
3.2.8 Opportunities for New Venture Creation

Respondents were requested to provide suggestions on any New Venture Creation opportunities that Isett could assist with in terms of skills development. The responses received were: Green jobs initiative to create a Learnership and job opportunities in the ICT Sector. Partner with the professional organisation (CSSA) to promote Continued Professional Development. Work with incubators such as Bandwidth Barn, SmartXchange and JCSE. Pay for interview skills clinic. Scholars and grads need to be groomed in how to present themselves. This would be highly beneficial to them and would increase chance of employability so ROI is very positive. Can also be an excellent opportunity to feedback from job seekers point of view. Multimedia training in FET Colleges. Developing learning programmes for Open Source Software to support the FOSS Policy and the ecosystem. This can be achieved by directly supporting skills programmes at FET colleges as well as supporting the creation of FOSS curricula for both FET Colleges and High schools. There is a need to create/support a body in SA to accredit FOSS-related courses. Support of current sub-contractors. Please provide any ideas you may have on how the Seta could identify, develop and/or implement New Ventures. Advertise in papers and on TV and radio - to reach people who do not visit the ISETT website. Increase rural presence and development. Already identified, multimedia curriculum approved. SETA could assist to develop capacity in FET Colleges. Liaise closer with Professional bodies and offer development aligned with their certification criteria.
3.2.9 Code of Conduct for Professional Bodies

The Department of Higher Education and Training requested Setas to assist in reducing corruption. Respondents of professional bodies were questioned on whether they have a formal code of conduct for its members. Two associations and one private company responded, ITA. See www.ewasa.org. CSSA. Available from: http://www.cssa.org.za/page.php?p_id=177. All members have pledged to respect the code of conduct since 1957. Currently around 600 new members sign up each year. Approval at general meetings. Derivco. We belong to eCogra: http://www.ecogra.org/Home.aspx. No evidence of demonstrable support currently but Derivco was one of the founding members.
3.2.10 Isett Assistance to Building Capacity

Respondents were requested to provide suggestions as to how the Seta can assist in expanding the capacity of their organisation. The following responses were received: Provide grants for research projects, funding for relevant seminars and workshops. The SETA should cooperate to promote the CSSA-endorsed qualifications and its Continued Professional Development programme. Software development learnerships could be a focus and could be rewarded. Learnerships focus on the Desktop environment currently and more mechanical sectors. Learnerships are a good way for companies to employ. Increased rural presence in order to provide skilled resources in outlying areas.
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As per the learner sponsor programme, not only limiting it to those institutions that are providing theoretical training but also financially assisting employers who are trying to provide as many possible learners with workplace experience. Through agreed partnership. Need more visibility. Funding needs to be improved. Funding of entry-level skills development programmes. Initiating and funding/co-funding continuous professional development learning opportunities (link with professional bodies e.g. Engineering Council of SA). Funding training and development in the customer service and sales learning areas. To this extent we expect additional support on high level internships to ensure requisite skills are developed.
3.2.11 Additional Comments and Suggestions

Finally, respondents were requested to provide any additional comments. These are: ISETT SETA must be involved in the activities of the e-Skills Council and its Working Group. ISETT SETA must play continuous role in gathering/disseminating data about ICT skills through all SETAs. Peripheral areas around the ICT environment such as Information and Knowledge Management need attention. Learners entering the organisation do not have the necessary business etiquette or acumen (i.e. Dress code, time keeping, telephone etiquette etc.). If this could be covered as part of a learnership the transition into the workplace would be easier.
3.3 Company Profile

The number of companies in the Isett Sector in 2010 was 2,672. A comparison between the number of companies in 2010 against the number in 2009 is presented in Appendix 12: A Comparison between the Number of Companies in 2010 against the Number in 2009. The following table presents the segmentation based on size of company. Table 6: Segmentation of the Isett Sector by Company Size, as at 31 March 2010 Company Size Large, 150+ employees Medium, 50 to 149 employees Small, 1 to 49 employees Total
Source: Isett Seta OGS
st
Total Number Percentage of of Companies Companies 127 4.8% 256 9.6% 2,289 85.7% 2,672 100.0%
3.4 Employment Profile

3.4.1 Number of Employees in the Isett Sector
The number of employees in 2010 was estimated at 143,076. The following table presents the segmentation based on size of company. Table 7: Segmentation of the Isett Sector by Company Size and Number of Employees, as at 31 March 2010 Company Size Large, 150+ employees Medium, 50 to 149 employees Small, 1 to 49 employees Total
st
Total Number of Percentage of Employees Employees 96,015 67.1% 17,719 12.4% 29,342 20.5% 143,076 100.0%
Together, the large and medium size companies account for 79.5% of the employees employed in this sector. The growth in employment in the Isett Sector is presented in the following table.
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Table 8: Growth of Employees in the Isett Sector, 2004 to 2010

20042005 Growth -5.3% 9.4% -15.6% -6.5% 20052006 Growth 5.4% 2.6% -6.4% 2.1% 20062007 Growth 0.9% 9.8% 5.3% 3.1% 20072008 Growth -0.5% 1.3% 12.1% 2.7% 20082009 Growth 6.9% -10.9% -16.3% -1.6% 20092010 Growth 3.3% -3.0% -4.4% 0.8%
Company Size Large Medium Small Total
2004 86,828 16,440 39,344 142,612
2005 82,234 17,982 33,193 133,409
2006 86,661 18,446 31,062 136,169
2007 87,465 20,257 32,710 140,432
2008 87,000 20,513 36,672 144,185
2009 92,967 18,270 30,692 141,929
2010 96,015 17,719 29,342 143,076
The table shows that in 2008/09 the Sector experienced its first decline in employment in four years, but made a small recovery in 2009/10.
3.4.2
Race, Gender and Disability Segmentation of Employees in the Sector

Figure 4: Race Distribution of Employees, 2009
The following figure presents the race distribution of employees in the Isett Sector.
African, 44,801, 32% White, 64,978, 46%
Indian, 14,448, 10%
Coloured, 17,702, 12%
Total Number of Employees: 141,929

In terms of race equity, the DoL is striving for a target of 85% black (African, Coloured and Indian). The following table presents an estimate of the number of large, medium and small companies that fall within various equity brackets. The following figure presents the gender distribution of employees in the Isett Sector. Figure 5: Gender Distribution of Employees, 2009
Female, 50,231, 35%
Male, 91,698, 65%

In terms of gender equity, the DoL is striving for a target of 54% of employees to be female. The following table presents an estimate of the number of large, medium and small companies that fall within various equity brackets. The following figure presents the people with disability distribution of employees in the Isett Sector.
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Figure 6: People with Disability Distribution of Employees, 2009

With Disability, 675, 0.5%
Without Disability, 141,254, 99.5%

In terms of disability equity, the DoL is striving for a target of 4% people with disability to be employed within the country. The following table presents an estimate of the number of large, medium and small companies that fall within various equity brackets.
3.4.3
OFO Major Group Segmentation of Employees in the Sector

Figure 7: Major Group by Gender, 2009
5,597 1 Managers 2 Professionals 12,866 32,491 6,121 25,968 58 144 18,419 9,304 4,713 4,329 396 2,100 1,975 1,972 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 Male Female 15,477
The following figure presents the Major Group number of employees in the Isett Sector, segmented by gender.
3 Technicians and Trades Workers 4 Community and Personal Service Workers 5 Clerical and Administrative Workers 6 Sales Workers 7 Machinery Operators and Drivers 8 Elementary Workers
Number of Personnel
Males are dominant in the managerial, professional, technician and trades worker, and machinery operator and driver categories. The following figure presents the Major Group number of employees in the Isett Sector, segmented by race.
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Figure 8: Major Group by Race, 2009
1 Managers 2 Professionals 3 Technicians and Trades Workers 4 Community and Personal Service Workers 5 Clerical and Administrative Workers 6 Sales Workers 7 Machinery Operators and Drivers 8 Elementary Workers 0 5,000 10,000 15,000 Number of Personnel 20,000 25,000 30,000 African Coloured Indian White
Whites are dominant in the managerial and professional categories. The following figure presents the Major Group number of employees in the Isett Sector, segmented by age. Figure 9: Major Group by Age, 2009
1 Managers 2 Professionals 3 Technicians and Trades Workers 4 Community and Personal Service Workers 5 Clerical and Administrative Workers 6 Sales Workers 7 Machinery Operators and Drivers 8 Elementary Workers 0 5000 10000 15000 20000 25000 Under 35 35 To 55 Over 55
Number of Personnel
The following table reflects employees in the Isett Sector, by race, gender, disability status and occupational category.
3.4.4
Isett Seta Sub-Sectors

1. 2. 3. Information Systems (IT) Telecommunication Technologies Electronics
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The Isett Seta is responsible for Skills Development in the following three sub-sectors:
The distribution of employees, by sub-sector, is illustrated in the figure below. Figure 10: Distribution of Employees within Companies by Isett Seta Sub-Sector, 2009
Electronics, 21,196, 15% Telecoms, 45,449, 32%
IT, 75,284, 53%

The IT Sub-sector is the largest sub-sector within the Isett Sector, accounting for just over half of the number of employees, followed by the Telecommunications Sub-sector which accounts for about one-third of the number of employees.
3.4.5
Provincial Distribution of Employees and Sites
The following figure presents the provincial distribution of employees. These figures provide an indication of how Isett Sector employees and company sites are distributed around the country. Figure 11: Provincial Distribution of Employees, 2009
Free State, 2,431, 2% North West, 1,380, 1% Mpumalanga, 1,988, 1% Limpopo, 1,155, 1% KwaZulu-Natal, 11,616, 8%
Northern Cape, 639, 0% Eastern Cape, 4,458, 3%
Western Cape, 23,430, 17%

Gauteng, 94,832, 67%
In terms of the number of employees, about two-thirds of the employees are employed within Gauteng, followed by the Western Cape at 17%, KwaZulu-Natal at 8% and the Eastern Cape at 3%. The Isett Seta has offices in all four of these provinces. The stakeholders that submit ATR and WSP data comprise primarily of head offices of companies, with some franchises submitting their own data. It is important for Isett to note this because in many instances this impacts training programmes conducted through partnerships between Isett and companies, vis--vis the distribution of the employees around the provinces. Training programme agreements are usually signed with head offices, and while it may appear that these learners are therefore based in the province in which the head office resides, in some instances these learners wind up being placed in the provinces.
The following figure presents the national distribution of the head offices, and is followed by a figure that presents the distribution of the number of sites (head offices and branches) around the country. Figure 12: Provincial Distribution, Number of Head Offices, 2009
Northern Cape, 39, 2% Eastern Cape, 124, 5% Western Cape, 530, 22% Free State, 62, 3% North West, 63, 3% Mpumalanga, 32, 1% Limpopo, 34, 1% KwaZulu-Natal, 252, 10%
Gauteng, 1,292, 53%
Total Number of Head Offices: 2,428

Figure 13: Provincial Distribution, Number of Sites (Head Offices plus Branches), 2009
Free State, 115, 3% North West, 100, 3% Mpumalanga, 78, 2% Limpopo, 52, 2% KwaZulu-Natal, 382, 11%
Northern Cape, 59, 2% Eastern Cape, 209, 6% Western Cape, 713, 21%
Gauteng, 1681, 50%
Total Number of Sites: 3,389

Comparison of these two figures shows that there is slightly greater presence in the provinces than implied by the distribution of head offices alone.
3.5 Drivers of Change

3.5.1 The Human Resource Development Strategy of South Africa (HRDSSA)
As stated in the HRDSSA , Thus, human resources development (HRD) is critically important in South Africas development agenda. The importance of HRD demands a response that has a sense of urgency. The Isett Seta has, as suggested in the Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010, reviewed the HRDSSA with a view to assess what
7
Human Resource Development Strategy of South Africa (HRDSSA) 2010 2030, as approved o 18 March 2009.
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contribution it can make over the next five years to the HRDSSA. Synopsis of the HRDSSA II MTSF.
This review is presented in Appendix 4:
3.5.2 The SA Governments Medium Term Strategic Framework (MTSF)

The Isett Seta has, as suggested in the Framework for the National Skills Development Strategy, 2011/12 8 2015/16, First Draft for Consultation, 29th April 2010, reviewed the MTSF with a view to assess what contribution it can make over the next five years to the MTSF. This review is presented in Appendix 5: MEDIUM TERM STRATEGIC FRAMEWORK.
3.5.3 The Industrial Policy Action Plan (IPAP)

The Isett Seta has, as suggested in the Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010, reviewed the IPAP with a view to assess what contribution it 9 can make over the next five years to the IPAP . This review is presented in Appendix 6: Synopsis of potential Isett contribution to the Industrial Policy Action Plan (IPAP.
3.5.4 The Integrated Sustainable Rural Development Strategy (ISRDS)

The Isett Seta has, as suggested in the Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010, reviewed the ISRDS with a view to assess what contribution 10 it can make over the next five years to the ISRDS . This review is presented in Appendix 7: Synopsis of potential Isett contribution to the Integrated Sustainable Rural Development Strategy (ISRDS).
3.5.5 National Industrial Policy Framework (NIPF)

The Isett Seta has, as suggested in the Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010, reviewed the NIPF with a view to assess what contribution it 11 can make over the next five years to the NIPF . This review is presented in Appendix 8: National Industrial Policy Framework (NIPF).
3.5.6 ICT Charter

Introduction The latest version of the Draft ICT Charter, available at www.ictcharter.org.za, is entitled Draft Economic Empowerment Charter for the ICT Sector, May 2005, comprises eleven chapters, three of which address skills development and equity. These chapters are: Chapter 7, Skills Development Chapter 8, Employment Equity Chapter 9, Management and Control
The Draft ICT Charter addresses the ten-year period 2006 to 2015. Aims/Objectives To support the objectives of the BBBEE Act and to promote its effective implementation in the ICT Sector; Bridge the digital divide by actively promoting access to ICTs; stimulate and support growth in the ICT Sector; Advance economic and social transformation in the ICT Sector; Contribute towards the reduction of unemployment and poverty alleviation; Support skills development and training initiatives; Foster equity and address the legitimate economic aspiration of all South Africans; and Provide an enabling environment conducive to transparency, fairness, and consistency when adjudicating on matters related to BEE in the ICT Sector. Implications Increased involvement of PDIs in the ICT Sector. Opportunities for stake holding by PDIs in established businesses. Improved access to ICT and thus stimulation in growth.
Isett Assessment
8 9
Medium Term Strategic Framework, (2004-2014) Minister in the Office of the Presidency: Planning, July 2009. Industrial Policy Action Plan (IPAP), the dti, August 2007. Integrated Sustainable Rural Development Strategy (ISRDS), November 2000. National Industrial Policy Framework (NIPF), the dti.
10 11
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In the following discussion of the three chapters mentioned above, the text in bold italics depicts the text as stated in the Draft ICT Charter, followed by normal text which presents Isetts comments. Chapter 7, Skills Development states that: Companies should develop mentoring programmes that target black employees especially black designated groups in identified positions for succession planning. Isett has no data to assess whether companies have in fact developed mentoring programmes, or, if so, how many companies have done so. Furthermore, Isett implemented the OFO, as part of the ATR/WSP data input, for the first time in 2007/8. The OFO occupation categorisation is a little different to the previous South African Standard Classification of Occupations (SASCO) categorisation that was utilised. ICT career awareness programmes should be implemented at primary and secondary school levels and such programmes should promote career opportunities in mathematics and science. The only project that Isett is aware of in this regard relates to the ICT Technology Bus which toured primarily rural areas to generate an interest in ICTs amongst the youth. The sponsors of this bus were the Isett Seta, the Computer Society of South Africa and Vodacom. Funding should be set aside by the ISETT and MAPPP SETA for high-level training; the funding could be used in order to encourage various training organisations to provide ICT training. Funding has been set aside by Isett for entry, intermediate and high level skills. Isett works with employers and training providers in this regard. In line with the work of the Setas, companies should take Learners on for experiential training in the sector. Isett is very involved with companies through learnerships and internships. The Charter Council should devise methods of providing rewards to companies that provide post learnership permanent employment. Isett would consider any reward system that provides rewards to companies that provide post learnership permanent employment.
The signatories to this charter have undertaken to: Commit 2% of payroll in addition to the current skills development levy for investment in skills development of black people, black women, black youth and black people with disabilities. An assessment of this is presented in Chapter 2. Provide learnerships equivalent to 5% of employees. The Isett Sector conducted about 9,500 learnerships by April 2009, representing an average of about 2,375 per year over the period 2005 to 2009. The signatories to the Draft ICT Charter committed to 5% of employees (approximately 7,200) completing learnerships over the ten-year period 2006 to 2015. This implies an average of about 720 per year, which is a significantly lower requirement than the average of 2,375 presented above..
Chapter 8, Employment Equity, states that: The ICT Sector is committed to the principles of employment equity as enunciated in the Employment Equity Act and is therefore committed to ensuring that BEE accredited companies comply with the requirements of the Employment Equity (EE) Act. In 2009, the percentage of black personnel in the Isett Sector was determined to be 54%. This is short of the national target of 85% black (African, Coloured and Indian). With regard to gender, the Isett Sector was determined to comprise 35% females in 2009, compared to a national target of 54%. Compared to a national target of 4% people with disability to be employed within the country, the Isett Sector was estimated to comprise only about 0.5% people with disability in 2009. The companies in the sector agree to develop clear job descriptions and set performance criteria to ensure that people are not placed in positions, which give a false impression of their positions, and to prevent window dressing. Isett does not currently request this data from its stakeholders. In supporting employment equity, companies will prioritise strategic positions or jobs within their organisations for black candidates. Isett does not currently request this data from its stakeholders. Companies will incorporate diversity management and gender sensitivity programmes in their induction programmes in order to address cultural and other differences in their organisations, which programmes should also include transformation initiatives. Isett does not currently request this data from its stakeholders. Encourage enterprises that are exempt from compliance with the Employment Equity Act, to submit employment equity data on a voluntary basis in order to assist with the assessment of sector statistics. Isett does not currently request this data from its stakeholders.
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The signatories to this charter have undertaken to: Comply fully with the Employment Equity Act as certified by the Department of Labour; Achieve a target of 50% black people in senior management positions with 30% black women as a % of the former. In 2009, it was estimated that 25.3% (1,684) of all managers (6,650) are black, up from the 21.6% of 2008 but still a long way from the target of 50%. Achieve a target of 65% of black people in other management positions with black women being 30% of the former. In 2009, it was estimated that 34.4% (4,957) of all managers (14,425) are black, also a long way from the target of 65%.
Chapter 9, Management and Control, states that: The ICT Sector is committed to increased management and control of enterprises by black people. An assessment of management is presented above. With regard to management control, Isett does not currently request this data from its stakeholders. The sector is committed to the development of black management development programmes that are widely available, affordable and easily accessible to ensure that there is a larger pool of black managers to draw from. Isett is unaware of any black management development programmes that specifically target black managers, and does not currently request this data from its stakeholders. Succession planning policies should be included in an enterprises employment equity plans and reports. Isett does not currently request this data from its stakeholders. Each enterprise in the sector shall ensure that it has representative management and control as provided for in this Charter. Isett does not currently request this data from its stakeholders. Companies shall strive to increase the number of black people, including black women, black youth and people with disabilities in executive management and board positions in the ICT Sector.
The signatories to this charter have undertaken to: Commit to a target of 60% black people in the governing body with black women comprising 50% of the former. Isett does not currently request this data from its stakeholders.
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Comment After an eight year process of developing ICT Charter, as reported by IT Web , finalisation of the document still seems to be in disarray. The dti recently indicated that the charter would be gazetted at the end of April, but this has not happened as yet. According to the Director for BEE partnerships at the DTI, Thabo Masombuka, the IT industries are still struggling to reach consensus, and that gazetting has not happened as some of the outstanding key and fundamental issues relating to concerns raised by certain constituencies have not yet been resolved. Reported later in May 2010 by IT Web, an ICT Charter Steering Committee Member, Andile Tlhoale, indicated that, despite the industry's commitment to proactively embrace BEE, as well as government's transformation agenda, its sector charter has yet to be approved for gazetting by the Department of Trade and Industry (DTI). However, objections from the Electronics Industry Federation (EIF) included claims that the targets were unrealistic, uneconomical, and that no draft consultation was done. The body also insisted that an economic impact analysis be conducted. Tlhoale however states that these objections have been resolved and the steering committee had reached consensus on the document. He said the industry faced many disagreements regarding the charter and, while not every party was happy, consensus was reached on key issues. The DTI responded, saying that the April deadline has not been realised, as it is in the process of ensuring the ICT charter is in full alignment with government's BEE framework - a reason the department has been giving for the past five years. Motse Mfuleni, secretary general of the Black IT Forum (BITF), feels that the charter will not be resolved until industry acts like it is a priority. Mfuleni attributes the failure of the past seven years in part to the lack of a leader in this space. He maintains the BITF should have provided that leadership. He says the organisation has drafted a new constitution and has listed the charter as one of its top priorities. He says the black ICT industry and emerging enterprises are preparing to get more assertive with government, encouraging the industry to take a leap of faith as the industry only stands to gain.
12 ICT charter again reaches final stages, IT Web, www.itweb.co.za, 29 March 2010.
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At present, it appears that the dtis BBBEE Codes of Practice will have a greater influence over change than the ICT Charter.
3.5.7 Accelerated and Shared Growth Initiative for South Africa (AsgiSA)
The following has been extracted from the Accelerated and Shared Growth Initiative for South Africa (AsgiSA), A 13 Summary . As will be observed from these extracts, this initiative will have a major impact on the demand for ICT skills in the country. The South African Government was mandated in 2004 to halve poverty and unemployment by 2014, an objective that is achievable based on the following observations at that time: Targets of Accelerated and Shared Growth Governments investigations, supported by some independent research, indicated that the growth rate needed to achieve these social objectives is around 5% on average between 2004 and 2014. Realistically assessing the capabilities of the economy and the international environment, AsgiSA set a two-phase target. In the first phase, between 2005 and 2009, South Africa is seeking an annual growth rate that averages 4.5% or higher. In the second phase, between 2010 and 2014, South Africa is seeking an average growth rate of at least 6% of gross domestic product (GDP). Infrastructure Investment Government has already begun to ramp up public-sector investment. At one point public sector investment fell below 4% of GDP. In recent years, it rose above 6%. Electronic communications as a key commercial and social infrastructure will be one focus of priority attention. Education and Skills Development Government recognises that for both the public infrastructure and the private investment programmes to succeed, the single greatest impediment is shortage of skills including professional skills such as engineers and scientists; managers such as financial, personnel and project managers; and skilled technical employees such as artisans and IT technicians. The AsgiSA responses range from medium-term educational interventions to raise the level of skills in areas needed by the economy to immediate measures to acquire the skills needed for the implementation of AsgiSA projects. Comment The Department of Trade and Industry is not doing well when measured against the five strategic objectives that it set for itself. One seldom hears nowadays of AsgiSA (the Accelerated and Shared Growth Initiative for South 14 Africa), which was its first strategic objective.
3.5.8 Joint Initiative on Priority Skills Acquisition (JIPSA)

The Joint Initiative on Priority Skills Acquisition (JIPSA) is a committee, launched at the same time as AsgiSA, with the specific task to identify urgent skills needs and quick and effective solutions. At the launch of JIPSA, Deputy President, Phumsile Mlambo-Ngcuka said they will talk to unemployed students who have studied at universities or colleges; retired experts; and people from other countries who have useful skills for our economy. They can pass their knowledge on to those who need it. As part of JIPSA, trainees are sent to other countries to get special skills. One of JIPSAs aims is also to find ways of helping unemployed students who have finished their studies, to find jobs. JIPSA will look at developing scarce skills in the following areas:

Comment
Engineering and planning skills for jobs in transport, communications and energy; Engineering projects for cities and towns needed by municipalities; Management and planning skills in education, health and municipalities; Teacher training for mathematics, science, information and communications technology and language skills.
Early in 2006, under the leadership of the Presidency and in particular with the support of leaders in the labour federations, in business and civil society, the Joint Initiative for Priority Skills Acquisition (JIPSA) was formed.
13
Accelerated and Shared Growth Initiative for South Africa (AsgiSA), A Summary, issued by the Office of the Presidency, the Republic of South Africa, http://www.info.gov.za/asgisa/.
14
Polity.org.za, DA: van der Westhuizen: Speech by DA Member of Parliament on Trade and Industry budget vote, National Assembly (04/05/2010).
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Through its structures such as the joint task team and the technical working group chaired by Cde Gwede Mantashe and later by Cde Bheki Ntshalintshali and with the assistance of funding from the Business Trust and the project management by national business initiative, a process of identifying and clearing blockages began. This initiative, albeit an important one, was a short term response to a systemic requirement for a HRD strategy and structures that work. In 2005, Cabinet requested the then Minister of Education to revise the HRD-SA. The reviewed HRD-SA will play a coordination and integration role and will initiate activities and resolve blockages in the system which cannot be solved by sub-systems working in isolation. At this point we would thus like to express our appreciation to all who contributed to the JIPSA. We will continue taking forward the empirical work and studies undertaken by JIPSA but not yet implemented. As the Department of Higher Education and Training we 15 have honoured our commitment to absorb staff members of the JIPSA secretariat who wished to join us.
3.5.9 The South African e-Skills Council

The South African e-Skills Council is a partnership between government, the private sector, educators and other established government institutions that provide strategic advice on ICT-related skills issues. The e-Skills Council is to provide advice on programmes and services that can have a measurable impact on ICT related skills development in the South Africa. Additionally, the e-Skills Council will ensure that there is a coordinated plan to enhance governments vision of addressing skills shortage that is a major constrain to the countrys economic growth. To achieve the above outlined purpose, e-Skills Council has to: Give effect to the vision as set out by President Mbeki. Inform the strategic direction of plans that address the skills shortage drawing on international best practices. Set targets for the ICT Institute in terms of the production of skills for job opportunities and industry needs. Provide direction on policy and regulatory impediments to achieving progress on the acceleration of skills development in South Africa and make recommendations to the InterMinisterial Committee on ISAD. Advise the President on mechanisms to accelerate the building of a strong skills base in the ICT sector and the retention thereof. Explore and recommend means of ensuring that the existing public institutions in South Africa are strengthened to become the quality centre of excellence in respect of ICT skills.
The e-Skills Council will be supported by the e-Skills Working Group. The Working Group is comprised of representatives from South African stakeholders, namely government, ICT sector, academia, researchers and civil society. The Isett Seta is a member of this working group. The mandate of the e-Skills Working Group is to provide technical support to the work of the e-Skills Council thereby ensuring effective and efficient functioning of the Council. The main objectives of the e-Skills Working Group include, but not limited to: Analyse the type of skills that are required by the ICT Industry in South Africa including future skills needs, taking into consideration technology trends, global industry changes and possible emerging markets. Develop, market, and continuously review qualifications required to fulfil the various requirement identified in (1) above or their equivalents. Identify and approach the funders of the initiative. Ensure commitment from Industry to provide job opportunities for graduates Advise on possibilities of incentives for organizations that contribute the e-Skills Council and Degree, e.g. incorporation of benefits into the Draft ICT Charter. Provide an analysis of the implications for future industry skill needs of technology trends, global industry changes, current and future challenges in the domestic economy and possible emerging markets for the South African ICT industry. Identify emerging gaps between the skill requirements of industry and current education and training arrangements, and to identify possible mechanisms to enable the ICT skill needs of industry to be more effectively met from within the South African education and training system.
15
Polity.org.za, SA: Nzimande: Address by the Minister of Higher Education and Training, at the inaugural plenary meeting of the Human Resource Development Council, Pretoria (30/03/2010).
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3.5.10 The Department of Communications

The Department of Communications in one of Isetts primary stakeholders. Because this organisation plays a extremely important role within the Isett Sector, the following extracts from the budget vote speech by the 16 Communications Minister, National Assembly, 20/04/2010 . In the previous financial year (2009/2010) we committed to develop and pass policies and legislation aimed at further growing the ICT Sector. I am pleased to report that Cabinet has approved the Radio Frequency Spectrum Policy. This policy provides for spectrum management, which involves the allocation of frequency according to the country's developmental needs and International standards. It will ensure efficient radio frequency utilization and management of this scarce national resource. In addition, this policy will further contribute to economic growth by promoting new services where required. We have finalized the Broadband policy whose vision is to ensure that South Africans have universal access and services to broadband by 2019. The benefits accruing from the policy will include the provision of multimedia and e-Government throughout the country. The implementation of the Broadband policy will impact on the growth of the economy through expanding markets, increasing business efficiency and promoting competition. The Cyber security policy was gazetted in February 2010 for public comment. The policy is being discussed with relevant stakeholders. We intend in this parliamentary session to introduce legislation aimed at further strengthening our ICT policy framework. We will therefore table the following bills: ICASA Amendment Bill - aimed at further strengthening the governance framework of the Regulator; Public Service Broadcasting Bill - the bill seeks to align the public broadcasting system to the developmental goals of the country, and to provide an optimum funding model for the public broadcaster. Electronic Communications Amendment Bill - the bill seeks to align Ministerial directives, clear up ambiguity on some definitions and further include the creation of strategic support structures such as the Tariff Advisory Council, among others.
In addition, a policy directive will be issued to ICASA to conclude the unbundling of the local loop. Sentech is a strategic state entity whose main function is that of the signal carrier for the state. In the past financial year, Sentech continued to maintain terrestrial analogue television and radio transmission at 99.9% beyond customer service levels, which is the technical definition for uninterrupted service provision. For the 2010/11 financial year, Sentech will continue with the rollout of the DTT infrastructure. Sentech is critical in the provision of digital terrestrial television. Its target is to reach 60% population coverage by the end of the financial year 2010/11. For the past five years, the cost to communicate and doing business in South Africa has been impeded by exorbitant charges. In my maiden speech in 2009 I signalled my desire to bring down the cost to communicate. Today I am proud to report that South Africa is well on its way to reducing cost to communicate. In November 2009, I issued a policy directive for ICASA to initiate a process to reduce the mobile termination rate (MTR) down to cost. Simultaneously, I engaged in a process of consultation and discussion with the mobile operators for them to voluntarily begin to reduce the MTR. This then culminated in an agreement for an initial cut of the MTR from R1.25 to 89 cents with effect from 1 March 2010. In line with this, ICASA approved a revised amended Interconnection agreement. Further, I wish to acknowledge and recognise the commitment that the three mobiles operators exhibited by voluntarily introducing much cheaper packages to cater for the needs of the poorest during the December 2009 festive season. ICASA has now released draft regulations aimed at ensuring cost based MTR rates in July 2010 on a gliding scale. Telkom committed to pass-through the savings emanating from the reduction in the MTR back to the consumer and this is already yielding positive benefits to consumers. The next phase of cost cutting measures should involve the retail market which supplies services directly to consumers. A stable regulatory regime is necessary for us to address key ICT developmental challenges. ICASA will therefore need to focus critically on the following: regulatory certainty, liberalization,
16
Polity.org.za, Statement by Siphiwe Nyanda, Minister of Communications, on Information and Communication Technologies (26/04/2010).
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promotion of ICT sector; aligning its structure, leadership and culture with the strategy licensing for new services and Achieving universal service and access.
The department has over the past year reviewed and audited all existing outstanding commitments related to spectrum license obligations. You will recall that in 2004 and 2006, when spectrum licenses were granted to mobile and fixed operators, specific universal service obligations were included. My department has recently interacted with MTN, Vodacom, Cell C, Telkom and Neotel to urge them to expedite delivery of on their commitments towards commitments. The department has agreed with the operators to establish a working team to pursue these obligations. ICASA, USAASA, National and Provincial departments will be an integral part of this working group. The department successfully hosted the national summit on set top box manufacturing, which involved industry players. We will conclude the conformance scheme in the first quarter of this financial year. A draft roll out plan for the Scheme for Ownership of set top boxes for poor television owning household has been developed. The scheme provides poor people with subsidies that allow them to procure the set top box. In my maiden budget vote speech I committed the Department of Communications to work closely with key stakeholders to make ICT relevant to the people of South Africa. The Department has since developed a Stakeholder Engagement Programme that seeks to institutionalize a structured programme of engagement with key stakeholders. In this regard, the DOC has identified various industry and business associations that are critical to ensuring that it achieves its mandate of creating a favourable ICT environment. We have created an ICT Industry Forum and have since met twice. This initiative has been met with a lot of enthusiasm by the sector, who regards interaction with DoC as key to the advancement of their interest. Government can use ICT to improve its efficiency and streamline its operations. Therefore the development of a coherent framework for the deployment and utilization of ICT in government is critical. It is urgent that government adopts and uses ICT in order to modernize services, improve administration and efficiency. The roll out of effective ICT services will ensure that government services are available to all South Africans equitably irrespective of where they are in the country. When addressing rural development, ICT can also contribute to the scientific interpretation of outputs in the agricultural sector, water management, including numeracy and literacy training of communities. We are in discussions with the Department of Rural Development and Land Reform to ensure that we participate in the agrarian reform and food security programme through technology intervention in our sector. This will also contribute to our involvement in growing the second economy. The Department of Communications' main responsibility is ICT policy initiation and development and to oversee the implementation thereof. My department, unlike other line departments, does not have the physical presence at Provincial and Local government levels to implement programmes. We are dependent on partnerships and collaborative arrangements that involve the private sector, all levels of the public sector and NGOs. The State Owned Enterprises (SOEs) are the primary instruments through which the DoC implements its programmes. South Africa is an integral part of Africa. At the level of ICT integration of policy and systems we will create an environment that is economically beneficial to all the continents' people. In that spirit we hosted the African Union Communications and Information Technology meeting at Ministerial level. The Oliver Tambo Declaration which was adopted at this meeting calls for: the promotion of integration of African ICT policy and systems, sharing of human resources, harmonization of ICT regulations within the continent and sharing of infrastructure where possible, to address accessibility and the cost to communicate. This culminated in the Addis Ababa Declaration (2010) adopted by the AU Heads of State and Government attended by our President Jacob Zuma. The Summit re-enforced the principle of the Oliver Tambo Declaration (2009) and took a further decision to develop an African Cyber-framework by 2012. During this period we will seek to pursue the spirit of the Addis Ababa Declaration and the NEPAD Principles of integration for the Sub Region. Of particular importance for our country in this financial year will be the finalization of the SADC home and away tariff regulations. This is aimed at reducing roaming and cross border communications costs. In May 2010 South Africa participated in the World Telecommunications Development Conference (WTDC). Our focus with regards to this conference was to enhance the deployment of technologies, advise on financing of the telecommunications and low cost technology options as well as promoting universal access to rural communities. In October 2010 we will participate in the International Telecommunications Union (ITU) Plenipotentiary in Mexico. We shall strive to ensure that South Africa is globally positioned and that the needs for our developmental agenda are highlighted for the next four years. Our participation in the ITU is of critical importance. I therefore call upon all ICT role players to actively participate and support the department in all ITU activities.
It is important that we realize that the challenges we face require us to adopt policies that pursue African advancement and enhance international cooperation. Last year I pronounced that my department will develop an Integrated ICT Policy Framework which will seek to position ICT as a central enabler for effective service delivery to transform the lives of our people. This comprehensive policy framework will be able to move us towards a people-centred and people driven, inclusive and sustainable digital economy. This framework should also support our endeavours for full convergence as we move towards an information society. Consultation towards developing the comprehensive ICT policy framework has begun at various levels. I will soon be making a preliminary discussion paper available to the public for more compressive deliberations and inputs. We should recognise the critical importance of ICT as a major user of energy and natural resources and as an enabler for environmental and cultural change. We therefore have to do our best to ensure that technology systems that we use to improve our lives do not have a negative effect on the environment that our children and their offspring will inherit. We will be embarking on an ICT greening strategy to reduce the environmental impact of our computer and electronic systems. We have a responsibility to direct the means of delivering access to information and communications with the bias towards the poor and the marginalized section of our society. Our democratic government has passed legislation and policy frameworks to enable the enhancement and the delivery of online services. The Electronic Communications and Transaction Act, provides for the provision of online services and the creation of an e-Commerce environment that is secure and authentic. This Act supports the provision of online services delivered via the internet. We will continue to work with our sister Departments and stakeholders to ensure the speedy automation of certain online government services for the benefit of the citizens. As a government we will continue to implement these policies and encourage strategic investment in ICT backbone infrastructure in provinces and municipalities, especially in rural areas. We will also work closely with the Provincial and Local Government within the co-operative framework espoused through the Intergovernmental Relations Framework Act. In October last year, I hosted the Intergovernmental Relations Forum which was attended by MECs from the nine provinces of our country. The common challenge expressed by most provinces is the unavailability of ICT infrastructure, whilst others indicated that they have began their investments in fibre-optic cable networks. One of the strategic goals of the department is to accelerate socio-economic development by increasing universal access to ICT services. The Department has implemented various projects in pursuit of the goal of increasing the uptake and usage of Information and communications technologies by government and individuals in partnerships with business, civil society, including labour. In building of an information society we are guided by the principles of people-centeredness and inclusivity. On the 26 of February 2010, we launched an Information Society Multi-stakeholder Forum which is an Information Society Partnership for Development. This initiative is aimed at bringing together all stakeholders in the implementation of our National e-Strategy, the ISAD Plan, to bridge the digital divide. I was excited to see the ICT industry, civil society and labour coming out in support of this initiative. A number of proposals for collaboration have been received by the Department. In the previous financial year, the Department developed an ICT Small and Medium Enterprise Strategy which is centred on entrepreneurship principles. The roll-out of this strategy will ensure the establishment of ICT Business Incubation centres in Limpopo, Mpumalanga and the Kwa-Zulu provinces. The broadcasting digital migration programme provides a unique opportunity for SMME growth in our electronics manufacturing and content generation subsectors. These opportunities should be shared by our most deprived communities so that they too can enjoy the benefits of this digital transition. The key focus must also be on developing and growing our creative industry, which include broadcast content producers as intended beneficiaries. As we roll out the broadcasting digital program, the Department will run a rigorous digital migration awareness campaign to teach and educate the public about the importance and the benefits of going digital. The strategic goal of ensuring universal access to services remains an important component of the work of the Department and the Universal Service and Access Agency of South Africa. USAASA has completed the project of definitions for Universal Services and Universal Access which were published in the Government Gazette in February 2010. The definitions set standards for infrastructure roll out in underserviced areas. These definitions mark the cornerstone and progress in facilitating the bridging of the communications and infrastructure gaps that still exists in our country.
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The national youth deployment strategy was developed in the first quarter of 2009. It is focused on developing ICT infrastructure and building access centres. The key highlights for the previous financial year included the establishment of 8 new community centres. Sixty eight schools have been provided with 2720 computers. Subsidies for internet connectivity were granted to 18 FET colleges. In the next financial year the agency intends to establish a baseline project to identify the number and geographical location of underserviced areas. The agency will also built new digital hubs targeting rural provinces. Another strategic goal of our government is to strengthen the skill and human resource base in the ICT Sector. Our human development is characterised by a lack of employment - ready graduates required by our modern economy especially in the field of ICT. Following the reconstitution of the e-Skills Council by the department last year, the work of the Council is on track with the National e-Skills Study conducted and a report adopted by the Working Group. The final report is ready for presentation to Cabinet. The Department is in the process to operationalise the Meraka e-Skills Institute as a measure to bridge this gap. In the previous financial year, Meraka has formed partnerships with 6 international institutions and 12 local Universities and developed a curriculum which will assist universities to produce an ICT skilled cadre ready for the job market. The National Electronic Media Institute of South Africa (Nemisa) was established to provide education and training in production and technical skills relevant to TV and radio broadcast industries. Over the next financial year Nemisa will develop capacity to deliver high quality educational services and train 870 learners. In pursuance of better health and education for all South Africans, our department is cooperating with the departments of Health and Basic Education for the development of a connectivity plan the implementation of which will occur in the course of this financial year. Once more I would like to call upon operators to work together with the Department and ICASA to implement the erate dispensation for connectivity to schools in terms of the Electronic Communications Act. It will be important to note that we will need to consult with our affected sister departments, for example Department of Health, Department of Basic Education, Department of Corporative Governance and Traditional Affairs about the latter. The year 2010 marks the mid-term of the World Summit on Information Society. In May this year, South Africa will join member countries of the United Nations participating in the global assessment of the progress made in the implementation of the Summit outcomes since their adoption in 2005.
3.5.11 Other Legislation

The following legislation also impacts on the Isett Sector: Telecommunications Amendment Bill, No. 65 of 2001 Interception and Monitoring Prohibition Act, No.127 of 1992 Interception and Monitoring Prohibition Amendment Act, No.77 of 1995 Employment Equity Act, No. 55 of 1998 Broad-Based Black Economic Empowerment Act, No. 53 of 2003. Convergence Bill (2005) ICASA Amendment Bill Public Service Broadcasting Bill Electronic Communications Amendment Bill New Seta Landscape Electronic Communications and Transaction Act
The State Information Technology Agency (SITA) is tasked with ICT policy formulation and implementation. The responsibility for all government IT procurement has been given to the Information Technology Acquisition Centre (ITAC) since 01 of April 2002. This is an attempt by government to ensure that a certain percentage of the Rand value of all government IT contracts is awarded to BEE companies. The purpose of this strategy is to appoint vendors that supply government ICT services and products, thereby addressing the growth of BEE in South 17 Africa.
3.6 Conclusion and Recommendations

Having reviewed the growth prospects of the Isett Sector, the inputs from Isett stakeholders, the relevant frameworks, strategies and plans, and other sector relevant information, and therefore obtained a strong perspective of the Isett sector, the following sub-sections present a summary on the way forward towards the 5year Isett SSP.
17
ICT in Government, Forge Ahead BMI-T and the Department of Communications, Vol. 1 Issue 1, October 2002
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3.6.1 Forecast for the Isett Sector

The Isett Seta will base its 5-year SSP forecasts using the following projections: Table 9: 5-Year Forecasts the Isett Sector
Forecast 2009 2011 - (Actual) 2016 CAGR 6.0% 314,689 2010 2011 2012 2013 2014 2015 2016
Forecast Real Skills Development Levy 333,570 353,584 374,799 397,287 421,124 446,391 473,174 (Rands x 1,000) Forecast CPI (%) 6.2% 5.3% 5.3% 5.3% 5.3% 5.3% 5.3% 5.3% Forecast Skills Development Levy 351,249 392,057 437,606 488,447 545,195 608,535 679,234 (Current Rands x 1,000)** Forecast Employment 1.6% 141,929 143,076 145,308 147,574 149,876 152,214 154,588 156,999 ** This data is 70% of the total skills levy contribution made by companies, and represents the amount of mandatory and discretionary funds that can be placed back into skills development by Isett Seta.
3.6.2 Tactics that can be employed by Isett in the Formulation of the 5-year SSP
With a view on equity requirements, the Isett Seta will utilise the following tactics in the formulation of its 5-year SSP and the delivery of skills to the Isett Sector. FETs, HETs Inform FET and HET institutions and learners of skills demands via Career Guide. Encourage FETs to conduct the new venture creation programme Isett Seta to forge partnerships with HETs, including partnering with learnerships. Learning Programmes, influenced by the top 17 scarce skills, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the Isett Sector (Pivotal). Partner FETs with ISOEs. Partner with DBE and DHET for train-the-trainer learning programmes. Partner with and support FETs and HETs with regards to internships and learnerships. Partner with and support HETs and employers to sponsor Masters and Doctorate learners through bursaries. Support to FET and HET institutions through Train-the-Trainer. The Isett Seta will encourage larger numbers of graduates with tertiary ICT skills through partnering with industry and the awarding of conditional bursaries. The Isett Seta will partner with DHETs Foundation Programme in the way of Pivotal programmes to assist potential tertiary institution entrants who require additional assistance with maths and science. The Isett Seta will promote learning programmes (including New Venture Creation) to FETs and rural educational institutions, which will have the long-term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities. Through Pivotal programmes, Isett will assist in forging closer links between tertiary educational institutions and industry. Train installers and maintainers.
Industry Address the top 17 scarce skills as indicated by the Isett Sector. Encourage stakeholders to continue with skills development utilising the discretionary funds. Identify Isett stakeholders that are involved in developments against ICT related crime and sponsor ICT security learning programmes. Isett will insist on AIDS awareness being included in its Learnerships and Internships. Learning Programmes for the employed and unemployed as indicated by Scarce and Critical Skills inputs from company stakeholders. Learning Programmes in the Electronics Sector. Pivotal and non-Pivotal.
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Obtain Telkoms rural telecommunications development plan and sponsor rural End User Computing/Call Centre Learnership and telecommunications learnerships through Telkom on the basis the rural telecommunications infrastructure be provided/improved by Telkom. This type of partnership could also be formed with Neotel and the cellular operators. Sponsor learning programmes including End-User Certificate/Call Centre learnership Support SMEs through learning programmes and new venture creation. The Isett Seta will identify companies with R&D capability within the Isett Sector and assist with skills development in those companies to boost this capability. The Isett Seta will identify export companies within the Isett Sector and assist with skills development in those companies to boost exports.
Rural Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the ICT Sector resulting in job creation (hard to measure)). Communicate with provincial governments and skills development fora. Conduct learning programmes in rural communities. Set up co-ops. Sponsor learners on the End User Computing/Call Centre Learnership, particularly in rural areas. The Isett Seta will promote learning programmes (including New Venture Creation) on a national basis to FETs and rural educational institutions, which will have the long-term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities. Work with local community, NGOs, skills development fora and training institutions, provincial government and municipalities.
Isett Seta The Isett Seta will partner with the National Youth Service. Maintain a strong Seta Management System.
Cross-Sectoral Attempt to assist potential retrenchees in the traditional sectors with ABET and End User Computing training to improve their prospects of re-employment in other sectors, utilising NSF funding. Challenges will involve an interim living allowance and poor English skills. This will require cross-sectoral partnering with Agriseta and MQA.
ISOEs Encourage development of more ISOEs. Isett Seta will partner with the CSIR, universities and ISOEs. Partner FETs with ISOEs. Work with incubators such as Bandwidth Barn, SmartXchange and JCSE.
New Ventures Sponsor 3- to 5-year new ventures and incubators/ISOEs. The Isett Seta will look at the possibility of encouraging people to enter new ventures with a view on lowerenergy technologies and green jobs, for example training of installers of solar powered equipment.
QCTO/ETQA Assist QCTO with learnership/qualification development. Develop End User Computing/Call Centre Qualification and Learnership.
Government Communicate with provincial governments and skills development fora.
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Partner with government institutions and PSETA to sponsor End-User Computing and ICT learning programmes.
4 Supply of and Demand for ICT Skills
4.1 Introduction
Data sources utilised: 1. Matric data from Annual Reports of the Department of Education, www.education.gov.za, 2004 to 2008. 2009 to 2016 estimated. 2. HEMIS data from the Department of Higher Education and Training, 2004 to 2009. estimated. Caveats in estimations: 1. Discontinuity in Department of Education between 2003 and 2004 probably due to merging of Technikons and Universities. Discontinuity smoothed by averaging. 2. At tertiary level, electronics and electrical engineers are classified together. electronics engineers in this group was used. An estimate of 25% for 2010 to 2016
4.2 Supply of ICT Skills

The following figure presents the historic (2004 to 2009) and forecast (2010 to 2016) percentage of learners/graduates from Matric through to graduating from University or a University of Technology. Figure 14: Percentage of learners/graduates from Matric through to graduating in ICT, 2001 to 2016
100.0%
Forecast
90.0%
Pass Matric
80.0%
Matric pass, qualify for Tertiary technical studies
70.0% Qualify for Tertiary techn studies, choose Tertiary ICT studies Choose Tertiary ICT techn studies, enrol at U of Tech Enrol in Tertiary ICT technical studies at U of Tech & graduate Choose Tertiary ICT technical studies, enrol at Univ Enrol at Tertiary ICT technical studies at Univ and graduate
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Source: Dept of Education Annual Reports, 2004-2008 Dept of Higher Education and Training, HEMIS data, 2004-2009
From the figure above, the following points can be observed: From 2004 to 2008, there has been a slow but steady decline in the percentage of learners passing Matric, despite an increasing number of learners writing Matric. This trend is expected to continue out to 2016, and is likely to be further exacerbated by the recent teacher strikes.
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Of the number of learners that graduate from Matric, the percentage that qualify for technical studies (Engineering, Software Development, etc) at tertiary institutions has been steadily increasing over the past several years, and this trend is seen to continue out to 2016. Of the number of learners that qualify for technical studies (Engineering, Software Development, etc) at tertiary institutions, the percentage that opt for ICT studies at tertiary institutions is not only a small percentage (less than 8%), but this percentage is seen to be slowly decreasing out to 2016. Over the past several years, of those learners opting for ICT studies, there has been a steadily increasing number of them enrolling Universities of Technology, while the percentage enrolling into Universities has been steadily declining. This trend is seen to continue to 2016. Despite the steadily increasing number of learners enrolling Universities of Technology, of the numbers that have been enrolling, there have been a steadily declining percentage of them that have been graduating. In the past several years, the trend in the percentage of University graduates, versus enrolments, has been somewhat erratic, but over the forecast period, this percentage is seen to be declining.
The following table provides the data set used to generate the figure above. The 2006 and 2013 data is also utilised to present the following two figures, which show the flow of learners through the education system from writing of Matric to ICT learners graduating from a University of Technology or University. Table 10: Supply of Learners/Graduates, 2004 2016
Year 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Write Matric n 467,890 508,181527,950 564,381 554,664 593,538616,512 639,487 662,462 685,437708,412 Pass Matric n 330,717 347,184351,503 368,217 339,317 358,857362,681 366,504 370,327 374,151377,974 Qualify for Tertiary technical n 116,711 125,776152,391 166,669 173,779 182,650191,521 200,392 209,263 218,134227,005 Tertiary ICT enrol at UoT n+1 5,393 5,158 5,734 6,836 6,504 7,055 7,428 7,801 8,174 8,547 8,920 Tertiary ICT enrol at Univ n+1 2,705 2,490 2,649 2,467 3,104 2,728 2,726 2,723 2,720 2,718 2,715 Tertiary ICT enrol at UoT & graduate n+2 2,013 2,281 2,466 2,275 2,347 2,377 2,408 2,439 2,470 2,500 2,531 Tertiary ICT enrol at UoT & drop out n 11,397 13,350 11,967 12,891 14,094 14,150 14,852 15,402 15,951 16,501 17,051 Tertiary ICT enrol at Univ & graduate n+3/4 1,933 2,046 2,026 1,934 1,872 1,809 1,746 1,684 1,621 1,558 1,495 Tertiary ICT enrol at Univ & drop out n 9,240 9,644 8,530 7,512 7,349 8,130 6,920 6,490 6,061 5,631 5,202 Pass Matric n 70.7% 68.3% 66.6% 65.2% 61.2% 60.5% 58.8% 57.3% 55.9% 54.6% 53.4% Matric pass, qualify for Tertiary technical n 35.3% 36.2% 43.4% 45.3% 51.2% 50.9% 52.8% 54.7% 56.5% 58.3% 60.1% studies Source: Dept of Education Annual Reports, 2004-2008 Dept of Higher Education and Training, HEMIS data, 2004-2009
Comparing the two figures below, the following points can be noted: From 2006 to 2013, the number of learners writing Matric is seen to increase by about 30%, while the number of learners opting to follow a career in ICT will increase by about 35%, showing a greater interest in ICT. Nevertheless, the number of learners graduating in ICT qualifications from Universities of Technology is seen to remain static, while, of concern, the number graduating from Universities is seen to decline by about 23% over this period.
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Figure 15: Learners/graduates from Matric through to graduating in ICT, 2006-2010/11
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Figure 16: Learners/graduates from Matric through to graduating in ICT, 2013-2017/18
The following figure shows the number of ICT graduates, by type of qualification, for 2004 and 2009. Over this period, there have been declining numbers of graduates for the following qualifications: Applications in Computer Science and Data Processing Computer Operations and Operations Control Information and Data Base Systems Programming Systems Other Computer Science and Data Processing Computer Engineering and Technology
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Figure 17: Percentage of ICT Graduates and All Graduates, Diploma and Degree, by Race, 2004-2009
0601 Applications in Computer Sc. & Data Proc 0602 Computer Ops. and Operations Control 0603 Computer Hardware Systems 0605 Information and Data Base Systems 0607 Programming Languages 0608 Programming Systems 0699 Other Computer Sc. and Data Proc. 0807 Computer Engineering and Technology 0808 Electrical Engineering and Technology Other
0 88 43 200 400 600 800 1,000 1,200 1,400 1,600 1,800 183 112 449 242 140 74 419 579 410 543 128 263 1,680 1,272 623 378 472 419
2004 2009
The following table shows the supply of ICT graduates, by type of qualification, for 2004 and 2009. Note that about 700 fewer learners graduated in 2009 as compared to 2004. Learners graduating in Information and Data Base Systems represent about one-third of all graduates. Table 11: Supply of Tertiary Graduates, by Type of Qualification, 2004 and 2009 2004 Number of % of Graduates Total 623 14% 472 10% 128 3% 1,680 35% 410 9% 183 4% 449 10% 140 3% 419 9% 88 2% 4,681 100% 2009 Number of % of Graduates Total 378 10% 419 11% 263 7% 1,272 31% 543 14% 112 3% 242 6% 74 2% 579 15% 43 1% 3,967 100%
0601 Applications in Computer Sc. & Data Proc 0602 Computer Ops. and Operations Control 0603 Computer Hardware Systems 0605 Information and Data Base Systems 0607 Programming Languages 0608 Programming Systems 0699 Other Computer Sc. and Data Proc. 0807 Computer Engineering and Technology 0808 Electrical Engineering and Technology Other Total
The following figure shows the percentage of African, Coloured, Indian and White learners that graduated from Universities of Technology and Universities over the period 2004 to 2009.
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Figure 18: Percentage of ICT Graduates and All Graduates, Diploma and Degree, by Race, 2004-2009
70%
60% African ICT Graduates African All Graduates Coloured ICT Graduates Coloured All Graduates Indian ICT Graduates Indian All Graduates White ICT Graduates White All Graduates
50%
40%
30%
20%
10%
0% 2004 2005 2006 2007 2008 2009
From this figure, it can be noted that: The percentage of African graduates across all disciplines has risen slightly from 60% in 2004 to 64% in 2009. The percentage of African ICT graduates has rise more dramatically from 48% in 2004 to 66% in 2009. There have been declining percentages of Coloured, Indian and White ICT graduates over this period.
The following figure shows the percentage of male and female learners that graduated from Universities of Technology and Universities over the period 2004 to 2009. Since 2006, there have been a slowing increasing percentage of female ICT graduates from the formal tertiary educational institutions. Figure 19: Percentage of ICT Graduates and All Graduates, Diploma and Degree, by Gender, 2004-2009
70%
60%
50%
40%
30% Female ICT Graduates Female All Graduates Male ICT Graduates Male All Graduates
20%
10%
0% 2004 2005 2006 2007 2008 2009
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4.3 Demand for ICT Skills

Each year, the Setas gather data on the scarce skills (current and potential important vacancies) identified in each of the Seta Sectors. This data is published in the Seta Sector Skills Plans. Because ICT skills are also required in several of the other Seta Sectors, Isett performed an analysis of the scarce skills identified by all Setas in order to obtain a perspective of the national need for ICT skills. The result of this analysis is presented in the following table, by Level 5 of the Organising Framework for Occupations (OFO). Note that the data presented is a 3-year estimate of current and potential vacancies. Table 12: Estimation of ICT Vacancies Required within South Africa, 2009 - 2012 Other Setas 0 0 0 86 56 4 0 0 0 452 12 10 0 1 0 0 261 52 69 6 734 2 110 74 131 265 40 21 184 42 175 7 154 24 11 254 501 0 13 0 0 0 1 441 0 250 0 20 40 % Isett to Total 100.0% 100.0% 100.0% 41.1% 52.1% 50.0% 100.0% 100.0% 100.0% 0.9% 20.0% 28.6% 100.0% 93.8% 100.0% 100.0% 3.7% 1.9% 54.0% 85.7% 0.8% 33.3% 0.0% 0.0% 56.2% 26.8% 21.6% 59.6% 52.9% 76.8% 16.7% 88.9% 12.0% 91.4% 63.3% 15.9% 5.6% 100.0% 82.4% 100.0% 100.0% 100.0% 95.5% 2.0% 100.0% 7.7% 100.0% 75.3% 77.1%
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Occupation 131102 Sales and Marketing Manager 131103 Sales Manager 132501 Research and Development Manager 133201 Engineering Manager 135102 ICT Project Manager 149201 Call or Contact Centre Manager 149202 Customer Service Manager 212405 Technical Writer 223201 ICT Trainer 223301 Training and Development Professional 224701 Management Consultant 224702 Organisation and Methods Analyst 225201 ICT Account Manager 225202 ICT Business Development Manager 225203 ICT Sales Representative 225401 Sales Representative / Salesman (Industrial Products) 233301 Electrical Engineer 233302 Electrical Engineering Technologist 233401 Electronics Engineer 233402 Electronics and Telecommunications Engineering Technologist 233501 Industrial Engineer 233504 Industrial Engineering Technologist 241407 Computer Applications Technology Teacher (Grades 10 - 12) 241418 Information Technology Teacher (Grades 10 - 12) 261101 ICT Business Analyst 261102 Systems Analyst 261202 Web Developer 261301 Analyst Programmer 261302 Developer Programmer 261303 Software Engineer 262101 Database Administrator 262102 ICT Security Specialist 262103 Systems Administrator 263101 Computer Network and Systems Engineer 263102 Network Administrator 263103 Network Analyst 263201 ICT Quality Assurance Engineer 263202 ICT Support Engineer 263203 ICT Systems Test Engineer 263204 Applications Support Manager 263205 Technical Support Services Manager 263301 Telecommunications Engineer 263302 Telecommunications Network Engineer 312302 Electrical Engineering Technician 312401 Electronic Engineering Draftsperson 312402 Electronic Engineering Technician 313101 Hardware Technician 313102 ICT Customer Support Officer 313104 Computer Systems Technician
Isett 12 32 4 60 61 4 14 2 17 4 3 4 17 15 49 16 10 1 81 36 6 1 0 0 168 97 11 31 207 139 35 56 21 256 19 48 30 306 61 11 12 18 21 9 1 21 15 61 135
RSA 12 32 4 146 117 8 14 2 17 456 15 14 17 16 49 16 271 53 150 42 740 3 110 74 299 362 51 52 391 181 210 63 175 280 30 302 531 306 74 11 12 18 22 450 1 271 15 81 175
Occupation 313105 Telecommunications Computer Systems Technician 313201 Radio Communications Technician 313202 Telecommunications Field Engineer 313204 Telecommunications Technical Officer or Technologist 323101 Aircraft Maintenance Technicians (Avionics) 342301 Business Machine Mechanic 342304 Electronic Instrument Trades Worker (General) 342401 Cabler (Data and Telecommunications) 342404 Telecommunications Technician 399501 Broadcast Transmitter Operator 611302 Sales Representative (Business Services) 621201 ICT Sales Assistant Total Demand
Isett 89 4 200 8 0 38 17 7 10 0 85 20 2,716
Other Setas 76 0 0 0 345 0 14 0 5 20 10 0 4,973
RSA 165 4 200 8 345 38 31 7 15 20 95 20 7,689
% Isett to Total 53.9% 100.0% 100.0% 100.0% 0.0% 100.0% 54.8% 100.0% 66.7% 0.0% 89.5% 100.0% 35.3%
In summary, the estimation of ICT vacancies over the three year period 2009 to 2012 is about 2,700 within the Isett Sector and a further 5,000 across the other Seta sectors. This estimation of 7,689 ICT vacancies over the three year period 2009 to 2012 is in sharp contrast to other studies 18 that have been performed. For example, as pointed out in Accentures study in 2008 , an IDC report commissioned by Cisco, published in 2006, stated that the actual demand for networking personnel was 70,500 in 2005, growing to an estimated 113,900 in 2009. While it is acknowledged that these figures represent national demand, these figures appear to be extremely high. If all the demand stated in the table above represented personnel only involved in networking, the Isett Sector would account for only 2.25% of national demand, bearing in mind that the figures in the table represent three years of demand.
4.4 Supply of ICT Skills versus Demand for ICT Skills

In the table above, the OFO codes starting with the digit 2 largely represent degree graduates from Universities, and the remaining OFO codes (starting with a 3 or 6) largely represent diploma graduates from Universities of Technology. The totals of these degree and diploma categories are presented in the following table as Degree Level Demand and Diploma Level Demand respectively, bearing I mind that this demand represents three years of demand. Using the 2009, 2010 and 2011 data in Table 10, the supply of degree and diploma graduates is also presented in the following table, allowing a comparison between supply of ICT skills from the formal educational institutions and national demand for ICT skills. Table 13: Estimation of Supply versus Demand for ICT Skills within South Africa, 2009 - 2012 Other Setas 3,752 %Isett to Total 34.7%
Isett Degree Level Supply Degree Level Demand Estimated National Bachelor Degree Oversupply Diploma Level Supply Diploma Level Demand Estimated National Diploma Oversupply 1,996
720
1,221
RSA 5,239 5,748 -506 7,224 1,941 5,283
37.1%
From the table above, it can be observed that there is an anticipated undersupply of about 500 University graduates over the three-year period 2009 to 2012, whereas there is an anticipated oversupply of about 5,000 University of Technology graduates for the same period. The undersupply of 500 university graduates could be far worse. In a report by the Sunday Times , it was reported that: New research at the University of Stellenbosch showed that of the 400 PhDs awarded in 2007, more than half of these were from other African countries.
19
18
The ICT Skills Landscape of South Africa: A viewpoint on Demand, Supply and applicable International Benchmarks, Accenture Research, August 2008.
19
SA Brains choose dosh over degrees, The Sunday Times, 8th August 2010, Page 8.
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The African Institute for Mathematical Sciences reported that on 10% of its graduates were South African. The University of Cape Town reported that 25% to 30% of its post-graduates in the science faculty were draw from other countries.
If these trends also apply to the ICT Sector, South Africa could find itself facing a shortage of some 2,000 graduates over the next three years.
4.5 Assessment of Formal Education Institutions

The findings on the Isett Sectors assessment of the formal education institutions are presented in Appendix 2: Assessment of Formal Education Institutions on page 76. In summary, respondents feel strongly that the schooling system is letting the Isett Sector (if not the country and the learners) down in terms of quality of education and attitude of the graduates. There is strong criticism around poor English (the ICT Sector is a very international sector), poor maths, science, life skills, ICT skills, business acumen and experience. Similar, but not quite as vociferous, comments were received about the colleges, with perhaps hands-on technical experience coming more to the fore. With regard to Universities and Universities of Technology, there are similar concerns around poor English, poor maths, science, life skills, ICT skills, business acumen, but many of these issues are as a result of fall-out from the poor schooling education. There is recognition the Universities of Technology offer more practical experience than the Universities, an aspect that is appreciated, but more attention could be directed at further increasing the practical aspect. Appendix 2: Assessment of Formal Education Institutions also provides insight as to what the Isett Sector feels is the supply and demand issues.
5 Scarce and Critical Skills
5.1 Introduction
The current and forecast supply of skills was discussed in detail in Chapter 3 and the demand for skills by industry was presented in Chapter 2. This Chapter is based on the requirements for Scarce and Critical Skills. The following definitions of Scarce and Critical Skills apply: SCARCE SKILLS refer to those occupations in which there are a scarcity of qualified and experienced people, currently or anticipated in the future, either (a) because such skilled people are not available or (b) they are available but do not meet employment criteria. CRITICAL SKILLS, on the other hand, refer to specific key or generic and top up skills within an occupation. This chapter is split into two main areas, involving differentiation between Scarce Skills and Critical Skills, the former relating to opportunities for recruitment, and the later relating to further upskilling of personnel in current existing occupations. The data presented in this chapter represents a summary of data gathered from WSPs submitted to the Isett Seta during April to June 2010. Note that the findings presented below relate only to those 910 companies that submitted WSPs in 2010, as opposed to the 2,672 companies in the Isett Sector. It should also be noted that these 910 companies represent around 126,500 out of the 143,000 employees (88%) in the Isett Sector. For this reason, the data presented below should be viewed as being slightly conservative. Unless otherwise stated, all data in this chapter represents number of interventions. In this chapter, four time frames are presented, these being: Immediate these are immediate vacancies as at end March 2010 st st Anticipated need for the period 1 April 2010 to 31 March 2011 st st Anticipated need for the period 1 April 2011 to 31 March 2012 st st Anticipated need for the period 1 April 2012 to 31 March 2013
5.2 Isett Involvement in Types of Training Programmes by NQF Level

In terms of skills development, Isetts responsibilities cover the certain training programmes and certain NQF levels, as defined by the Department of Labour. The following table defines the various training programmes.
Table 14: Types of Training Programmes

Learning Programme AbbreDescription Types viation Generic Diplomas, Ed Theoretical knowledge provided by an institutional Degrees, Certificates provider Technical Qualifications TQ General theoretical knowledge provided by an and Technical Programmes TP institutional provider and experiential learning with an employer or simulated environment Internship I A workplace or practical component is required in Articles A addition to a general theoretical knowledge based Licensing Requirements L qualification (institutional provider) in order to obtain registration as a professional or licensed to practise Learnerships Ls An occupationally directed programme resulting in a Apprenticeships (Section Ap registered qualification and that requires an agreement 13) and/or contract Skills Programmes SP An occupationally directed programme, registered by a SETA, which is presented by an accredited provider and when completed will constitute a credit towards an NQF registered qualification Short Courses and SC Any learning or development programme that may or Continuing Professional CPD may not lead to credits towards an NQF registered Development qualification Work experience for WE Work experience provided by a workplace for unemployed graduates (in unemployed graduates (in scarce skills) scarce skills) Learning Site Classroom based Mainly classroom based but includes simulation and may include workplace learning A compulsory or statutory workplace component of a qualification Mainly workplace based but includes classroom learning Workplace and classroom
Classroom or simulated or classroom and simulated Workplace only
In order to better distinguish between Skills Programmes and Short Courses, it should be noted that Isett views Short Courses as training programmes that may lead to credits but have no workplace component, whereas Skills Programmes do lead to credits and have a workplace component. The various NQF Levels that Isett is involved with, segmented by the various training programmes, is presented in the following table. Table 15: Types of Training Programmes by NQF Level 1 Ap - Apprenticeships (Section 28) NON RPL CPD - Continuing Professional Development Ed - Generic, Diplomas, Degrees, Certificates I - Internship L - Licensing Requirements Ls - Learnerships SC - Short Courses SP - Skills Programmes TP - Technical Programmes TQ - Technical Qualifications WE - Work Experience for unemployed graduates (in scarce skills) Isett has the following registered Learnerships: 2 3 NQF Level 4 5 6 7 8
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No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SAQA ID
Learnership Title Systems Development (Commerce Development) Systems Development (Fourth Generation Language Programming) GUI-Based Applications For End-User Computing Masters in Information Engineering Masters in Telecommunications Engineering Systems Development (Multi-Media Development) Systems Development (Object Oriented Programming) Systems Development (Procedural Programming) Solutions Development/Programming Systems Development Systems Support (Desktop) Systems Support (Engineer) Technical Support Telecommunication Network Operations Website Development Diploma :Technology Management and Innovation National Certificate :Business Analysis National Certificate :Business Analysis Support Practice Diploma :Technology Management and Innovation Master of Philosophy: Management of Technology and Innovation (MOTI) Doctor of Philosophy :Management of Technology and Innovation (MOTI)
48872 48872 61591 49530 49530 48872 48872 48872 48872 24294 48573 48573 24293 59057 48872 59450 63909 63769 59449 59469 59489
NQF Level 5 5 3 7 7 5 5 5 5 4 5 5 4 4 5 6 6 5 5 8
DoL Registration No. 12 Q12002525131 5 12 Q12002424131 5 12 Q12002040130 3 12Q12001800180 7 12Q12001900180 7 12 Q12002228131 5 12 Q12002624131 5 12 Q12002124131 5 12 Q12001500120 5 12 Q00001737181 4 12 Q12001400120 5 12 Q12001100120 5 12Q00001645175 4 12Q120027581324 12 Q120023251315 12Q120028002406 12Q120032201496 12Q120033231385 12Q120029001205 12Q120030002408
The training programmes reflected in the table above can be reduced by treating: Continuing Professional Development as Short Courses (non-unit standard); Licensing Requirements as Apprenticeships; Technical Programmes and Technical Qualifications as Learnerships; and Work Experience as Internships.
5.3 Demand for Scarce Skills

5.3.1 Introduction
Scarce skills represent a demand for personnel currently unavailable for occupations in companies. Scarce skills therefore represent opportunities for unemployed people.
5.3.2 Demand for Scarce Skills, by Learning Programmes and NQF Level
The following table summarises the demand for scarce skills, segmented by type of learning programme. Table 16: Summary of Demand for Scarce Skills, by Learning Programmes Type of Learning Programme Immediate as at 31st March 2010 7 346 67 233 233 89 975 1st April 2010 to 31st March 2011 9 272 59 232 198 81 851 1st April 2011 to 31st March 2012 8 231 65 232 192 61 789 1st April 2012 to 31st March 2013 3 341 58 235 290 78 1,005 Total to 31st March 2013 27 1,190 249 932 913 309 3,620
Ap - Apprenticeships (Section 28) NON RPL Ed - Generic, Diplomas, Degrees, Certificates I - Internship Ls - Learnerships SC - Short Courses SP - Skills Programmes Total
By March 2013, there is demand for some 3,620 learning programmes, about 26% (932) being learnerships and 7% (249) being internships. Demand for short courses and skills programmes are about 25% (913) and 9% (309) respectively.
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The following table provides more detail on the demand for scarce skills, segmented by type of learning programme and NQF Level. Table 17: Demand for Scarce Skills, by Type of Learning Programmes and NQF Level Immediate as at 31st March 2010 2 5 7 0 3 21 94 104 73 51 346 0 7 28 30 1 1 67 1 2 21 130 69 7 3 233 17 11 1 46 82 55 7 14 233 4 4 8 44 27 2 89 975 1st April 2010 to 31st March 2011 3 6 9 0 2 20 64 77 66 43 272 0 5 26 28 0 0 59 0 0 27 141 50 11 3 232 18 13 1 43 54 53 9 7 198 0 1 4 48 27 1 81 851 1st April 2011 to 31st March 2012 3 5 8 0 0 15 57 69 54 36 231 0 10 32 23 0 0 65 0 0 23 143 52 11 3 232 25 15 1 42 42 55 7 5 192 0 3 5 24 26 3 61 789 1st April 2012 to 31st March 2013 2 1 3 1 0 20 67 126 73 54 341 1 7 23 26 0 1 58 1 2 28 132 60 10 2 235 17 6 4 47 121 71 7 17 290 0 3 6 44 23 2 78 1,005
Type of Learning Programme Ap - Apprenticeships (Section 28) NON RPL Ap - Apprenticeships (Section 28) NON RPL Sub-Total Ed - Generic, Diplomas, Degrees, Certificates
NQF Level Level 4 Level 5
Total to 31st March 2013 10 17 27 1 5 76 282 376 266 184 1,190 1 29 109 107 1 2 249 2 4 99 546 231 39 11 932 77 45 7 178 299 234 30 43 913 4 11 23 160 103 8 309 3,620
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Ed - Generic, Diplomas, Degrees, Certificates Sub-Total I - Internship
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 1 Level 3 Level 4 Level 5 Level 6 Level 8
I - Internship Sub-Total Ls - Learnerships
Ls - Learnerships Sub-Total SC - Short Courses
SC - Short Courses Sub-Total SP - Skills Programmes
SP - Skills Programmes Sub-Total Total

The following table provides the demand for scarce skills over the next three years, segmented by type of learning programme and occupation.
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Table 18: Demand for Scarce Skills, by Learning Programmes and Occupation
Type of Learning Programme Occupation Immediate to 31st March 2013 2 15 10 27 1 32 11 7 1 16 3 2 1 1 27 7 4 2 2 3 12 8 5 2 1 4 8 2 19 1 2 1 1 2 8 11 9 102 11 20 57 9 2 8 8 12 6 6 8 1 3 1 97 26 6 27 121 71 10 12 98 3 2 73 4 2 49 3 2 2 8 5 6
Ap - Apprenticeships (Section 28) NON RPL
233502 Mechanical Engineer 261101 ICT Business Analyst 323402 Toolmaker Ap - Apprenticeships (Section 28) NON RPL Total Ed - Generic, Diplomas, Degrees, Certificates 111101 Director (Enterprise / Organisation) 111201 Corporate General Manager 131102 Sales and Marketing Manager 131103 Sales Manager 132501 Research and Development Manager 133201 Engineering Manager 133202 Engineering Maintenance Manager 133504 Operations Manager (Non Manufacturing) 133601 Supply and Distribution Manager 135101 Chief Information Officer 135102 ICT Project Manager 136102 Programme or Project Manager 139902 Environmental Manager 221204 Internal Auditor 223102 Recruitment Consultant / Officer 223201 ICT Trainer 223301 Training and Development Professional 223303 Assessment Practitioner 224102 Mathematician 224103 Statistician 224402 Policy Analyst 224701 Management Consultant 224702 Organisation and Methods Analyst 224704 Ergonomist 225103 Marketing Practitioner 225201 ICT Account Manager 225202 ICT Business Development Manager 225302 Marketing / Communication Strategist 232404 Web Designer 232601 Urban and Regional Planner 233101 Chemical Engineer 233201 Civil Engineer 233301 Electrical Engineer 233401 Electronics Engineer 233402 Electronics and Telecommunications Engineering Technologist 233501 Industrial Engineer 233502 Mechanical Engineer 233506 Metallurgical Engineering Technologist 233601 Mining Engineer (excluding Petroleum) 233901 Aeronautical Engineer 234103 Forester / Forest Scientist 234303 Environmental Research Scientist 234503 Biochemist 234504 Biotechnologist 234903 Meteorologist 234904 Physicist 251501 Hospital Pharmacist 254403 Registered Nurse (Child and Family Health) 261101 ICT Business Analyst 261102 Systems Analyst 261202 Web Developer 261301 Analyst Programmer 261302 Developer Programmer 261303 Software Engineer 262101 Database Administrator 262102 ICT Security Specialist 263101 Computer Network and Systems Engineer 263102 Network Administrator 263201 ICT Quality Assurance Engineer 263202 ICT Support Engineer 263203 ICT Systems Test Engineer 263204 Applications Support Manager 263302 Telecommunications Network Engineer 311401 Chemistry Technician 312302 Electrical Engineering Technician 312401 Electronic Engineering Draftsperson 313101 Hardware Technician 313102 ICT Customer Support Officer 313104 Computer Systems Technician
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Type of Learning Programme
Occupation
313202 Telecommunications Field Engineer 313204 Telecommunications Technical Officer or Technologist 342404 Telecommunications Technician 521101 Personal Assistant 541101 Inbound Contact Centre Consultant 551102 Cost Clerk 551201 Bookkeeper 591103 Purchasing Officer 611302 Sales Representative (Business Services) Ed - Generic, Diplomas, Degrees, Certificates Total I - Internship 136102 Programme or Project Manager 232401 Graphic Designer 232404 Web Designer 233301 Electrical Engineer 233401 Electronics Engineer 261101 ICT Business Analyst 261102 Systems Analyst 261202 Web Developer 261302 Developer Programmer 261303 Software Engineer 262102 ICT Security Specialist 262103 Systems Administrator 263201 ICT Quality Assurance Engineer 263202 ICT Support Engineer 313102 ICT Customer Support Officer 313104 Computer Systems Technician 511201 Office Administrator 611302 Sales Representative (Business Services) I - Internship Total Ls - Learnerships 135102 ICT Project Manager 212102 Media Producer 212405 Technical Writer 222301 Financial Investment Advisor 223201 ICT Trainer 224103 Statistician 224702 Organisation and Methods Analyst 225202 ICT Business Development Manager 225203 ICT Sales Representative 225401 Sales Representative / Salesman (Industrial Products) 232401 Graphic Designer 233401 Electronics Engineer 233402 Electronics and Telecommunications Engineering Technologist 233502 Mechanical Engineer 233506 Metallurgical Engineering Technologist 261101 ICT Business Analyst 261102 Systems Analyst 261202 Web Developer 261301 Analyst Programmer 261302 Developer Programmer 261303 Software Engineer 262101 Database Administrator 262102 ICT Security Specialist 262103 Systems Administrator 263101 Computer Network and Systems Engineer 263103 Network Analyst 263201 ICT Quality Assurance Engineer 263202 ICT Support Engineer 263203 ICT Systems Test Engineer 263204 Applications Support Manager 263302 Telecommunications Network Engineer 311215 Health Technical Support Officer 312302 Electrical Engineering Technician 312402 Electronic Engineering Technician 313101 Hardware Technician 313102 ICT Customer Support Officer 313104 Computer Systems Technician 313202 Telecommunications Field Engineer 313203 Telecommunications Network Planner 313204 Telecommunications Technical Officer or Technologist 341101 Electrician (General) 342301 Business Machine Mechanic 342304 Electronic Instrument Trades Worker (General) 342404 Telecommunications Technician 611302 Sales Representative (Business Services) Ls - Learnerships Total
Immediate to 31st March 2013 3 9 6 20 20 1 2 1 31 1,190 3 2 6 3 33 11 1 2 11 3 5 2 6 1 81 77 1 1 249 35 2 2 7 12 3 0 12 5 1 3 3 6 9 4 71 6 27 5 98 57 14 77 3 78 37 31 46 117 6 8 1 10 11 1 26 49 21 5 1 5 2 2 11 2 932
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Occupation
SC - Short Courses
131101 Advertising and Public Relations Manager 131103 Sales Manager 132401 Policy and Planning Manager 133504 Operations Manager (Non Manufacturing) 135102 ICT Project Manager 136102 Programme or Project Manager 149301 Event Manager 221101 Accountant (General) 221204 Internal Auditor 223101 Human Resource Advisor 224301 Economist 224701 Management Consultant 225103 Marketing Practitioner 225201 ICT Account Manager 225203 ICT Sales Representative 225302 Marketing / Communication Strategist 225401 Sales Representative / Salesman (Industrial Products) 233401 Electronics Engineer 234201 Chemist 234302 Environmental Consultant 234504 Biotechnologist 261101 ICT Business Analyst 261102 Systems Analyst 261301 Analyst Programmer 261302 Developer Programmer 261303 Software Engineer 262101 Database Administrator 262102 ICT Security Specialist 262103 Systems Administrator 263101 Computer Network and Systems Engineer 263201 ICT Quality Assurance Engineer 263202 ICT Support Engineer 263203 ICT Systems Test Engineer 263204 Applications Support Manager 263205 Technical Support Services Manager 311401 Chemistry Technician 312402 Electronic Engineering Technician 313101 Hardware Technician 313102 ICT Customer Support Officer 313104 Computer Systems Technician 341102 Electrician (Special Class) 342404 Telecommunications Technician 521101 Personal Assistant 541401 Call or Contact Centre Agent 551201 Bookkeeper 621101 Sales Assistant (General) 621201 ICT Sales Assistant 639301 Telemarketer 711107 Fibre-Cement Moulder 732101 Delivery Driver (Vehicle) 111101 Director (Enterprise / Organisation) 135102 ICT Project Manager 136102 Programme or Project Manager 149202 Customer Service Manager 221101 Accountant (General) 221102 Management Accountant 223301 Training and Development Professional 225103 Marketing Practitioner 233102 Chemical Engineering Technologist 249101 Education or Training Advisor 261101 ICT Business Analyst 261102 Systems Analyst 261202 Web Developer 261301 Analyst Programmer 261302 Developer Programmer 261303 Software Engineer 262101 Database Administrator 262102 ICT Security Specialist 262103 Systems Administrator 263101 Computer Network and Systems Engineer 263102 Network Administrator 263202 ICT Support Engineer 263203 ICT Systems Test Engineer 313101 Hardware Technician
SC - Short Courses Total SP - Skills Programmes
Immediate to 31st March 2013 0 2 1 3 26 2 3 1 2 3 2 1 2 19 46 1 83 12 5 2 5 75 28 21 70 28 14 1 1 202 12 4 0 3 1 2 10 6 94 5 3 20 1 42 6 40 1 0 1 1 913 2 10 5 4 60 2 1 18 8 17 8 3 8 8 42 2 22 6 2 5 3 1 4 6
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Occupation
313102 ICT Customer Support Officer 313103 Web Administrator 313201 Radio Communications Technician 342401 Cabler (Data and Telecommunications) 342404 Telecommunications Technician 511102 Program or Project Administrators 521201 Secretary (General) 561401 Mail Clerk 611302 Sales Representative (Business Services) SP - Skills Programmes Total Grand Total
Immediate to 31st March 2013 5 5 5 16 1 20 2 4 4 309 3,620
In particular, with regard to Learnerships, the following table is a re-arrangement of the Learnership data above to provide a ranking of the top twenty occupations that require development of Scarce Skills via Learnerships, based on the total demand over the next three years. The occupations highlighted in Bold are the occupations which are specifically ICT oriented. All but three of these occupations require ICT technical skills, as indicated in Bold. Table 19: Ranking of the Top Twenty Scarce Skill Occupations Occupation Immediate to 31st March 2013 383 342 277 211 161 150 137 125 125 101 98 84 68 64 61 61 60 57 51 51
263101 Computer Network and Systems Engineer 261302 Developer Programmer 261101 ICT Business Analyst 313102 ICT Customer Support Officer 261303 Software Engineer 233401 Electronics Engineer 313104 Computer Systems Technician 263202 ICT Support Engineer 263203 ICT Systems Test Engineer 262102 ICT Security Specialist 135102 ICT Project Manager 225401 Sales Representative / Salesman (Industrial Products) 233502 Mechanical Engineer 261102 Systems Analyst 221101 Accountant (General) 261301 Analyst Programmer 262101 Database Administrator 263302 Telecommunications Network Engineer 225203 ICT Sales Representative 263201 ICT Quality Assurance Engineer
5.4 Demand for Critical Skills

5.4.1 Introduction
Critical skills represent the demand for learning programmes for currently employed personnel.
5.4.2 Demand for Critical Skills, by Learning Programmes and NQF Level
The following table summarises the demand for scarce skills, segmented by type of learning programme.
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Table 20: Summary of Demand for Critical Skills, by Learning Programmes Number of Critical Skill (Top-Up) Training Interventions Immed- 1st April 1st April 1st April Total iate as 2010 to 2011 to 2012 to to at 31st 31st 31st 31st 31st March March March March March 2010 2011 2012 2013 2013 15 10 10 5 40 190 163 152 188 693 75 42 40 26 183 229 204 216 239 888 451 334 295 788 1,868 142 127 93 164 526 1,102 880 806 1,410 4,198 1,261 1,862 2,252
Type of Learning Programme Ap - Apprenticeships (Section 28) NON RPL Ed - Generic, Diplomas, Degrees, Certificates I - Internship Ls - Learnerships SC - Short Courses SP - Skills Programmes Total Total as specified in the 2009 Sector Skills Plan Total as specified in the 2008 Sector Skills Plan
In terms of satisfying the demand for Critical (Top-Up) Skills, the main points to note from the table above are: The greatest demand for type of learning programme lies with Short Courses (as was the case I previous years) which account for 44% of total demand over the next three years, followed by Learnerships at 21%. Demand for Internships account for less than 4% of total demand over the next three years. The immediate number of top-up skill interventions required (2010: 1,102) is significantly lower to that specified a year ago (1,657). Similarly, the top-up skill interventions required for the following two years are also significantly lower than what was forecast by stakeholders in previous years for the same periods.
The following table provides an indication of which occupations require Critical Skills, and the extent thereof. Table 21: Summary of Demand for Critical Skills, by Occupation
Number of Critical Skill (Top-Up) Training Interventions Immed- 1st April 1st April 1st April iate as 2010 to 2011 to 2012 to Total to at 31st 31st 31st 31st 31st March March March March March 2010 2011 2012 2013 2013 9 5 3 6 23 29 28 27 18 102 3 8 3 7 21 2 0 0 0 2 1 1 1 2 5 0 0 0 1 1 6 1 0 0 7 2 1 0 1 4 0 0 0 1 1 10 10 10 5 35 0 0 0 1 1 2 0 0 2 4 1 0 0 0 1 24 17 15 39 95 6 6 4 9 25 1 0 0 8 9 96 77 63 100 336 5 0 0 0 5 1 1 0 28 30 0 3 0 1 4 1 0 0 0 1 12 12 15 1 40 1 0 0 0 1 1 0 0 1 2 4 4 4 4 16 2 2 2 2 8 2 2 2 2 8 Page 56
Occupation 111101 Director (Enterprise / Organisation) 111201 Corporate General Manager 131102 Sales and Marketing Manager 131104 Director of Marketing 132101 Corporate Services Manager 132102 Resources Manager 132201 Finance Manager 132401 Policy and Planning Manager 132501 Research and Development Manager 133201 Engineering Manager 133502 Production / Operations Manager (Manufacturing) 133504 Operations Manager (Non Manufacturing) 133601 Supply and Distribution Manager 135102 ICT Project Manager 136102 Programme or Project Manager 149202 Customer Service Manager Total, Managers 212405 Technical Writer 221101 Accountant (General) 221102 Management Accountant 221204 Internal Auditor 222301 Financial Investment Advisor 223101 Human Resource Advisor 223102 Recruitment Consultant / Officer 223201 ICT Trainer 223301 Training and Development Professional 224102 Mathematician Isett Seta Sector Skills Plan, 2011 2016, Version 2.1, January 2011
Occupation 224301 Economist 224402 Policy Analyst 224701 Management Consultant 224702 Organisation and Methods Analyst 224704 Ergonomist 225103 Marketing Practitioner 225201 ICT Account Manager 225202 ICT Business Development Manager 225203 ICT Sales Representative 225401 Sales Representative / Salesman (Industrial Products) 232401 Graphic Designer 232404 Web Designer 233101 Chemical Engineer 233301 Electrical Engineer 233401 Electronics Engineer 233402 Electronics and Telecommunications Engineering Technologist 233501 Industrial Engineer 233502 Mechanical Engineer 233503 Metallurgical Engineer 233601 Mining Engineer (excluding Petroleum) 234201 Chemist 234302 Environmental Consultant 234303 Environmental Research Scientist 234402 Geophysicist 234403 Earth and Soil Scientist 234503 Biochemist 234504 Biotechnologist 234903 Meteorologist 249101 Education or Training Advisor 251501 Hospital Pharmacist 261101 ICT Business Analyst 261102 Systems Analyst 261202 Web Developer 261301 Analyst Programmer 261302 Developer Programmer 261303 Software Engineer 262101 Database Administrator 262102 ICT Security Specialist 262103 Systems Administrator 263101 Computer Network and Systems Engineer 263102 Network Administrator 263103 Network Analyst 263201 ICT Quality Assurance Engineer 263202 ICT Support Engineer 263203 ICT Systems Test Engineer 263204 Applications Support Manager 263205 Technical Support Services Manager 263301 Telecommunications Engineer 263302 Telecommunications Network Engineer Total, Professionals 311401 Chemistry Technician 311406 Industrial Research Technician 312402 Electronic Engineering Technician 312502 Mechanical Engineering Technician 313101 Hardware Technician 313102 ICT Customer Support Officer 313103 Web Administrator 313104 Computer Systems Technician 313105 Telecommunications Computer Systems Technician 313201 Radio Communications Technician 313202 Telecommunications Field Engineer Isett Seta Sector Skills Plan, 2011 2016, Version 2.1, January 2011
Number of Critical Skill (Top-Up) Training Interventions Immed- 1st April 1st April 1st April iate as 2010 to 2011 to 2012 to Total to at 31st 31st 31st 31st 31st March March March March March 2010 2011 2012 2013 2013 5 2 2 2 11 0 1 0 0 1 1 0 0 3 4 4 0 0 5 9 3 2 0 2 7 11 6 6 5 28 12 20 17 31 80 1 1 0 0 2 14 6 6 14 40 26 20 20 21 87 9 1 0 0 10 0 0 0 0 0 12 9 11 13 45 0 2 2 0 4 20 23 21 28 92 1 0 0 2 3 0 0 0 3 3 7 5 5 9 26 2 2 2 3 9 1 1 0 0 2 4 4 4 4 16 1 0 0 1 2 4 8 3 2 17 2 2 2 2 8 1 1 1 1 4 1 2 2 1 6 2 1 0 2 5 2 2 2 2 8 2 2 0 7 11 0 0 0 3 3 102 115 117 64 398 20 15 6 17 58 31 21 7 51 110 15 10 9 9 43 136 111 92 130 469 41 31 29 37 138 7 3 2 17 29 21 21 21 32 95 4 2 1 9 16 36 38 41 38 153 14 3 2 7 26 0 4 1 1 6 1 0 0 0 1 70 56 54 53 233 42 44 62 20 168 6 4 2 3 15 11 11 9 13 44 13 8 5 8 34 5 5 5 111 126 752 649 594 825 2,820 2 0 0 3 5 0 1 1 2 4 6 4 4 7 21 1 1 0 0 2 17 12 17 17 63 37 27 22 79 165 5 0 1 0 6 53 25 31 65 174 0 0 0 1 1 0 0 0 10 10 4 2 0 2 8 Page 57
Occupation 313203 Telecommunications Network Planner 313204 Telecommunications Technical Officer or Technologist 341102 Electrician (Special Class) 342301 Business Machine Mechanic 342302 Communications Operator 342304 Electronic Instrument Trades Worker (General) 342404 Telecommunications Technician Total, Technicians and Trade Workers 511102 Program or Project Administrators 511201 Office Administrator 521101 Personal Assistant 531101 General Clerk 541101 Inbound Contact Centre Consultant 541102 Outbound Contact Centre Consultant 541401 Call or Contact Centre Agent 542101 Receptionist (General) 551101 Accounts Clerk 551201 Bookkeeper 561401 Mail Clerk 591103 Purchasing Officer 591105 Stock Clerk / Officer 591201 Dispatching and Receiving Clerk / Officer Total, Clerical and Administrative Workers 611302 Sales Representative (Business Services) 621101 Sales Assistant (General) 621201 ICT Sales Assistant 639301 Telemarketer Total, Sales Workers 732101 Delivery Driver (Vehicle) Total, Machinery Operators and Drivers 811401 Commercial Housekeeper 831110 Coffee and Tea Process Worker Total, Elementary Workers Grand Total Source: Isett Seta OGS
Number of Critical Skill (Top-Up) Training Interventions Immed- 1st April 1st April 1st April iate as 2010 to 2011 to 2012 to Total to at 31st 31st 31st 31st 31st March March March March March 2010 2011 2012 2013 2013 2 0 0 2 4 1 0 1 0 2 2 1 1 2 6 3 0 0 3 6 2 1 1 3 7 2 0 0 4 6 35 32 27 19 113 172 106 106 219 603 6 5 5 8 24 1 0 0 33 34 1 0 0 1 2 10 5 0 47 62 5 5 5 7 22 9 0 0 0 9 11 8 8 124 151 0 0 0 2 2 2 0 0 1 3 1 0 0 3 4 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 0 2 47 24 19 227 317 22 15 15 21 73 2 1 1 2 6 7 8 8 8 31 3 0 0 3 6 34 24 24 34 116 1 0 0 1 2 1 0 0 1 2 0 0 0 1 1 0 0 0 3 3 0 0 0 4 4 1,102 880 806 1,410 4,198
In terms of satisfying the demand for Critical (Top-Up) Skills, the greatest demand for Critical Skills lies in the st category of Professionals (67% of Total number of interventions to 31 March 2013). The following table is a re-arrangement of the table above to provide a ranking of the top forty occupations that require development of critical skills, based on the total demand over the next three years. The occupations highlighted in Bold are the occupations which are specifically ICT oriented. Table 22: Ranking of the Top Forty Occupations where there is Demand for Critical Skills Total to 31st March 2013 469 398 233 174 168 165 153 151 138 126 113 110
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Occupation
261302 Developer Programmer 261101 ICT Business Analyst 263202 ICT Support Engineer 313104 Computer Systems Technician 263203 ICT Systems Test Engineer 313102 ICT Customer Support Officer 263101 Computer Network and Systems Engineer 541401 Call or Contact Centre Agent 261303 Software Engineer 263302 Telecommunications Network Engineer 342404 Telecommunications Technician 261202 Web Developer
Occupation
111201 Corporate General Manager 135102 ICT Project Manager 262102 ICT Security Specialist 233401 Electronics Engineer 225401 Sales Representative / Salesman (Industrial Products) 225201 ICT Account Manager 611302 Sales Representative (Business Services) 313101 Hardware Technician 531101 General Clerk 261102 Systems Analyst 233101 Chemical Engineer 263205 Technical Support Services Manager 261301 Analyst Programmer 222301 Financial Investment Advisor 225203 ICT Sales Representative 133201 Engineering Manager 263301 Telecommunications Engineer 511201 Office Administrator 621201 ICT Sales Assistant 221101 Accountant (General) 262101 Database Administrator 225103 Marketing Practitioner 233502 Mechanical Engineer 263102 Network Administrator 136102 Programme or Project Manager 511102 Program or Project Administrators 111101 Director (Enterprise / Organisation) 541101 Inbound Contact Centre Consultant
Total to 31st March 2013 102 95 95 92 87 80 73 63 62 58 45 44 43 40 40 35 34 34 31 30 29 28 26 26 25 24 23 22
6 The Isett Seta 2011 2016 Strategy
6.1 Introduction
The Isett Seta management team, comprising nine members, synthesised the data in the previous sections in a workshop to produce the Isett Seta five-year strategy. Isett Setas strategy has been presented to stakeholders, and has been approved by Isetts Board of Directors. The Isett Setas five-year strategy is presented below.
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ISETT SETA STRATEGIC PLAN FOR THE MTEF PERIOD 2011/12 2013/14
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1 INTRODUCTION/EXECUTIVE SUMMARY
1.1 Key mandate

The Isett Setas mandate is to receive funds and disburse grants in terms of applicable legislation; to facilitate skills development initiatives and quality assure learning programme delivery in the ICT Sector.
1.2 Objective of the Seta

The objective of the Isett Seta is to develop current and future skills and contribute towards economic growth and employment in the ICT Sector.
1.3 Legislative framework in which the Seta functions and policy and legislative changes that influence programme spending plans.
Section 9 of the Skills Development Act 1998 (Act No 97 of 1998) as amended; The Skills Development Levies Act, 1999 (Act No 09 of 1999). The South African Qualifications Authority Act, 1995 (Act No 58 of 1995); and Public Finance Management Act. of 1999 and the Treasury Regulations issued in terms of the PFMA Employment Equity Act, 1998
The other frameworks that influence the programme spending plans are: NSDS III Frameworks Framework for the National Skills Development Strategy 2011/12 2015/16 Medium Term Strategic Framework (2009 2014) Human Resources Development Strategy of South Africa 18 March 2009
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1.4 Background on establishment

The Isett Seta was established through the Skills Development Act, 1998 (Act No. 97 of 1998), after the Minister had determined the Information Systems (IT), Electronics and Telecommunications Technologies Sector as a discrete sector in terms of section 9 of the Act.
1.5 Development of this Strategic Plan

This strategic plan has been prepared in accordance with the requirements as stated in Chapter 5 of the Treasury Regulations for departments, trading entities, constitutional institutions and public entities, issued in terms of the Public Finance Management Act, 1999 by National Treasury, Republic of South Africa, [March 2005] February 2007. This strategic plan will form the basis for the forthcoming annual reports of the Isett Seta, as required by sections 40(1) (d) and (e) of the Treasury Act.
1.6 Materiality
The Accounting Authority has assessed the level of materiality for 2011/12 as R1 166 213(10/11 R1 043 519), being 0.25% of gross revenue. Gross revenue is defined as consisting of 100% of Skills Development Levies, (of which 80% is received by Isett) as well as investment income. In determining the materiality value as 0.25% of revenue, we have considered the following factors: Nature of the Setas business. Statutory requirements laid down on the Seta. The control and inherent risks associated with the Seta.
Materiality is not merely related to the size of the misstatement as misstatements may also be material on qualitative grounds.
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1.7 Key assumptions underlying the Strategic Plan

This strategic plan was compiled taking into consideration the steady revenue income over the last five years, currently at R365m.
1.8 The Sector Skills Plan

The Sector Skills Plan presents the outlook for skills development in the ICT Sector for the period 2011 and 2016 (details are presented in Annexure A).
2 PURPOSE OF THE STRATEGIC PLAN

The purpose of this strategic plan is to provide direction to achieve specific medium term skills development goals and targets in the ICT Sector. This document therefore presents: The skills development priorities that will be targeted within the ICT Sector. A set of sector specific objectives and goals that will meet sector needs, economic or industrial sector growth strategies, and meet scarce and critical skills in the sector. The strategies to address these objectives and goals, which will be measurable.
2.1 Environmental, Technological and Socio Economic Imperatives

2.1.1 Strategic considerations
High Level Skills A
Co-operation with Universities, R&D Units such as CSIRs Meraka Institute. Offer bursaries etc
Technological Imperatives
Intermediate Level Skills
Co-operation with Universities of Technology. Increased Internships with Isett companies
Economic Imperatives
Entry Level Skills Socio Economic Imperatives
Co-operation with FETs
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Notes: A: Technological imperatives can be achieved through cooperation or partnerships with Universities to address High Level Skills. This approach allows for high level skills development in Research and Development, etc. B: Economic imperatives can be achieved through cooperation or partnerships with both Universities of Technology and participation in internships. These are by far operational skills. C: Socio Economic imperatives can be achieved through cooperation or partnerships with FET institutions for the delivery of ICT entry level skills. The following strategic imperatives were identified through collaboration with stakeholders: Make sure that this addresses the ICT needs of the country The skills addressed should be based on company demand Also address the societal needs Also address the e-governance issues Look at professionalising IT practitioners
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3 VISION
The Isett Seta seeks to develop South Africa into an ICT knowledge-based society by encouraging more people to develop skills in this sector as a means of contributing to economic growth.
4 MISSION STATEMENT
The Isett Seta will generate, facilitate and accelerate the processes of skills development for workers at all levels in the ICT Sector by linking future technology trends with new skills development programs.
5 OBJECTIVES OF THE STRATEGIC PLAN

To facilitate, coordinate and monitor the implementation of skills development initiatives in the ICT Sector.
5.1 OVERALL OBJECTIVES

I. To determine skills development priorities after an analysis of the skills demand and trends; and supply issues within the sectors. II. To develop a sector skills plan within the framework of the national skills development strategy. III. To allocate grants in the prescribed manner to employers, education and training providers and learners. IV. To promote learning programmes (Learnerships, Internships and Skills Programmes). V. To assist designated groups, including new entrants to participate in accredited work integrated learning and work-based programmes. VI. To support the development of the skills of employees in the Sector. VII. To strengthen the institutional capacity of the Information Systems (IT), Electronics and Telecommunications Technologies Seta in order to improve the productivity and quality of services it provides to its stakeholders. VIII. To promote the development of skills for self-employment (New Venture Creations).
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5.1.1 Objectives per Component Linked to Programmes

NO. I OBJECTIVE To determine skills development priorities after an analysis of the skills demand and trends; and supply issues within the sectors To develop a sector skills plan within the framework of the national skills development strategy To allocate grants in the prescribed manner to employers, education and training providers and learners COMPONENT Sector Skills Planning Division (SSPD) PROGRAMME Research
II
SSPD
Sector Induction Research
and
III
SSPD (Mandatory Grants) and Learning Programmes Division (LDP) (Discretionary Grants)
Receive, analyse and/or approve WSPs and ATRs. Develop policies guidelines for allocation of grants Advocacy, Website Newsletters and the
IV
To promote learning programmes (Learnerships, Internships and Skills Programmes) To assist designated groups, including new entrants to participate in accredited work integrated learning and work-based programmes
Marketing and Communication Division LPD
and
Collaboration with Isett stakeholders and learners Accreditation of Training Providers
VI
To support the development of the skills of employees in the Sector
ETQA, SSP Divisions
and
LP
Develop qualifications, provide grants and quality assurance Optimise recruitment policies, upskill personnel, implement performance management system
VII
To strengthen the institutional capacity of the Information Systems (IT), Electronics and Telecommunications Technologies Seta in order to improve the productivity and quality of services it provides to its stakeholders; To promote the development of skills for selfemployment (New Venture Creations)
Board and CEO
VIII
LPD and ETQA
Support ISOEs
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5.1.2 Objectives of the Information Systems (IT), Electronics and Telecommunications Technologies Seta
The general objectives of the Information Systems (IT), Electronics and Telecommunications Technologies Seta are
Key Strategic Objectives
Performance Measure
Time Frame (Target date)
Performance Indicator / Output Career Guide
Assumptions
Risks
Determine skills Career Guide End-February development priorities delivered to DHET and each year after an analysis of distributed the skills demand and trends, and supply issues within the sector
Credibility of research and information provided
Inadequate sources of information
Develop a sector Approved Sector Skills 31 August each SSP document skills plan within the Plan year framework of the national skills development strategy Allocate grants in the Seta Management prescribed manner to System employers, education and training providers and workers Grants paid quarterly (Mandatory) 75% payout of mandatory grants to all companies with approved WSPs and ATRs by end of March each year
Availability of NSDS and latest version of OFO codes by 31 January each year SARS/ DHET Levy contribution uploads available accurately and timeously
Delays in defining the NSDS III targets
Stakeholder not submitting WSPs and ATRs on time
Promote Learning Produced and Programmes distributed to all Isett (Learnerships, stakeholders Internships and Skills Programmes)
On going
Pamphlets, None brochures, publications, newsletters, exhibitions, roadshows, career guide and website Equitable Learnerships, Internships and Skills Programmes Workplaces are available to learners
Budgetary constraints
Assisting designated groups, including new entrants to participate in accredited work integrated learning and work-based programmes. Support the development of employees in the Sector
Designated learners participating in learning programmes to be at least 80%
31 March each year
Poor participation of employers
Workplace skills audits Sept/Oct of on 10% of every year participating companies
All WSPs and ATRs approved as per strict criteria
Qualifications registered funding made available and the quality assurance
Lack of cooperation from employers
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Key Strategic Objectives
Performance Measure
Time Frame (Target date) Quarterly
Performance Indicator / Output Workshops, courses, interventions, audits, mentoring, PMAs
Assumptions
Risks
Strengthen the institutional capacity of the Information Systems (IT), Electronics and Telecommunications Technologies Seta in order to improve the productivity and quality of services it provides to its stakeholders
Performance improvement reports and Quarterly PMA reviews
PMAs are in place. Poor Internal and recruitment External and audits practices carried out.
Promote the As per agreed NSDS development of skills III targets for self-employment (New Venture Creations)
31 March each year
Learners trained and mentored through ISOEs and Innovation Hubs
ISOEs / ICT Scarcity of Innovation Hubs in ICT place Innovation Hubs in rural areas
5.2 HUMAN RESOURCES

Refer to Annexure C.
5.2.1 Recruitment Strategy / Employment Equity Plan

The management of Isett Seta commit itself to redress the imbalances of the past by implementing Employment Equity Principles within the Isett Seta. Refer to Annexure D.
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5.3 FINANCIAL RESOURCES

Budget Summary Income LEVIES RECEIVED * Admin (10%) * Discretionary (20%) * Mandatory (50%) INTEREST RECEIVED TOTAL INCOME 2011/12 2012/13 2013/14
385,000,000.00 48,125,000.00 96,250,000.00 240,625,000.00 18,292,453.83 403,292,453.83
411,950,000.00 51,493,750.00 102,987,500.00 257,468,750.00 19,572,925.60 431,522,925.60
40,786,500.00 55,098,312.50 110,196,625.00 275,491,562.50 20,943,030.39 461,729,530.39
Admin expenditure ADMINISTRATION Admin expenditure * Internet, website and computer supplies * Advertising and promotion * Consultation * Audit (internal & external) * Rental - buildings * Rental - equipment * Travel and accommodation * Payroll * other CAPEX budget Mandatory grants Programme/Project expenditure
39,132,107.00
42,206,433.42
45,537,859.43
36,818,000.00 1,030,000.00 1,720,000.00 4,733,000.00 2,440,000.00 2,640,000.00 1,040,000.00 950,000.00 18,160,000.00 4,105,000.00 2,314,107.00 211,750,000.00 152,410,346.83
39,753,480.00 1,091,800.00 1,823,200.00 5,016,980.00 2,586,400.00 2,798,400.00 1,102,400.00 1,007,000.00 19,976,000.00 4,351,300.00 2,452,953.42 226,572,500.00 162,743,992.18
42,937,728.80 1,157,308.00 1,932,592.00 5,317,998.80 2,741,584.00 2,966,304.00 1,168,544.00 1,067,420.00 21,973,600.00 4,612,378.00 2,600,130.63 242,432,575.00 173,759,095.97
TOTAL EXPENDITURE
403,292,453.83
431,522,925.60
461,729,530.39
Budget Deficit
5.3.1 Assumptions upon which the Budget Is Based

1. The budget is based on mandate that must be performed 1.1 Admin budget does not exceed 10% 1.2 Mandatory grant is based on 50% of Skill Development levies as well as a payout percentage of 88% 2. Assumption on staff establishment 2.1 Budget prepared on the assumption that the Isett Seta remains as an independent seta 3. Assumption for salary increases 3.1. All current staff will remain with Isett Seta, except for the Admin Manager who will retire. It is assumed that this post will be filled.
3.2. No new positions will be created for the new year 3.3. Increases will include an inflation linked component, a performance component and structural adjustments 3.4. The increase for individual staff members will be either 10% or 15% (depending on the salary level) 4. Performance and broad banding level adjustments for all levels 4.1 The budget includes a component of performance bonus. However there are no level adjustment planned for staff 5. Inflation scenarios on income 5.1 The levy income budget for 2011/2012 was based on the income received in 2009/2010 and adding a 7% increase. 6. Inflation of costs 6.1 Inflationary increases was applied to some administration costs (stationery, printing, postage, insurance, bank costs) 7. Assumptions on Government/Levy funding 7.1 The levy income budget for 2011/2012 was based on the income received in 2009/2010 and adding a 7% increase. 8. Equipment replacement strategy 8.1 Computer equipment is replaced every three years. Some of the office equipment and furniture and fittings require replacement as they are past their economic useful life. 9. Confirm whether the estimated budget presented will enable the Seta to implement activities 9.1 The budget presented will enable the seta to implement its activities 10. Cost saving measures 10.1 Admin budget was prepared to be within the 10% legislated requirement. 11. Reprioritisation of resources None
5.3.2 Fixed/Moveable Assets

5.3.2 R '000 Acquisition of fixed assets Computer Hardware: Furniture and Fittings: Office Equipment: Computer Software: Motor Vehicles 706 300 515 753 40 2,314 5.3.3 Financial Assets Provide details of proposed acquisition of financial assets or capital transfers and plans for the management of financial assets and liabilities. Financial assets, which potentially subject the Seta to the risk of non performance by counter parties and thereby subject to credit concentrations of credit risk, consist mainly of cash and cash equivalents, investments and accounts receivable. The Seta limits its treasury counter-party exposure by only dealing with well-established financial institutions approved by National Treasury. The Seta's exposure is continuously monitored by the Accounting Authority. Credit risk with respect to levy paying employers is limited due to the nature of the income received. The Seta does not have any material exposure to any individual or counter-party.
The Seta's concentration of credit risk is limited to the industry (Information Systems, Electronics and Telecommunications Technologies) in which the Seta operates. No events occurred in the industry (Information Systems, Electronics and Telecommunications Technologies) during the financial year that may have an impact on the accounts receivable that has not been adequately provided for. The Seta is exposed to a concentration of credit risk, as significant amounts are owed by SARS and the Department. This concentration of risk is limited as SARS and the Department are government entities with sound reputation. The Seta manages liquidity risk through proper management of working capital, capital expenditure and actual vs forecasted cash flows and its cash management policy. Adequate reserves and liquid resources are maintained. Provide summarised table of medium term revenue/expenditure estimates with amounts in R000: Item Revenue (see attached) Revenue is made up of skills development levy income and interest income Expenditure (see attached) Expenditure is made up of admin expenditure, capital expenditure, project expenditure and mandatory grant expenditure 2011/12 R'000 403,292 2012/13 R'000 427,490 2013/14 R'000 453,139
403,292
427,490
453,139
5.4 FINANCIAL RESOURCES OBTAINED FROM DONORS

None.
6 RISK MANAGEMENT
Periodic risk management is critical to management, and is an integral part of the Isett Seta wide risk management process. The Treasury Regulations (TR) requires a periodic risk assessment, whilst the King Report on corporate governance stipulates that the entity wide risk assessment process should be affected on an annual basis. Isett Seta has a process of defining a structure to continuously evaluate the risk management process within the organisation through its management committee and the audit committee. This process will continue to evaluate risk on a continuous basis. The last evaluation has resulted in the attached top 10 risks being identified. The Isett Seta recently undertook a risk assessment exercise. The scope of the risk assessment process included strategic and operational risk areas. The risk assessment has enabled the Isett Seta to: Establish the risk appetite, including the need for qualitative and quantitative guidance at a strategic and operational level; Implement a risk management strategy; Define the criteria to be used for assessment throughout the risk management process including timelines; measurability and responsibility. This has allowed the Seta to implement processes which are conducive to establishing a sound risk management and governance environment within the organization. The risk management framework is intended to be an ongoing governance process within Isett Seta.
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7 Tactical approach to be employed by the Isett Seta in Executing its 5Year Strategy
With a view on equity requirements, the Isett Seta will utilise the following tactics in the execution of its 5-year strategy and the delivery of skills to the Isett Seta Sector.
PROCESS FOR ACHIEVING OBJECTIVES

Reflect on key processes and strategy to ensure that objectives are met Policy documents have been developed including process flows Monthly report submitted to the Board Quarterly report submitted to the DHET Verification conducted by Internal Auditors, Auditor-General and DHET on quarterly and annual basis
Reflect on Service Delivery Improvement Programme Continuous update of policies and processes Surveys conducted by the Seta Stakeholder consultation forum Functional Committee
Provide information of proposed acquisition and expansion of IT Infrastructure Improved IT infrastructure Acquired IT equipment
State management approach in providing leadership in ensuring targets are met Monthly report submitted to the Board Quarterly report submitted to the DHET Verification conducted by Internal Auditors, Auditor-General and DHET on quarterly and annual basis
State any specific areas and plans that the Minister/Parliament directed the Seta to report on Service Level Agreement signed between the Seta and the Minister of DHET Annual report to parliament
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7 References
Annual Training Report (ATR) and Workplace Skills Plan (WSP) data, 2005-2010, captured into the Isett Seta On-Line System (OGS) by the Isett Sector stakeholders. Isett Setas 2008 and 2009 SSPs. 2010 National ICT Skills Survey, a partnership between Isett Seta, Joburg Centre for Software Engineering (JCSE) and IT Web. Polity.org.za, SA may face unrest over jobs, poverty anger, 21 June 2010. Business Report, June 23, 2010. Statssa, Statistical Release P0441, Gross Domestic Product, First Quarter 2010.
Isett Seta Annual Reports, 2005/6 to 2009/10. Statssa, Consumer Price Index, P0141. Isett Seta SSP, 2009/2010.
st
Framework for the National Skills Development Strategy, 2011/12 2015/16, First Draft for Consultation, 29th April 2010. Budget Vote Speech, the Communications Minister, National Assembly, 20/04/2010. Human Resource Development Strategy of South Africa (HRDSSA) 2010 2030, as approved o 18 March 2009. Medium Term Strategic Framework, (2004-2014) Minister in the Office of the Presidency: Planning, July 2009. Industrial Policy Action Plan, the dti, August 2007. Integrated Sustainable Rural Development Strategy (ISRDS), November 2000. National Industrial Policy Framework (NIPF), the dti. Draft ICT Charter, available at www.ictcharter.org.za, entitled Draft Economic Empowerment Charter for the ICT Sector, May 2005. ICT charter again reaches final stages, IT Web, www.itweb.co.za, 29 March 2010. Accelerated and Shared Growth Initiative for South Africa (AsgiSA), A Summary, issued by the Office of the Presidency, the Republic of South Africa, http://www.info.gov.za/asgisa/. Polity.org.za, DA: van der Westhuizen: Speech by DA Member of Parliament on Trade and Industry budget vote, National Assembly (04/05/2010). Polity.org.za, SA: Nzimande: Address by the Minister of Higher Education and Training, at the inaugural plenary meeting of the Human Resource Development Council, Pretoria (30/03/2010). Polity.org.za, Statement by Siphiwe Nyanda, Minister of Communications, on Information and Communication Technologies (26/04/2010). Annual Reports of the Department of Education, www.education.gov.za, 2004 to 2008. HEMIS data from the Department of Higher Education and Training, 2004 to 2009. The ICT Skills Landscape of South Africa: A viewpoint on Demand, Supply and applicable International Benchmarks, Accenture Research, August 2008.
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Appendix 1: ICT Sector SWOT

Strengths
Dynamic/fast moving, at a global level of expertise/technical capability. Easy access to deep international skills. ICT Sector offers careers in the international space with few limitations. Availability of 'generalists' who have multiple capabilities. Able to provide solutions for, e.g., compliance, risk management, CRM, globalization of operations, outsourcing operations, crime, corruption, business optimisation. Salaries generally are good in comparison to other industries - can attract new entrants. Better paid sector than most. The existing ICT infrastructure in the country is effective; SA is amongst the world's top twenty countries for Internet connectivity. Telkom's backbone, and the ICT capacity in financial institutions, the tertiary education sector, the CSIR, and other former statutory organisations, is very good, particularly in relation to the rest of Africa. Recognition by government e.g. large capacity for national job creation, economic development and social upliftment. Strategic across all business verticals. At present a comparative edge in being English speaking, in the right time zone and with reasonable infrastructure and having a good education system for some. English as the country's common language of communication distinct advantage in the international ICT field. Innovation, adoption, core skills. Resilience. Stable and mature. Access to info & Best Practice policies. Little or no scarce raw materials required. Sets the trend for the new way of working and company culture (e.g. Google) ICT is essential to all other growth.
Weaknesses
Incompetent practitioners entering the profession with worthless degrees. The lack of a clear avenue for non-graduates to get study opportunities in the fields in which they practice. Technical resources often have a lack of general ICT industry knowledge. Insufficient skills available especially in senior positions. There are not always sufficient skills available in respect of latest technologies and we end up having to train staff internally to fulfil skills requirements and sometimes it is the very same people being trained all the time because they have the knowledge and aptitude to be trained in the latest high end technologies Individuals find it difficult to keep up with changes in the industry as they are so frequent and work demands do not allow for time off for extensive training. Not all qualifications are obtainable locally. Not participating in the R&D space and a higher level skills plan. Costs of skilling individuals in response to the constant changes/ developments in the ICT. Lack of software development. Lack of professionalism. Individuals work under extreme, extended periods of pressure due to the critical role of technology in organisations. The decline in interest in ICT as a career. Insufficient marketing of its importance and relevance. Too much domination by a few Entities. Fragmentation of industry. Lack of ownership [of the whole ICT Sector]. Industry not geared to accommodate sufficient number of graduates or undergrad students into the field as experience is often a requirement. The local ICT industry is small and has to operate without economies of scale. Open to security risks. Because of these security risks, the industry is being put under pressure to elevate its standards rapidly. More competition than in other industries. ISETT SETA has a CV database for organisations to recruit from. This database is not updated when individuals are placed resulting in recruiters spending unnecessary time in contacting people on the database who are already placed elsewhere. Historical baggage in many forms (management, bureaucracy, policy) hampers the rapid establishment of information-based businesses. South Africa has a poor record of technology transfer from multinationals to local operations, and from universities to industry. South Africa is weak internationally in influencing global ICT policy and international standards, and is not competitive in translating international trends into 'on-the ground' roll-out.
Opportunities
Potential for continued growth. Challenging work opportunities. Scalability global expansion. Big market for broadband services. Data continues to grow at a phenomenal rate. Increase in storage capacity. Faster and cheaper access of data and distribution of data. IT has become an enabler in the increasing of productivity. Government is driving an accelerated rollout of telecommunications infrastructure. Several initiatives are under way to leverage public service delivery through ICTs. International springboard into Africa. High growth industry attracts young talent. Continuing upgrade of infrastructure to meet the needs on broadband. Convergence of networks, devices and mobile communications. Given a global economic recovery, the demand for ICT staff will far outstrip the supply. Automation in both energy creation and energy saving. Mobile applications, web applications, cloud computing, hosting services, Africa, digital broadcasting, e-Government, e-governance. Off shoring whereby services will be moved to geographic areas such as South Africa. Decreasing cost of connectivity to South Africa.
Threats
Difficult to attract more students at tertiary level. Uncompetitive. Lack of bandwidth. Lack of Technical infrastructure - large areas of the country still have minimal ICT infrastructure. High cost of telecommunications. Lack of effective marketing. The exceedingly poor education system available to the vast majority of young people. Lack of equipment at schools and issues of security / maintenance around equipment. Infrastructure (schools and universities). The literacy and educational base in the country is very weak and skewed. The demand for competent ICT staff will outstrip the supply. Lack of sufficient skilled individuals (in particular new graduates and doctorates). Lacking in skills development of our workforce. Imbalance between theory and practice. Lack of Technical Training Providers. Cost of skills. Lack of information available to scholars and students. No national ICT strategy - proliferation of uncoordinated projects. Silo approach by government. Incompetence in the execution of contracts. Lack of consolidated policy. Inadequate incentives for international investors. Lack of implementation of policy. The government suffers from many problems which manifest themselves in poor service delivery, and this also extends to public service ICT roll-out. Dependency on international markets - pressure on spend on ICT in SA. Competition from Eastern Europe and BRIC countries.
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Improved connectivity from Africa to the rest of the world. The growing Transport, Utilities, Public Sector and Health industry. High end consulting services and information mining. Greater collaboration with COHE to provide pipelines into ICT Sector. Government demand. Growth market globally. ICT is an enabler for all other industries to grow. Software developments. ICT companies increasingly becoming green (and helping others to do so too). Opportunities to identify and develop entry level skills.
High staff turnover (global opportunities as well as local poaching of staff). Limited cross-sectoral co-operation despite increased merging of technologies. Elitist view that it is the "clever" people working in the ICT industry could discourage potential new entrants to the sector. Global recession. Economic recovery taking longer than expected. Saturation of mobile services. Competitiveness in a global market will place the local companies under pressure, which could lead to cost cuts that would impact ICT send as well. Organisations will require more services, at stringent service levels but at a lower cost which will translate to lower margins for the industry and less growth. Inability to optimise ICT services - provide more and business aligned services at lower costs Downward pressure on resource price. Cost of electricity. Power supply is erratic. Employment on a scorecard basis will reduce international competitiveness. Unionisation forcing salaries above the equilibrium point at market level. Unemployment. Budget deficit likely to result in less spending on development in the future. Crime. Emigration of high level skills. Silicon is a scarce resource used in the manufacture of computer components. Fast paced technological improvement requires continuous update of skills. Lack of availability of specialist skills, resulting in South African organisations needing to spend more on sending candidates abroad for training The current network infrastructure and capacity will not be able to cope with the demand, as more people are using mobile phones and other devices over the internet. Remuneration explosion. Lack of collaboration between business, labour and education. No real change in ICT management still predominantly white male controlled. Highly competitive field. Volatile market constant changes mean people need to be very change-resilient. The drop in data prices. Interconnect fee regulation by ICASA. Salaries, living conditions overseas will be better.
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Appendix 2: Assessment of Formal Education Institutions

School Graduates
Our most valid experience is not as employer, but from the Computer Olympiad. Based on the results of more than 100,000 aptitude tests over the last four years, we cannot but condemn the school education system in the strongest terms. While a small percentage of schools deliver education that equals the best in the world, the vast majority of learners are condemned to receive inferior education and become a permanent underclass. Poor Mathematics, English literacy, basic computer skills (including typing), life and workplace skills. Minimal computer literacy skills. Lacking of technical and practical application of their knowledge. Lack of corporate awareness and business etiquette and basic communication skills. Lack of good communication skills (written & verbal). Current curricula do not place enough emphasis on life skills training. There is a false expectation of what working entails. Marks are poor, particularly in maths and science. We offer bursaries to students getting a 75% aggregate and its extremely hard to find candidates who qualify. Manners and etiquette are poor cell phone text language, time keeping, appearance, etc. Lack of enthusiasm. Parents often apply instead of the school leavers themselves. English is poor and not of a business standard. This applies to a broad spectrum, including the more advantaged schools. No attention to detail - covering letters are very poor generally. Lack of experience and business acumen. Lack of understanding of the ICT sector. No drivers license, which is an inherent requirements in our specific environment. Unresponsive or rather outdated ICT Curriculum! Too long timeframe to change curriculum to new ICT technologies. Learners - maths and science (logic skills) are not up to standard. This also impacts they way they think about other things (holistic impact). Most Matric graduates were very immature and not ready for the job market. Those who have been employed trained for at least a year and were mentored for the same period before they became acceptably productive. Language barriers.
College
Proper balance between theoretical and practical experience. Communications skills. From an ICT point of view, too few quality practitioners are delivered by colleges in the government sector. Lack of technical and practical application of their knowledge. Lack of corporate awareness and business etiquette and basic communication skills. They receive just surface training - they have a basic understanding which does not give enough depth. The result is that they need workplace intensive coaching/mentoring to do their basic job. Only reputable accredited private college graduates are equipped for the job. Public college graduates failed in most requirements of the job market. Limited business acumen. Poor English literacy, Mathematics, Basic Computer skills (including typing). Lack of maths and science knowledge. The training is not comprehensive and does not provide graduates with the necessary competencies to be employable / job ready. Most candidates dont have a passion for ICT; they look at it as an opportunity to get employment. Most colleges offer crash courses which focus mainly on the theory and very little on technical side. The courses must include some of the business skills required for example, customer interaction, service levels, etc. We interviewed graduates from specific faculties and they were good, no real lack in any area. SQL could be more of a focus in the curriculum. Short-comings are their lack of life skills, interpersonal skills and hands-on technical experience not able to apply the theoretical knowledge in the workplace. More practical hands on experience is required before entering the workplace. We have had many applicants only possessing a qualification, mainly N+ and A+ without any experience and it makes it difficult to employ as we prefer at least 1 years experience. We have channelled promising applications though our learnership programme to provide them with the necessary work experience.
University of Technology
Lack understanding of the role of technology in business and of the steps to develop a career. Proper balance between theoretical and practical experience. Communications skills. Lacking of technical and practical application of their knowledge Lack of corporate awareness and business etiquette and basic communication skills None that were obvious we interviewed graduates from specific faculties and they were good with no real lack in any area. SQL could be more of a focus in the curriculum. A few of the CTI grads interviewed were successful in being placed and have gone on to be successful in the position. The Technikons seem to offer more practical work than the Universities, which is advantageous. Short-comings are their lack of life skills, interpersonal skills and hands-on technical experience not able to apply the theoretical knowledge in the workplace Transfer of theory into practical experience and understanding. We have only employed a few over the last year in the software development division and they became quickly productive These graduates were much more productive as they have a formal ICT qualification and most seems to have a passion and a clear set of goals in what they would like to achieve over a certain period. They progress much faster and adapt to changes quite easily. Poor English literacy, Mathematics, Basic Computer skills (including typing). Business acumen. Knowledge of in-house products. Training of graduates is not customised to different needs of ICT industry or certified in one or another software package (i.e. Microsoft, Cisco).
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They receive more knowledge & practical & theory. The problem is that this is a very wide range (generic). The programmes at Technikon are not structured enough. They are not a specialist - still a gap - they end up doing menial tasks. Communicating effectively in English. Limited business acumen.
University
Lack understanding of the role of technology in business and of the steps to develop a career. Proper balance between theoretical and practical experience. Communications skills. Our experience is not as employers of university graduates, but rather with graduates as competitors in competitions that simulate business tasks. Here the difference between the demonstrated competence of students from the established universities and the rural universities is alarming. While the level of degrees issued by some of our universities is world-class, one must question whether the degrees from other universities have any value at all. In other words, there is a disconcerting lack of aptitude, even at graduate level, apparently not evaluated during education process. Lacking of technical and practical application of their knowledge. Lack of corporate awareness and business etiquette and basic communication skills. We interviewed graduates from specific faculties and they were good with no real lack in any area. SQL could be more of a focus in the curriculum. Seems to still be a focus on VB when this is not used as much anymore. On a personal level there is a feeling of entitlement. Some of that is due to the Generation Y phenomenon and some is around unrealistic expectations. Lack of enthusiasm. No concept on how to prepare for an interview. Unlike the college or Technikon students, that do have some kind of practical experience, the university students perform worse in an interview process due to the lack of work experience. Lack of life skills, interpersonal skills and hands-on technical experience not able to apply the theoretical knowledge in the workplace. Lack of hands on, practical experience, not being able to translate theory into practice. These graduates were much more productive as they have a formal ICT qualification and most seem to have a passion and a clear set of goals in what they would like to achieve over a certain period. They progress much faster and adapt to changes quite easily. Training of graduates is not customised to different needs of ICT industry or certified in one or another software package (i.e. Microsoft, Cisco). Wide spectrum theoretical knowledge - this does facilitate easier learning in the workplace. But there is hardly any practical work. Candidates do not know where their strengths lie and therefore don't know which area to specialise in. Communicating effectively in English. Lack of workplace experience/learning. Unrealistic growth and promotion expectancy. Limited business acumen. More theoretical knowledge than skills that can translate into performance. Poor English literacy, Mathematics, Basic Computer skills (including typing). Business acumen. Knowledge of in-house products.
ICT Skills Supply Issues

ICT Skills Supply Issues SQL C# CISCO Skills 3G Networking engineers VOIP engineers Broadband engineers New technologies New technologies always needs new skills Teacher education Maths and Science Quantity Access to ICTs in schools Standard skills framework Quality Comments SQL skills in demand This is required rather than C++ Due to the cost of training not always taken Not offered by all Institutions Thorough understanding of WAN Understanding and implementing the convergence of voice, data, networks, devices Understanding and implementing the convergence of voice, data, networks, devices. BTech degree min./ BSC Elec. / Elec Eng LC We cannot keep up with client demand - new and old technologies
The education system is not delivering enough matriculants with mathematical skills to satisfy the need for ICT, Engineering, etc.
Attracting school leavers into ICT as a study path / Ensuring that school leavers consider ICT as a career Attracting graduates to undertake postgraduate MSc and PhD Universities have to compete with industry offers studies Internationally recognised qualifications Since we are a global organisation, employees may be required to assist our customers in alignment with international standards Lack of business knowledge to provide appropriate services Must focus on service delivery, methodology, business skills and industry knowledge as well to ensure well-rounded candidates in the market. Workplace exposure Encourage companies to participate in allowing workplace ventures. Seta could possibly incentivise programmes like this. Highly qualified EE candidates eg: Architects and Engineers Training Institutions and Colleges need to take greater responsibility in facilitating the above - the right fit etc.
Already the quality of some qualifications is questionable. This is likely to become worse. This will help to create a bigger supply of ICT skills in the market
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ICT Skills Supply Issues Specialised skills still in short supply Specialised skills in equity individuals The inclusion of ICT in the Ministry of Communications does ICT industry a disservice.
Comments Volatility of the market means that new and specialised skills are required all the time Equity individuals are still in short supply; especially females and disabled individuals Create a separate Ministry of ICT
ICT Skills Demand Issues

ICT Skills Demand Issues IP Skills We have experienced a shortages in skills in the following areas: VM Ware AppleMac Data centres CCIE qualification E-waste recycling New technologies always needs new skills Accurate labour market information Analysis of trends to ensure relevance of curricula Older technologies are still utilised by clients Comments
Need to promote this qualification more. Especially EE candidates within the ITC sector. Trained operators to be employed in the e-waste recycling industry Not sure we always have quick enough adoption of technology from training perspective
No one wants to work with old technologies - training vendors do not offer these courses anymore, they seldom get enough demand to fill a class.
Ability to find skilled technical resources in South Africa Communications skills (Networking & Unified Communications) Increased business to business functions, and worker efficiency Application integration in the Cloud Computing space Legacy is too expensive - companies will have to leverage the cloud Application consolidation Simplify and reduce the number of duplicate functions that exist to optimise costs Specialised Technical Skills There is always a need for specialist technical skills e.g. security, DR, Information Security etc Project resources There is always a demand for project administrators, coordinators and managers who have worked on ICT projects. Need for pricing (costs of resources) skills Customer need to improve ICT within confines of environment Need to ensure alignment with SA infrastructure Access to strong mentors Community projects? Access to equipment/pcs/licenses Microsoft sponsorship/company sponsorship for equipment Structured skills development Training must be structured to assure job competence Trainability ECD and basic schooling determine the quality of all further learning and are the basis for the employability and adaptability of the future workforce, which emphasises the complementarities between basic education and skills development. While the skills development system cannot fix the quality of basic education, it must deal with the poor quality outcomes from this system. Alignment and collaboration between education and business Re-establish commitment to align the NSDS and strengthen business partnerships, with FET Colleges Current global economic situation means fewer jobs for new Retrenchments mean that there is a current glut of skilled and experienced entrants talent new entrants will find it more difficult to enter the workplace Sales The need for people who can sell efficiently face to face and over the phone Service The need for people to have a technical inclination to also have customer service delivery soft skills Support The need for specialised qualifications in IT, Marketing and Human Resources Create Incubation Centres supported by Universities and ICT industry
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Appendix 3: Sectoral Economic Scenario

The most important (economic or otherwise) factors having a positive impact on the employment of ICT skills over the next five years
Positive Economic Growth Factors Global demand for innovative use of technology Shift to knowledge-based economies Need to reduce carbon emissions/energy consumption Foreign investment Broadband Globalization Off shoring to South Africa Reduced cost of network bandwidth SA emerging economy Use of Cloud based services Education Politics Outsourcing model Reason Provides growth opportunities for SA vendors Reliance on traditional industries and methods will inhibit growth This means more working across the network, more home-based occupations, less travel Job creation Job and business opportunity creation Job and business opportunity creation Job opportunities in Service Desk will increase No longer too expensive to integrate environments locally and internationally Introduce new skills in the emerging market. No longer need to establish your own - pay for use models are more effective. Educating children from pre-school level onwards to have a bias for ICT & E is vital. From the highest level of government the message must be clear that the ICT & E sector is aspirational and attainable. SA could be the next India and offer excellent outsourcing (or other) services on a global basis. Training and customer service skills could be vital. Manufacturing and assembly also possible, as well as software development. Entities like i.e. Microsoft, Dell etc. now have their courses online giving access more easily. Acquisition of business resulting in job creation. Increased demand for ICT goods and services. Diversification of the ICT Sector allows for more opportunities for development within the sector. The mobile device is the communication tool of the future. ICT was previously looked at a measuring tool and a collection of Data. Today more and more organisations are turning this data into Information to make strategic business decisions and plan accordingly. A favourable social and economic environment has to be created to achieve growth. If we can address some of the social issues then we will achieve the desired results. Increased demand for ICT goods and services. Specialised Skills in demand. Legislation for equal access to education and training and to make it affordable More money available, more jobs, more development opportunities Improved ways of working, productivity increases; all businesses need us More trade agreements between countries means that opportunities for import and export, all making use of ICT services The high rate of employment, even for graduates, is an indicator of inappropriate training. The relative good growth of he SA economy has not translated into better job opportunities despite the high levels of Vacancies.
Global access Economic growth Sector development More use of mobility (Cell phones and other mobile devices) More companies are embracing IT as a strategic service to develop organisations A stable economy with new opportunities in the Government and Privates sector. Innovation Opportunity to earn big money Government Global recession lifting ICT is an enabler More global trade agreements Unemployment - The high number of vacancies (ICT) in Government Growth
The most important (economic or otherwise) factors having a negative impact on the employment of ICT skills over the next five years
Negative Economic Growth Factors Continued global recession reducing investment in technology Failure of government and industry to consolidate and coordinate activities Corruption leading to substandard and failed implementation of technology Suitably trained employees Literacy levels Reason Governments and companies will take short view of economic survival instead of long view of essential investment in future skills. Job losses will not be recovered overnight. Continued fragmented approach to the development and use of ICTs in South Africa will stifle innovation, restrict growth and waste essential resources. Waste of time, effort and money through not effectively implementing technology where and when needed to improve service delivery. Incorrect skills training. Self-explanatory. Page 79
Negative Economic Growth Factors Crime & Unemployment levels rising Labour broking challenge (Perm vs. contractor) Cost of specialist technical resources too high Eskom Unstable politics Socio-economic impact
Reason Self-explanatory. The ICT Sector is using Labour Brokers extensively and some ICT professionals prefer to market their skills through Brokers. Few good technical resources is pushing their costs to unaffordable levels / will then have to use more junior resources. Electricity is lifeblood of IT inflated operating costs impact on bottom line and scare off investors. Current issues making many people nervous. Low income group unable to access higher education and training from a cost point of view. Unemployment due to increasing costs of the IT related qualifications, underprivileged communities would not have access to gaining these skills. Increasing trade unions drives for collective bargaining within the industry can become costly and lead to industrial action.
Union Activity Budget cuts Corruption and mismanagement of funds, especially in Government. Skilled persons emigrating. Too many strikes and unrealistic labour demands. Exponential salary demands EE representation Cost of transportation Housing Schooling Political unrest Africa socio-economic factors Skills Shortage Financial crisis an
Due to better social and economic conditions in other countries, skilled person are looking into furthering there careers elsewhere. To achieve a certain level of growth and develop ICT skills, we need to be competitive. Unrealistic salary and wage demands hamper investment and progress. Scarce skills / supply & demand. Knowledge & awareness of careers in IT.
Priorities might shift to security and safety more than development Feeding and health provision priority less focus on development Should stimulate need for productivity - IT can facilitate this
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Appendix 4: Synopsis of the HRDSSA II MTSF

FIVE-YEAR MEDIUM-TERM STRATEGIC FRAMEWORK: STRATEGIC PRIORITIES ONE TO EIGHT, WITH INDICATORS AND BROAD FIVE-YEAR TARGETS Suggested Primary Suggested Isett Seta Contribution Responsibility COMMITMENT ONE: We will urgently overcome the shortages in the supply of people with the priority skills needed for the successful implementation of current strategies to achieve accelerated economic growth: Strategic Priority 1.1: To accelerate training output in the Merseta, Ceta Learning Programmes in the Electronics Sector. Pivotal and non-Pivotal. priority areas of design, engineering and artisanship that is critical to the manufacturing, construction and cultural industries. Strategic Priority 1.2: To increase the number of skilled Merseta, Ceta, N/A personnel in the priority areas of design, engineering, artisans Business, DoHA that are critical to manufacturing, construction and cultural activities through net immigration. Strategic Priority 1.3: To accelerate the number of new training NSA/NSF Learning Programmes, influenced by the top 17 scarce skills, with graduates in priority economic sectors identified in ASGISA, the unemployed College, University and University of Technology drop-outs, and NIPF and IPAP. with at least 70% employment in the Isett Sector (Pivotal). COMMITMENT TWO: We will increase the number of appropriately skilled people to meet the demands of our current and emerging economic and social development priorities: Strategic Priority 2.1: To ensure that skills development Learning Programmes for the employed and unemployed as indicated by planning is credible, integrated, coordinated and responsive to Scarce and Critical Skills inputs. social and economic demands. Strategic Priority 2.2: To ensure that skills development 1. Learning Programmes as indicated by Scarce and Critical Skills inputs Business programmes are demand-led through substantive and from company stakeholders. QCTO systematic input from employers in the determination of skills 2. Assist QCTO with learnership/qualification development. demands for the country. Strategic Priority 2.3: To improve the employment outcomes of NSA/NSF Learning Programmes, influenced by the top 17 scarce skills, with post-school education and training programmes. unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the Isett Sector (Pivotal). Strategic Priority 2.4: To ensure that FET and HET are DHET Inform FET and HET institutions of skills demands via Career Guide. responsive to the skills demands arising from South Africas Support to HET institutions through Train-the-Trainer. social and economic development imperatives. Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the ICT Sector resulting in job creation (hard to measure)). Learning Programmes, influenced by the top 17 scarce skills, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the Isett Sector (Pivotal).
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Suggested Primary Suggested Isett Seta Contribution Responsibility COMMITMENT THREE: We will ensure improved universal access to quality basic education and schooling (up to Grade 12) that is purposefully focused on achieving a dramatic improvement in education outcomes for the poor; that is focused on equipping learners with optimal capacity for good citizenship; and pursuing post-school vocational education and training or employment. Strategic Priority 3.1: To ensure equity in education inputs and DBE N/A learning outcomes. Strategic Priority 3.2: To ensure that education outcomes DBE N/A promote values which are consistent with good citizenship and the provisions of the South African Constitution. Strategic Priority 3.3: To improve learner performance and DBE Support to FET institutions through Train-the-Trainer. quality of education in the schooling system. Support to rural FET institution learners via sponsorship of EUC learning programmes (will assist to develop the ICT Sector resulting in job creation). Learning Programmes, influenced by the top 17 scarce skills, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the Isett Sector (Pivotal). Strategic Priority 3.4: To expand age-appropriate participation DBE N/A in early childhood education. Strategic Priority 3.5: To improve the percentage pass rate in DBE The Isett Seta will partner with DHETs Foundation Programme tin the way of Grade 12 and ensure that the profile of passes is commensurate Pivotal programmes to assist potential tertiary institution entrants who with the countrys social and economic imperatives. require additional assistance with maths and science. Strategic Priority 3.6: To ensure that all learners, especially the DBE, DoH&W N/A poor, have access to basic health-promoting interventions that are aimed at removing barriers to learning. COMMITMENT FOUR: We will urgently implement skills development programmes that are purposefully aimed at equipping recipients/citizens with requisite skills to overcome related scourges of poverty and unemployment. Strategic Priority 4.1: To ensure that unemployed adults, NSA/NSF Support to rural FET and HET institution learners via sponsorship of EUC especially women, have access to skills development learning programmes (will assist to develop the ICT Sector resulting in job programmes which are explicitly designed to promote creation). employment and income-promoting outcomes. Strategic Priority 4.2: To ensure that all unemployed adults NSF, Setas Support to rural FET and HET institution learners via sponsorship of EUC have access to training opportunities in literacy and ABET. learning programmes (will assist to develop the ICT Sector resulting in job creation). Strategic Priority 4.3: To accelerate the participation and NSF, Setas Support to FET and HET institutions through Train-the-Trainer. graduation rates in FET and HET of learners coming from poor Support to rural FET and HET institution learners via sponsorship of EUC families or households. learning programmes (will assist to develop the ICT Sector resulting in job creation). Learning Programmes, influenced by the top 17 scarce skills, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the Isett Sector (Pivotal).
Suggested Primary Suggested Isett Seta Contribution Responsibility COMMITMENT FIVE: We will ensure that young people have access to education and training that enhances opportunities and increases their chances of success in further vocational training and sustainable employment: Strategic Priority 5.1: To accelerate the implementation of NSF, Setas Support to rural FET and HET institution learners via sponsorship of EUC training programmes for the youth which are focused on and other ICT learning programmes (will assist to develop the ICT Sector employment creation. resulting in job creation). Strategic Priority 5.2: To leverage public and private sector NSF, Setas Support to rural FET and HET institution learners via sponsorship of EUC programmes to create employment opportunities and work learning programmes (will assist to develop the ICT Sector resulting in job experience for new entrants into the labour market. creation). Strategic Priority 5.3: To improve the coverage and efficacy of DoL, DHET Inform FET and HET institutions and learners of skills demands via vocational guidance and labour market information in a manner Career Guide. that promotes the optimal uptake of training and employment opportunities available to the youth. COMMITMENT SIX: We will improve the technological and innovation capability and outcomes within the public and private sectors to enhance our competitiveness in the global economy and to meet our human development priorities: Strategic Priority 6.1: To increase the number of skilled DBE, DHET Support to FET and HET institutions through Train-the-Trainer. personnel in areas of science, engineering and technology. Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the ICT Sector resulting in job creation). Learning Programmes, influenced by the top 17 scarce skills, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the Isett Sector (Pivotal). Strategic Priority 6.2: To improve South Africas performance in Incubators, Encourage development of more ISOEs. areas of teaching, research, innovation and the commercial Universities, DHET, Sponsor 3- to 5-year new ventures and incubators/ISOEs. application of high-level science, engineering and technology existing ISOEs knowledge. COMMITMENT SEVEN: We will ensure that the public sector has the capability to meet the strategic priorities of the South African Developmental State: Strategic Priority 7.1: To improve the credibility and impact of PSeta, Government Sponsorship of EUC learning programmes in government. training in the public sector by improving service delivery. Sponsor ICT Learnerships for ICT technical people in government, in partnership with PSETA. Strategic Priority 7.2: To leverage the SETAs to contribute PSeta, Government Sponsorship of EUC learning programmes in government. optimally to capacity development in the public sector. Sponsor ICT Learnerships for ICT technical people in government, in partnership with PSETA. COMMITMENT EIGHT: We will establish effective and efficient planning capabilities in the relevant departments and entities for the successful implementation of the HRD-SA: Strategic Priority 8.1: To improve the credibility, validity, utility GCIS, DHET Maintain a strong SMS. and integrity of the various data and management information supported by Setas, systems which are vital for successful planning and Stats SA, HSRC, implementation of the HRD-SA. SARB
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Appendix 5: MEDIUM TERM STRATEGIC FRAMEWORK

A FRAMEWORK TO GUIDE GOVERNMENTS PROGRAMME IN THE ELECTORAL MANDATE PERIOD (2009 2014)
Main Points for Isett Consideration STRATEGIC PRIORITIES AND PROGRAMMES Suggested Isett Seta Contribution 36 Strategic Priority 1: Speeding up growth and transforming the economy to create decent work and sustainable livelihoods. In the medium-term, however, growth should come more from industries that can competitively meet the needs of South Africa and the region, and to some extent that can compete in the global market. The lead sectors already identified are automobile, chemical, metal fabrication, tourism, clothing and textiles as well as forestry. In addition, attention will also be paid to services, light manufacturing and construction, among others. Focus areas will also include agriculture; public services like health and education; private services such as the financial and other business services; food processing; plastics production; the wood value chain and targeted consumer products which might include, for example, consumer electronics. It is also strategically important to promote domestic production of capital and intermediate goods The push for expanding decent work must include an integrated rural development and agrarian reform strategy that addresses the mass joblessness and poverty of the former bantustan regions, while seeking to improve conditions for farm workers. To ensure longer-run growth, government must refine and scale up implementation of its Industrial Action Plan to support broad-based industrialisation including more advanced manufacturing, as well as encouraging cleaner, lower-energy technologies and green jobs. In this regard elements of strategy will focus on the following: 36.1 Promoting the creation of decent employment, economic growth, broad-based industrialisation, reduced income inequality and other developmental imperatives and maintaining a stable pro-employment macroeconomic environment. This will be achieved by: Prompt implementation of BEE charters and codes Encourage stakeholders to continue with skills development utilising the discretionary funds. 36.2 Implementing trade and industrial policy to create decent work on a large scale, broadening the countrys industrial base and deal with the re-emerging balance of payment constraint. The target is to create more, sustainable and decent work opportunities, increased domestic production for local and regional markets and increase the ratio of exports to GDP by 2014. The emphasis will be on: Focusing on the development and utilisation of information and communications The Isett Seta will promote learning programmes on a national basis to FETs technology (ICT) as a critical driver of development, in terms of infrastructure and rural educational institutions, which will have the long-term effect of development, its contribution to manufacturing, and as a platform for transmission making our population more ICT literate, providing them with better access to and processing of information the world of the Internet and to job and new venture opportunities. The Isett Seta will look at the possibility of encouraging people to enter new ventures with a view on lower-energy technologies and green jobs, for example training of installers of solar powered equipment. 36.3 Undertake interventions for creating a more inclusive economy, by expanding opportunities for the poor to access the labour market and broadening the impact of growth and ensuring its benefits reach all sectors of society particularly the poor and marginalised. Intensify the implementation of the National Youth Service The Isett Seta will partner with the National Youth Service The employment focus in industrial policy needs to address issues of market The Isett Seta will promote learning programmes (including New Venture access and the spread of power and benefits in existing and new value chains, to Creation) to FETs and rural educational institutions, which will have the longenable greater SME participation and employment creation term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities.
STRATEGIC PRIORITIES AND PROGRAMMES Suggested Isett Seta Contribution Skills development programmes should also emphasise the acquisition of artisan As above. skills and self-employment. 36.4 Strengthening competitiveness and promotion of Small and Medium-sized enterprises (SMEs) and co-operatives. We will drive an effort to partner with the private sector to provide dedicated services and skills training to small, micro- and collective enterprises, reduce the regulatory burden on small business and co-operatives and leverage state procurement, with concrete targets, to support the growth and sustainability of SMEs. This may require a review of relevant preferential procurement legal and regulatory instruments. 36.5 Ensuring the country keeps up with global technological trends and fully exploits our comparative advantages, including usage of ICTs. Recognising that science and technological innovation and development are important sources of industrial competitiveness and sustaining growth, government will: Build on the range of strategies and support programmes already supporting Work with incubators such as Bandwidth Barn, SmartXchange and JCSE. innovation in firms, and R&D in the private and public sectors. In particular Sponsor 3- to 5-year new ventures and incubators/ISOEs. measures will be put in place to support innovation and technological development Partner with HETs and employers to sponsor Masters and Doctorate learners in biotechnology and pharmaceuticals, space science and technology, alternative through bursaries. energy technologies and address challenges and opportunities presented by climate change Accelerate the socio-economic development of South Africa by increasing access Support SMEs through learning programmes and new venture creation. to as well as uptake and usage of ICTs through partnerships with business and Train installers and maintainers. civil society. This will entail creating a favourable ICT environment including Set up co-ops. through digital migration and the industrial possibilities that it presents (such as the set-top-box manufacturing), and ensure a competitive market in domestic and international bandwidth In the long-term the quality of our skills and human resource base are vital to the Partner with FETs and HETs with regards to internships and learnerships. success of our innovation and research and development objectives. This means ensuring that our educational system produces quality outcomes particularly in regard to the rate of high school passes in Mathematics and Science, the number of university graduates in Science, Engineering and Technology fields and in advanced research. 37 Strategic Priority 2: Massive programme to build economic and social Infrastructure. In the period ahead government will continue with the infrastructure investment programme aimed at expanding and improving information and communications infrastructure to increase access, quality and reliability of public services and to support economic activities while also considering environmental sustainability and pursuing maximum employment impact. 37.4 Continuing to ensure the development of robust, reliable, affordable and secure Sponsor learning programmes including End-User Certificate/Call Centre ICT infrastructure that supports and enables the provision of multiplicity of applications learnership and services to meet the needs of the country and its people Address the top 17 scarce skills. 37.12 Improving provincial and local government capacity to plan for and maintain Provide information to the provincial governments and skills development infrastructure to ensure continued efficient delivery of economic and social services. fora. 38 Strategic Priority 3: Comprehensive rural development strategy linked to land and agrarian reform and food security. The elements of the strategy will include:
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STRATEGIC PRIORITIES AND PROGRAMMES Suggested Isett Seta Contribution 38.9 Institutional capacity development: government recognises the need for an Provide information to the provincial governments and skills development integrated approach that emphasises co-ordinating the various sector initiatives. A fora. regional development approach with rural, urban and general anti-poverty strategies as Conduct learning programmes in rural communities. its elements will be adopted. Achieving better development outcomes in rural areas will require improved alignment of the efforts of rural local government, national and provincial departments and other public agencies. 39 Strategic Priority 4: Strengthen the skills and human resource base. The elements of strategy include: 39.4 Within the next two years provide adequate basic services such as water, sanitation and electricity to schools; and progressively improve access to facilities such as libraries, classrooms and laboratories. Measures will be taken to ensure a progressive realisation of the goal to ensure Partner with DBE and DHET for train-the-trainer learning programmes. each school has access to information and communication technology infrastructure and services 39.9 Ensuring that training and skills development initiatives in the country respond to the requirements of the economy, rural development challenges and social integration. The main aim would be to increase the number of skilled personnel in the priority skills areas such as design, engineering and artisanship categories that are critical to manufacturing, construction, cultural activities and other priority economic sectors identified in the NIPF. Additionally skills development programmes will be implemented, purposefully aimed at equipping the unemployed and vulnerable with requisite skills to overcome poverty and unemployment. The FET sector with its 50 colleges and 160 campuses nationally will be the Support to FET institutions through Train-the-Trainer. primary site for skills development training. Support to rural FET institution learners via sponsorship of EUC learning programmes (will assist to develop the ICT Sector resulting in job creation). Learning Programmes, influenced by the top 17 scarce skills, with unemployed College, University and University of Technology drop-outs, and with at least 70% employment in the Isett Sector (Pivotal). Through a comprehensive suite of programmes and measures to make learning The Isett Seta will partner with DHETs Foundation Programme tin the way of environments more attractive, FET will play a significant role in providing second Pivotal programmes to assist potential tertiary institution entrants who require chance education for those who do not make it in the 12th year programme of additional assistance. education Put measures in place to ensure FET colleges are able to recruit and retain highly Support to FET institutions through Train-the-Trainer. skilled and experienced instructors Provide and support staff development and exposure for FET instructors to link Support to FET institutions through Learnerships. classroom experiences with practical, workplace-based learning experiences. Strengthen the capacity of FET colleges to partner with other governmental Encourage FETs to conduct the new venture creation programme agencies and civil society programmes that create and incubate small enterprises Partner FETs with ISOEs. Government will put in place mechanisms to ensure better coordination and Communicate with provincial governments and skills development fora. integration of the relevant government departments and agencies responsible for skills development, including SOEs. 40 Strategic Priority 5: Improve the health profile of all South Africans 40.4 Implementation of the Comprehensive Plan for the Treatment, Management and Isett will insist on AIDS awareness being included in its Care of HIV and AIDS so as to reduce the HIV-incidence rate by 50% by the year 2011 Learnerships and Internships. and ensuring that the target of reaching 80% of those in need of ARV treatment by 2011 is achieved.
STRATEGIC PRIORITIES AND PROGRAMMES Suggested Isett Seta Contribution 41 Strategic Priority 6: Intensify the fight against crime and corruption 41.12 Shielding the country against the growing threat of crimes related to ICT Identify Isett stakeholders that are involved in developments (particularly cyber crime) and identity theft by, among others, ensuring adequate against ICT related crime and sponsor ICT security learning programmes. protection of information and communications network infrastructure (including through the setting up of a Computer Security Incident Response Team); and improving systems dealing with documents such as IDs, birth certificates and passports. 45 Strategic Priority 10: Building a developmental state including improvement of public services and strengthening democratic institutions 45.2 Improving the delivery and quality of public services Give effect to the policy decision on a Single Public Service as part of a strategy to Partner with government institutions and PSETA to sponsor ICT learning improve service delivery, including the rollout of integrated multi-sphere service programmes. delivery centres (Thusong Centres) as well as implementing government initiatives around e-government Improve the performance of the state in frontline services such as Home Affairs, Partner with government institutions and PSETA to sponsor End-User policing, health, development approvals, issuing of drivers licences and Computing and ICT learning programmes. maintenance courts. The goal is to substantially reduce the waiting periods and turn-around time in the provision of these services, and to make sure that citizens are treated with dignity and respect. Improve the population register to ensure that it is accurate, comprehensive and Partner with government institutions and PSETA to sponsor End-User secure, among others by undertaking a campaign urgently to register all South Computing and ICT learning programmes. Africans who do not have birth certificates, and over time, making it compulsory for all births to be registered; as well as through the digitisation of all records and securing ICT processes and installations. Improve management capacity in frontline services and their back-office support Partner with government institutions and PSETA to sponsor End-User systems and devolve/decentralise necessary powers and responsibilities so that Computing and ICT learning programmes. they can function effectively 45.4 Building partnership with society and strengthening democratic institutions
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Appendix 6: Synopsis of potential Isett contribution to the Industrial Policy Action Plan (IPAP)
Business Process Outsourcing and Off Shoring (BPO&O)
The global BPO&O industry is forecast to grow at 50 per-cent per annum (equivalent to growth of between $90bn and $100bn) over the next 4-5 years. A window of opportunity exists for South Africa to become a significant global player in the industry through an appropriate value-proposition based on a high-quality yet cost-effective offering. It is estimated that the sector has the potential to contribute up to R7.9bn in gross domestic product (GDP) by 2009 and create up to 100,000 new jobs in South Africa (25,000 direct and 75,000 indirect) by 2014. To capture this opportunity, South Africa must move quickly to overcome constraints including high telecommunication costs relative to other BPO destinations, an inadequate skills base, and it must also increase its profile and reputation amongst potential global investors. What has been achieved? A five-year strategy approved by Cabinet in December 2006, identified the main constraints to the establishment of a significant BPO&O sector in South Africa as high telecommunications costs, the need for skills development, and competition for foreign investment on the basis of initial incentives. In late 2006, Telkom agreed to benchmark its prices against South Africas relevant main competitors. The introduction of a developmental telecommunications pricing model, to give effect to this commitment, must be finalised urgently. National Treasury has allocated funds for an initial incentive for investors in BPO&O in the 2006/7 Medium Term Expenditure Framework (MTEF). The Department of Labour (DoL) has allocated R17.1 million to fund the pilot skills development programme to be rolled-out in 2007. A national business association, the South African Contact Centre Community (SACCOM), has been established. A Rural Call Centre Support Programme has been developed with partial funding, and 13 sites have been identified. Suggested Isett Seta Contribution Develop End User Computing/Call Centre Qualification and Learnership. Promote the End User Computing/Call Centre Qualification and Learnership. Sponsor learners on the End User Computing/Call Centre Learnership, particularly in rural areas. Obtain Telkoms rural telecommunications development plan and sponsor rural End User Computing/Call Centre Learnership and telecommunications learnerships through Telkom on the basis the rural telecommunications infrastructure be provided/improved by Telkom. This type of partnership could also be formed with Neotel and the cellular operators.
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Appendix 7: Synopsis of potential Isett contribution to the Integrated Sustainable Rural Development Strategy (ISRDS)
The following statements were extracted from the Executive Summary of the ISRDS. ISRDS Statement International approaches to rural development. Recent experiences in programme design suggest that decentralization accompanied by promotion of greater local power and autonomy in decision-making can offer opportunities to improve outcomes. The evidence indicates that a number of characteristics pertain: fiscal transfers must provide incentives for local government and be transparent, predictable and autonomous; an appropriate legal framework must define relationships between different levels of government, and must provide a clear role for non-government institutions; institutional capacity to meet the responsibilities and obligations of decentralized authorities must be created and nurtured; a clearly defined system of incentives and penalties is required to contribute to more efficient investment decision-making and to discourage misuse of funds. Recent experiences in project design suggest that urban-rural bias and improved achievement of intended outcomes are achieved where certain key characteristics pertain: targeting mechanism should be simple, explicit and memorable, based on objective criteria to minimize political interference in resource allocation; participation in financing of projects and sub-projects generates a sense of ownership and aligns investments to be true, perceived needs generate costs savings and increases local accountability; careful design of information campaigns is essential and technical assistance and training should be accessible; project supervision during and after implementation is found to be a determinant of success and sustainability; and income-generating projects should be subject to rigorous selection, preparation and technical assistance and supervision and should provide services for a large number of community members under strict operational guidelines. Characterisation of rural South Africa. Some strategic pointers: the diversity and complexity of rural areas and poverty in South Africa must be accommodated in flexible, responsive strategic planning; planning must take into account the nature of urban-rural linkages and aim for comprehensive regional development where urban settlements form an integral part of the strategy; the marginalisation of agriculture, particularly in the former homelands, needs to be addressed, with central acknowledgment of the role of women and gender issues; the impact of HIV/AIDS must be incorporated to respond to impacts on highly vulnerable rural households. The legal and policy framework for rural development in South Africa. The key lessons indicated, are: public investment programmes have been beset by co-ordination and communication problems, with frequent complaints of poor associations to community priorities; the relationship between national and provincial line function departments and Districts Councils in implementation of programmes was not always coherent and focused; channels of funding for each sphere of government rained on communities randomly with weak responsiveness to community priorities; the institutional framework to respond to these issues has been evolving over the period and is now in a coherent, ordered structure to support the principles of the ISRDS The elements behind the vision of the ISRDS: Rural development: is multi-dimensional and much broader than poverty alleviation through social programmes and transfers; it places emphasis on changing environments to enable poor people to earn more, invest in themselves and their communities and contribute toward maintenance of key infrastructure; a successful strategy will make people less poor, rather then more comfortable in their poverty. Sustainable: sustainability is derived from increased local growth, and were rural people care about success and are able to access resources to keep the strategy going. Integrated: integration is complex and requires effective co-ordination across traditional sectors in all levels of government; the Integrated Development Plan (IDP) process will establish a primary locus of integration at the municipal level. Rural Safety net: safety nets are still needed, and South Africa is exceptional amongst developing countries in that many of the key programmes of social assistance extend to rural people and prevent much hardship. The findings of the current review of social assistance should be incorporated to complement the ISRDS. Key elements: A vision of the growth process in rural areas; A mechanism for integrating existing programs; Design for new programmes if needed;
ISRDS Statement A defined locus of decision making; A meaningful role for local government. Clarification of financial flows and channels. Key performance indicators or a process for generating them internally to the strategy; Procedures to monitor the indicators; Sequencing of actions that should take place in the short, medium, and long term. The strategic continuum progress of the ISRDS is indicated in the following four phases: (i) Strategic problem/challenge definition. (ii) Strategic formulation. (iii) Implementation planning and business planning. (iv) Delivery. (v) Evaluation. The ISRDS will integrate existing activities of government and therefore various elements are at different phases in their own right. The management of the ISRDS it is now completing phase two and establishing a clear focus on phases three and four. The operational approach of the ISRDS. It will build immediately on existing programmes of government through a well-co-ordinated, bottom-up approach to rural local economic development. Key government initiatives will form a core of the integrated programmes on which ISRDS will be built. An initial focus will be on a manageable number of selected areas, or nodes, where the process at a local level will be guided. The range of programme options will be customised in each node into a basket of services. The selection will be based on participatory decision making at local level and will include resources from government and other social partners. The chief instrument for integration will be the mechanisms of IDPs as provided for in the Municipal Systems Bill. Technical assistance and management assistance will be provided through IDP and ISRDS structures. The objective will be to bolster and develop local capacity. The primary source of funding is anticipated to come from better synergy of existing programmes rather than allocation of significantly more funds to rural development in aggregate. Municipal councils will use the IDP process to attract desired programmes from government and other sources. The ISRDS will extend progressively from the pilot nodes. The strategy recognises the risks of over concentration of resources from a stable resource pool in a few areas, but will put relevant indicators in place to manage such tendencies. Some complementary measures to support the ISRDS: human resource development and capacity building; land reform: implement revised programme; community based income generation projects; social assistance and safety nets; and rural finance. The proposed institutional arrangements, which will operate in the political and operational areas. In the political sphere the Presidency is responsible to the Cabinet for overall co-ordination and monitoring. The Presidency will engage provincial Premiers to establish sound operational co-operative governance understandings between these spheres of government. A core group of Ministers in Cabinet will be drawn from the Infrastructure, Economic and social Cabinet Clusters. Each Cluster will ensure that sectoral line function departments prioritise identified nodes and operate through the planning mechanisms of IDPs. In the operational sphere, each node will be supported by a project team, led by a nodal delivery manager, who will report to the nodal champion. Community based project teams will be established in each node in a range of formats and scales depending on local circumstances. They will integrate with designated nodal IDP structures. Extensive stakeholder mobilisation will be implemented. Five elements of the implementation: institutional arrangements; establishment of an information and knowledge base; development of planning and monitoring systems; establishing mechanisms of coordination; and stakeholder mobilisation. Three phases are identified, with specified actions for each element above over each: Phase 1: The period from December 2000 to March 2001 (until the end of the financial year), will encompass all the immediate actions within the five elements identified for implementation of the ISRDS. Phase 2: The period from April 2001 to March 2004 will build and expand the strategy and extend operations into a greater number of nodes. Phase 3: The period from April 2004 to March 2010 will manage the strategy into maturity. The strength of the strategy lies in its emphasis on a mechanism that can achieve results on the ground. That mechanism, in brief, empowers rural stakeholders to use the IDP process to select programmes that address their priorities. The basket of selected programmes is financed at the municipal level through an expenditure envelope comprised of the municipal budget, the commitments of the line departments through the IDP process,
ISRDS Statement commitments of donor organizations and NGOs, and public -private partnerships. Although these resources were available in the past, they lacked the integrative mechanism described in the strategy. Suggested Isett Contribution Based on the above statements, the Isett Setas suggested contribution to the ISRDS is: Support to FET and HET institutions through Train-the-Trainer. Support to rural FET and HET institution learners via sponsorship of EUC learning programmes (will assist to develop the ICT Sector resulting in job creation). Work with local community, NGOs, skills development fora and training institutions, provincial government and municipalities.
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Appendix 8: National Industrial Policy Framework (NIPF)

NIPF Statements Suggested Isett Seta Contribution Although the NIPF aims to encourage the improvement of growth and employment conditions across much of the economy generally, its primary focus is on the relatively low-skill intensity industries: non-traditional tradeable goods and services in the primary, manufacturing and services sectors of the economy. Industrial policy is not the domain of a single government department. It requires intensive coordination across a range of government departments. It can also only be implemented successfully if it is aligned with four associated and supporting sets of policies. 1. A stable and supportive macroeconomic and regulatory environment. 2. Appropriate skills development and education systems which are increasingly integrated with the needs of the industrial economy. 3. Sufficient, reliable and competitively priced traditional and modern infrastructure. 4. Adequate support for various forms of technological investment within the economy. Over the past few years it has become evident that South Africas economy is capable of performing at even higher than current levels. Thus Government aims, principally through the Accelerated and Shared Growth Initiative of South Africa (ASGI-SA), to push toward its goal of halving unemployment and poverty in South Africa by 2014 by attaining 6% growth per annum in gross domestic product (GDP) by 2010. The Role of Skills/Education The link between skills and education policy on the one hand, and industrial policy on the other will be strengthened. A Through Pivotal programmes, Isett will assist particular emphasis is placed on coordination between high impact priority sectors and the relevant vocational in forging closer links between tertiary institutions, the development of technical tertiary graduates, and the need to link industry demand and tertiary educational institutions and industry. institutions supply more closely together. 1.1.6 However, a situational analysis indicates that the major structural weakness in the industrial economy has been Attempt to assist potential retrenchees in the that the losses in employment in traditional commodity sectors of the economy (such as agriculture and mining) have traditional sectors with ABET and End User not adequately been offset by sufficiently rapid growth in non-traditional tradeable sectors (such as in manufacturing Computing training to improve their and certain tradeable services). These tradeable sectors are critical for employment creation because they are prospects of re-employment in other sectors, generally both labour-intensive and characterised by relatively low-skill intensity. utilising NSF funding. Challenges will involve an interim living allowance and poor English skills. This will require cross-sectoral partnering with Agriseta and MQA. 2. NECESSARY CONDITIONS FOR INDUSTRIALISATION In order for the industrial economy to fire on all cylinders and for an industrial policy to be successful, coordination and alignment is required across a range of supporting policies and institutions. Four main sets of policies need to be implemented in step with more direct industrial policies, namely: Macroeconomic and regulatory environment; Skills and education for industrialisation; Traditional and modern infrastructure; and Innovation and technology. 2.2 Skills and education for industrialisation The productive capabilities required to produce goods and services in an ever more globalised economy are becoming The Isett Seta will encourage larger numbers increasingly sophisticated. All types of production are affected by this trend, even so-called labour intensive activities. In of graduates with tertiary ICT skills through the short term, this requires much stronger alignment between industrial policies and skills institutions. In the longer partnering with industry and the awarding of term, it requires integration with the educational system with a particular emphasis on ensuring larger numbers of conditional bursaries. graduates with tertiary technical skills. Competitive advantage in geographic-specific industrial clusters is greatly Isett Seta to forge partnerships with HETs, enhanced by strengthening linkages between tertiary institutions and the needs of industry, which in turn requires larger including partnering with learnerships. numbers of secondary graduates with university entrance in mathematics and science. The highest growth sectors since 1994 have largely been in skills-intensive non-tradeable services and capital-intensive upstream resource-based manufacturing. Skills intensity across all sectors of the economy has increased, including the tradeable sectors. However the overwhelming majority (over 70%) of employment in the tradeable
NIPF Statements Suggested Isett Seta Contribution sectors still comprises low and unskilled workers, with around 60% in manufacturing. By contrast, the private and public non-tradeable sectors are far more skills intensive, with low and unskilled workers accounting for only around one third of employment. 3.3.6 Export performance has also been mixed over this period. There has been important diversification of the export The Isett Seta will identify export companies basket away from over-reliance on minerals. Resource-based sectors continue to dominate manufacturing exports, within the Isett Sector and assist with skills although their share declined from over 74% in 1994 to 61% in 2006. The automotive industry has been the most development in those companies to boost important source of manufacturing export growth and diversification. But South Africa has not sufficiently integrated into exports. rapidly growing areas of global trade, such as electro-technical products. Muted export performance in non-traditional tradeable goods and services is of concern in a context of high unemployment since skills intensity in these sectors is lowest, and hence they offer the best opportunities for creating employment for relatively unskilled workers. 4.1.8 The strategy of the previous government of deliberately not investing in skills formation for the majority of the Isett will address the top 17 scarce skills as population has created long-term problems. This poses two major sets of challenges. The first is that the global indicated by the Isett Sector. commoditisation of lower-value manufacturing places constraints on the growth of sectors that can absorb relatively unskilled labour. Conversely, availability of skilled labour becomes a constraint on the growth of more dynamic goods and services markets, which are increasingly more skills- and technology intensive. 5.1.1 Diversification of the economy towards non-traditional tradeable goods and services and beyond a mineral and As above. agricultural base is necessary for a range of reasons. It allows countries to escape from the volatility and long-term decline in the terms of trade of a number of commodities. Movement into manufacturing and exportable service activities allows countries to take advantage of the rising income elasticity of demand that derives from increasing wealth in the world economy. This movement is fundamental to higher living standards as people shift from un- or under-employment to more productive formal sector activities. It is well recognised that this process of industrial development is beset with market and production failures. The ability to produce does not occur automatically but is an incremental process of learning and developing cumulative capabilities. During this process a number of markets generally may not work well, or may even be entirely missing. In particular, these generally are markets for capital, technology and skills development. 7.4.4 Advanced manufacturing sectors 7.4.4.2 Advanced manufacturing is generally characterised by relatively high levels of skills and technology The Isett Seta will identify companies with requirements and encompasses sectors such as automotives, aerospace, electronics, and nuclear energy. These R&D capability within the Isett Sector and sectors are often driven by foreign direct investors who own the proprietary knowledge involved and who subcontract assist with skills development in those original equipment manufacturing. However, there are areas in which South Africa is developing its own proprietary companies to boost this capability. technologies, such as in mining capital goods and nuclear energy. Challenges exist with respect to deepening domestic Isett Seta will partner with the CSIR, technology linkages in automotives, building more competitive manufacturing capabilities at scale, and identifying the universities and ISOEs. areas in which South Africa can participate competitively in more dynamic value chains, such as the electro-technical group of products. This is likely to require targeted support in the areas of technology development, technological infrastructure and more focused FDI promotion efforts. 7.4.6 Tradeable Services 7.4.6.1 In developing sectors, the importance of services should not be overlooked. The sector broadly constitutes over Develop End User Computing/Call Centre 60% of GDP and employment. While much services activity is driven organically by increasing per capita incomes, Qualification and Learnership. there are certain services sectors that display desirable developmental characteristics such as the ability to absorb Promote the End User Computing/Call labour and generate substantial value addition. A number of services sectors tend to have higher employment elasticity Centre Qualification and Learnership. than manufacturing, although they also tend to be relatively skills-intensive. Promising services for development or self- Sponsor learners on the End User discovery processes include business process outsourcing (BPO), ICT services, engineering, construction and mining Computing/Call Centre Learnership,
NIPF Statements services and the film industry. The major generic challenges facing most of these sectors relate particularly to broadband availability and costs, and skills and education development.
Suggested Isett Seta Contribution particularly in rural areas. Obtain Telkoms rural telecommunications development plan and sponsor rural End User Computing/Call Centre Learnership through Telkom on the basis the rural telecommunications infrastructure be provided/improved by Telkom. This type of partnership could also be formed with Neotel and the cellular operators. See above.
10. SP4: SKILLS AND EDUCATION FOR INDUSTRIALISATION 10.1 As outlined above the skills and education system form a fundamental pillar for the success of an industrial policy. There is currently insufficient integration between industrial policy objectives and skills and education systems. There is therefore a need from much closer alignment between industrial policy and skills and education development, particularly with respect to sector strategies. 10.2 At the level of vocational training there is a need for much greater coordination between the development and implementation of sector strategies and the corresponding Sector Education and Training Authorities (SETAs). In particular, the SETAs related to the high-impact sectors prioritised from time-to-time by Government itself, require priority attention such that they are optimally supportive of the sector development process. Lessons learned from this process can be applied to the improvement of the SETA system as a whole. 10.3 In the medium- to long-term there is a need for much stronger alignment between the education system and industrial policy. A critical requirement for any successful industrialisation process is the provision of adequate numbers of graduates in tertiary technical fields such as science and engineering. South Africas recent growth spurt has highlighted weaknesses in this area. 10.4 Improvements on the tertiary technical front require a much larger pool of school leavers with university entrance in mathematics and science. This implies purposive efforts to improve the cadre of school leavers necessary for a modern and increasing knowledge-driven economy.
See above.
10.5 There is also a requirement to strengthen the integration between tertiary institutions and industries in the same geographic location. This is particularly the case in more technology and skill intensive industries where local tertiary institutions form a fundamental pillar of industrial clustering.
The Isett Seta will encourage larger numbers of graduates with tertiary ICT skills through partnering with industry and the awarding of conditional bursaries. The Isett Seta will partner with DHETs Foundation Programme in the way of Pivotal programmes to assist potential tertiary institution entrants who require additional assistance with maths and science. The Isett Seta will promote End-User Computing to FETs and rural educational institutions, which will have the long-term effect of making our population more ICT literate, providing them with better access to the world of the Internet and to job and new venture opportunities. Isett will address the top 17 scarce skills as indicated by the Isett Sector. The Isett Seta will identify companies with R&D capability within the Isett Sector and
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13. SP7: INDUSTRIAL UPGRADING PROGRAMME 13.1 Evidence from firms in the private sector indicates that firms which invest in non-price-based strategies associated with upgrading their industrial capabilities demonstrate superior performance in terms of both turnover and employment growth. These include investments in machinery, upgrading skills, and improving their logistics capabilities. 13.5 The second component of industrial upgrading is the technological infrastructure that supports it. Technological infrastructure is defined as infrastructure for a public good, which individual firms would normally be unable or unwilling
NIPF Statements to invest in, but which has substantial technological impact on the industry as a whole. Due to the broad range and sector-specific nature of the facilities that meet these criteria, it may be desirable to establish a Technological Infrastructure Fund, with broad guidelines, able to support a range of facilities. The types of facilities that would be supported would include tooling and casting facilities, sector-specific skills centres, where fixed costs of equipment are too high for individual firms to invest, and centres for research excellence.
Suggested Isett Seta Contribution assist with skills development in those companies to boost this capability. Isett Seta will partner with the CSIR, universities and ISOEs.
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Appendix 9: List of Private FET Colleges

Source: DHET, http://www.education.gov.za/dynamic/dynamic.aspx?pageid=432&certificate_nr=&institution_name=&registration_nr=&registration_type_id=&province_id=&town=&date_registered=&accreditation_ Institution MSC Education Holdings Empilweni Education Protea Nursing School Intec College Ikusasa Lethu Nursing School ESDA Nursing Education Institution LSA School of Technology Margaret Nicol and Associates Reg Nr 2008/FE07/112 2010/FE07/052 2010/FE07/010 2008/FE07/025 2010/FE07/007 2009/FE08/003 2007/FE07/005 2010/FE07/046 Cert Nr 113-P Reg Type Provisional Province (Head Office) Eastern Cape Gauteng KwaZulu-Natal Western Cape Western Cape Gauteng Western Cape Western Cape City/Town (Head Office) East London Johannesburg Durban Cape Town Cape Town Johannesburg Uniondale Wynberg Date Reg Date EAC Date EPR Learning Sub-Fields 25-Nov-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Finance, Economics & Accounting 02-Feb-10 31-Dec-15 31-Dec-16 Promotive Health 28-Jan-10 31-Dec-15 31-Dec-16 Promotive Health 12-Jun-08 31-Dec-13 31-Dec-14 Electrical Infrastructure Construction Finance, Economics & Accounting 02-Jan-10 31-Mar-15 31-Dec-16 Promotive Health 25-Mar-09 31-Dec-14 31-Dec-15 Preventive Health 19-Sep-07 31-Dec-12 31-Dec-13 Physical Planning, Design & Management 27-May-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies Generic Management Marketing Office Administration Project Management 17-Dec-09 31-Dec-14 31-Dec-15 Building Construction 22-Feb-10 31-Dec-15 31-Dec-16 Finance, Economics & Accounting 08-May-09 31-Dec-14 31-Dec-15 Preventive Health 22-Jan-10 31-Dec-15 31-Dec-16 Manufacturing & Assembly 20-Feb-09 31-Dec-14 31-Dec-15 Preventive Health 06-Jun-10 31-Dec-15 31-Dec-16 Manufacturing & Assembly 17-Feb-10 31-Dec-15 31-Dec-16 Promotive Health 01-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Electrical Infrastructure Construction Engineering and Related Design Finance, Economics & Accounting Hospitality, Tourism, Travel, Gaming and Leisure Human Resources Office Administration Physical, Mathematical, Computer and Life Sciences 03-Feb-10 31-Dec-15 31-Dec-16 Promotive Health 07-Apr-10 31-Dec-15 31-Dec-16 Preventive Health 30-Jul-09 31-Dec-14 31-Dec-15 Preventive Health
052-P Provisional 060-P Provisional 0254-P Provisional 053-P Provisional
0246-P Provisional 0014-P Provisional 137-P Provisional
Tjeka Training Matters Triple E Training Holdings Tswelopele Nursing School Izizwe Training Centre Midlands School of Nursing NCP Chlorchem Oceanview Nurse Training College Pretoria Technical College
2009/FE07/118 2010/FE07/013 2009/FE07/043 2010/FE07/002 2009/FE07/009 2010/FE07/047 2010/FE07/018 2009/FE07/090
029-P Provisional 063-P Provisional 0265-P Provisional 037-P Provisional 0220-P Provisional 138-P 074-P Provisional Provisional
Western Cape Gauteng Gauteng KwaZulu-Natal KwaZulu-Natal Gauteng KwaZulu-Natal Gauteng
Durbanville Krugersdorp Krugersdorp Durban Pietermaritzburg Kempton Park Scottburgh Pretoria
0349-P Provisional
Rhema Service Foundation School of Nursing Saint Ignatious College Sakhisizwe Nursing School
2010/FE08/002 2010/FE07/031 2009/FE07/066
056-P
Provisional
Gauteng Gauteng KwaZulu-Natal
Roodepoort Johannesburg Durban
091-P Provisional 0302-P Provisional
Page 96
Institution
Reg Nr
Cert Nr
Reg Type
Thembelani Further 2009/FE07/068 Education and Training College Vaal Technology Institute 2009/FE07/035 Falcon Business Institute 2007/FE07/011 G S F Education 2007/FE07/016 Intuition Computer College KwaZulu Natal Tourism Training Centre Micromath Trading 307 Shekinah Nursing School Tshwane Institute of Technology Ludumo Nursing School Pinnacle Business College Umbilo Further Education and Training College Injabulo Community Care South African National Tutor Services South African Academy for Hair and Skincare Technology Tioxide Southern Africa Procomputrain College McCord Hospital School of Nursing Ndumiso Training Institute Medi-Clinic Truworths Regenesys Management 2009/FE07/074 2007/FE07/004 2010/FE07/044 2009/FE07/036 2008/FE07/035 2009/FE07/112 2010/FE07/003 2009/FE07/086 2009/FE08/016 2008/FE07/013 2009/FE07/025 2010/FE07/030 2009/FE07/052 2009/FE08/014 2009/FE07/056 2009/FE06/005 2009/FE06/003 2009/FE07/023
0304-P Provisional 0250-P Provisional 0297-P Provisional 0216-P Provisional 0315-P Provisional 0013-P Provisional 134-P Provisional 0251-P Provisional 0100-P Provisional 014-P Provisional 038-P Provisional 0356-P Provisional 007-P Provisional 0072-P Provisional 0236-P Provisional 090-P Provisional 0277-P Provisional 0009-P Provisional 0282-P Provisional 018-P Provisional 0323-P Provisional 0234-P Provisional
Province (Head Office) KwaZulu-Natal Gauteng Gauteng Gauteng KwaZulu-Natal KwaZulu-Natal KwaZulu-Natal KwaZulu-Natal Gauteng KwaZulu-Natal Gauteng KwaZulu-Natal Gauteng Gauteng North West KwaZulu-Natal Gauteng KwaZulu-Natal KwaZulu-Natal Western Cape Western Cape Gauteng
City/Town (Head Office) Durban Johannesburg
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
03-Jul-09 31-Dec-14 31-Dec-15 Preventive Health
25-Mar-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences Johannesburg 20-Oct-07 31-Dec-12 31-Dec-13 Information Technology & Computer Sciences Johannesburg 22-Oct-07 31-Dec-12 31-Dec-13 Music Performing Arts Durban 31-Jul-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences Durban 19-Sep-07 31-Dec-12 31-Dec-13 Hospitality, Tourism, Travel, Gaming and Leisure Ladysmith 31-May-10 31-Dec-15 31-Dec-16 Promotive Health Pietermaritzburg 03-Apr-09 31-Dec-14 31-Dec-15 Preventive Health Pretoria 16-Apr-08 31-Dec-13 31-Dec-14 Physical, Mathematical, Computer and Life Sciences Pietermaritzburg 01-Dec-09 31-Dec-14 31-Dec-15 Promotive Health Johannesburg 22-Jan-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies Durban 01-Oct-09 31-Dec-14 31-Dec-15 Engineering and Related Design Pretoria Pretoria Potchefstroom Durban Pretoria Durban Ulundi Stellenbosch Cape Town Johannesburg 12-Mar-09 31-Dec-14 31-Dec-15 Promotive Health 12-Jun-08 31-Dec-13 31-Dec-14 Education, Training & Development 13-Mar-09 31-Dec-14 31-Dec-15 Personal Care 18-Mar-10 31-Dec-15 31-Dec-16 Manufacturing & Assembly 07-Jun-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences 05-Nov-09 31-Dec-14 31-Dec-15 Curative Health 07-Jun-09 31-Dec-14 31-Dec-15 Preventive Health 12-Dec-09 31-Dec-14 31-Dec-15 Preventive Health 12-Aug-09 31-Dec-14 31-Dec-15 Wholesale & Retail 13-Mar-09 31-Dec-14 31-Dec-15 Education, Training & Development Human Resources Project Management 22-Feb-10 31-Dec-15 31-Dec-16 Preventive Health 08-Jul-09 31-Dec-14 31-Dec-15 Marketing 13-Mar-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Manufacturing & Assembly 12-Jun-08 31-Dec-13 31-Dec-14 Cleaning, Domestic, Hiring, Property and Rescue Services 21-Apr-10 31-Dec-15 31-Dec-16 Preventive Health 12-Jun-08 31-Dec-13 31-Dec-14 Generic Management
Middelburg Hospitaal Quali-Call Dionysus Skills Development Initiative Ditasa Letjhabile-Libalele Nursing College African Union Skills
2010/FE06/001 2009/FE07/071 2008/FE07/022 2008/FE07/047 2010/FE07/035 2008/FE07/043
079-P Provisional 0309-P Provisional 0203-P Provisional 0110-P Provisional 103-P Provisional
Mpumalanga Western Cape KwaZulu-Natal Gauteng Gauteng KwaZulu-Natal
Middelburg Cape Town Durban Pretoria Johannesburg Durban
0106-P Provisional
Page 97
Institution Development
Reg Nr
Cert Nr
Reg Type
Province (Head Office)
City/Town (Head Office)
Date Reg
Date EAC
Date EPR
Learning Sub-Fields Marketing Office Administration Project Management Hospitality, Tourism, Travel, Gaming and Leisure Marketing Generic Management Marketing Office Administration Project Management Physical, Mathematical, Computer and Life Sciences Generic Management Marketing Business, Commerce and Management Studies Physical, Mathematical, Computer and Life Sciences Physical, Mathematical, Computer and Life Sciences
Institute of Tourism and 2007/FE07/012 Hospitality Technology Durbuscol 2010/FE07/020 Edutel Services Company 2008/FE07/031
KwaZulu-Natal KwaZulu-Natal Gauteng
Durban Durban Johannesburg
16-Oct-07 31-Dec-12 31-Dec-13 17-Feb-10 31-Dec-15 31-Dec-16 16-Apr-08 31-Dec-13 31-Dec-14
Boston Technology Campus Optimum Learning Technologies L R Group
2008/FE07/088 2008/FE07/045 2008/FE07/054
Gauteng Western Cape Western Cape
Johannesburg Cape Town Cape Town
01-Nov-08 31-Dec-13 31-Dec-14 12-Jun-08 31-Dec-13 31-Dec-14 18-Jul-08 31-Dec-13 31-Dec-14
Training and Instructional Design Academy of South Africa Helping Hands Skills Academy IMBISA Institute for Management and Business in Southern Africa M-S Concept New Beginnings Training and Development Organisation NQTAC Cape Open Learning Group Organisation Development International Universal College Outcomes SA PC Educational Holdings Bright Idea Projects 447
2009/FE07/031 2008/FE07/065 2008/FE07/012
Gauteng Western Cape Gauteng
Pretoria Saldanha Johannesburg
07-May-09 31-Dec-14 31-Dec-15
20-Aug-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 14-Feb-08 31-Dec-13 31-Dec-14 Generic Management
2010/FE07/014 2009/FE08/013 2008/FE07/042 2009/FE07/101 2008/FE07/028 2008/FE07/005
KwaZulu-Natal KwaZulu-Natal Western Cape Gauteng Gauteng Free State
Newcastle Durban George Johannesburg Pretoria Bloemfontein
18-Mar-10 31-Dec-15 31-Dec-16 Preventive Health 06-Oct-09 31-Dec-14 31-Dec-15 Education, Training & Development 12-Jun-08 31-Dec-13 31-Dec-14 Hospitality, Tourism, Travel, Gaming and Leisure 10-Dec-09 31-Dec-14 31-Dec-15 Marketing Wholesale & Retail 27-Mar-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 14-Feb-08 31-Dec-13 31-Dec-14 Education, Training & Development Physical, Mathematical, Computer and Life Sciences 13-Mar-08 31-Dec-13 31-Dec-14 Education, Training & Development 07-Jun-09 31-Dec-14 31-Dec-15 Generic Management Marketing 03-Apr-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 01-Oct-09 31-Oct-14 31-Dec-15 Preventive Health 30-Apr-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly
2008/FE07/021 2009/FE07/063
KwaZulu-Natal Gauteng KwaZulu-Natal Gauteng Gauteng
Durban Johannesburg Durban Johannesburg Midrand
K I B College 2009/FE07/034 Life Healthcare Group 2009/FE07/097 Ifihlile Training Academy 2009/FE07/047 (Gauteng)
Page 98
Institution Nicole Nurses Training School Serwalo Hair Academy Rand International Management and Training Consultants S Buys Training and Development Academy Saint Ambrose Nursing School White River Technical College
Reg Nr 2009/FE07/072 2008/FE07/060 2007/FE07/009 2010/FE07/015 2010/FE07/025 2010/FE07/037
Cert Nr
Reg Type
0310-P Provisional 0124-P Provisional 0019-P Provisional 065-P 084-P 108-P Provisional Provisional Provisional
Province (Head Office) Gauteng Gauteng Gauteng Gauteng KwaZulu-Natal Mpumalanga
City/Town (Head Office) Soshanguve Pretoria Johannesburg Carletonville Verulam White River
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
13-Jul-09 31-Dec-14 31-Dec-15 Preventive Health 18-Jul-08 31-Dec-13 31-Dec-14 Personal Care 19-Sep-07 31-Dec-12 31-Dec-13 Business, Commerce and Management Studies 22-Feb-10 31-Dec-15 31-Dec-16 Preventive Health Primary Agriculture 18-Mar-10 31-Dec-15 31-Dec-16 Preventive Health 26-Mar-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies Engineering and Related Design Finance, Economics & Accounting Hospitality, Tourism, Travel, Gaming and Leisure Human Resources Marketing 04-Sep-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Public Relations 01-Oct-09 31-Dec-14 31-Dec-15 Education, Training & Development 03-Apr-09 31-Dec-14 31-Dec-15 Engineering and Related Design 12-May-09 31-Dec-14 31-Dec-15 Preventive Health 11-Nov-08 31-Dec-13 31-Dec-14 Marketing 13-Nov-09 31-Dec-14 31-Dec-15 Preventive Health 14-Feb-08 31-Dec-13 31-Dec-14 Physical, Mathematical, Computer and Life Sciences 03-Apr-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences 07-Jun-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 31-Jul-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences 18-May-10 31-Dec-15 31-Dec-16 Preventive Health 03-Apr-09 31-Dec-14 31-Dec-15 Education, Training & Development 12-May-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences 19-Oct-07 31-Dec-12 31-Dec-13 Adult Learning 12-Aug-09 31-Dec-14 31-Dec-15 Sport 13-May-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 19-Feb-09 31-Dec-14 31-Dec-15 Preventive Health
Wilberforce Community College Safe and Sound Learning Association Academy of Advanced Technology Africa School of Missions Agon Training St Mary's Hospital Nursing College Teccom Training College Vine College VPK Business Venture Commerce and Computer College of South Africa Act of Grace 33 Learning for Sustainability Central College of Business and Computer Studies Edutel Skills Development Exercise Teachers Academy Impregnation Web Technology Khanyisa Nursing School
2009/FE08/010 2009/FE08/011 2009/FE07/030 2009/FE08/006 2008/FE07/100 2009/FE08/015 2008/FE07/006 2009/FE07/033 2009/FE07/051 2009/FE07/073 2010/FE07/024 2009/FE08/002 2009/FE07/041 2007/FE07/008 2009/FE07/082 2009/FE07/045 2009/FE07/007
0326-P Provisional 0328-P Provisional 0283-P Provisional 0261-P Provisional 0178-P Provisional 0377-P Provisional 0065-P Provisional 0249-P Provisional 0276-P Provisional 0314-P Provisional 083-P Provisional 0247-P Provisional 0262-P Provisional 0017-P Provisional 0325-P Provisional 0268-P Provisional 0215-P Provisional
Gauteng Gauteng Gauteng Mpumalanga Gauteng KwaZulu-Natal Gauteng Gauteng Gauteng KwaZulu-Natal Western Cape Western Cape Gauteng Gauteng Western Cape Western Cape Gauteng
Evaton Germiston Johannesburg White River Johannesburg Durban Johannesburg Pretoria Krugersdorp Durban Somerset West Stellenbosch Johannesburg Johannesburg Cape Town Cape Town Johannesburg
Page 99
Institution Hydro Training Academy I-Fundi Customer Solutions Sector Education and Skills Training Organisation Robin Trust Nursing College Wilma Guest Hulpbrondienste The S A J Competency Training Institute KLM Empowered Human Solutions Specialists
Reg Nr 2008/FE07/029 2008/FE07/091 2007/FE07/020 2009/FE07/046 2008/FE07/061 2010/FE07/004 2009/FE07/021
Cert Nr
Reg Type
0185-P Provisional 0165-P Provisional 0034-P Provisional 0269-P Provisional 0128-P Provisional 051-P Provisional
Province (Head Office) Gauteng Gauteng Gauteng Western Cape Gauteng Gauteng Gauteng
City/Town (Head Office) Boksburg Johannesburg Johannesburg Pinelands Pretoria Germiston Johannesburg
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
27-Mar-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 11-Nov-08 31-Dec-13 31-Dec-14 Marketing 26-Nov-07 31-Dec-12 31-Dec-13 Generic Management Marketing 13-Jul-09 31-Dec-14 31-Dec-15 Preventive Health 20-Aug-08 31-Dec-13 31-Dec-14 Generic Management 19-Feb-10 31-Dec-15 31-Dec-16 Manufacturing & Assembly 13-Mar-09 31-Dec-14 31-Dec-15 Generic Management Human Resources Marketing Office Administration 22-Aug-08 31-Dec-13 31-Dec-14 Office Administration 16-Apr-08 31-Dec-13 31-Dec-14 Cleaning, Domestic, Hiring, Property and Rescue Services Generic Management Office Administration 07-Apr-10 31-Dec-15 31-Dec-16 Education, Training & Development 22-Aug-08 31-Dec-13 31-Dec-14 Hospitality, Tourism, Travel, Gaming and Leisure 24-Nov-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 25-Mar-09 31-Dec-14 31-Dec-15 Preventive Health 20-Aug-08 31-Dec-13 31-Dec-14 Hospitality, Tourism, Travel, Gaming and Leisure 30-Apr-09 31-Dec-14 31-Dec-15 Preventive Health 22-Feb-10 31-Dec-15 31-Dec-16 Preventive Health 13-Mar-08 31-Dec-13 31-Dec-14 Education, Training & Development 27-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Engineering and Related Design Finance, Economics & Accounting Hospitality, Tourism, Travel, Gaming and Leisure Human Resources Information Technology & Computer Sciences Marketing Office Administration
0233-P Provisional
Siyanqoba Seminars 2008/FE07/052 Siyaya Hygiene and Skills 2008/FE07/041 Institute
Gauteng Gauteng
Pretoria Johannesburg
Little Elephant Further Education and Training College African Global Skills Academy Dyna Training Gandhi-Mandela Nursing Academy Makiti Guides and Tours Ring Mash Nursing School Comficor Professional Development Edutak Pre-School Training and Development Dam Technical College
2010/FE08/004 2008/FE07/023 2008/FE07/095 2009/FE07/022 2008/FE07/011 2009/FE07/042 2010/FE07/022 2008/FE08/001 2008/FE07/018
092-P
Provisional
KwaZulu-Natal Eastern Cape Western Cape KwaZulu-Natal Gauteng Gauteng Western Cape Gauteng Gauteng
Greytown Port Elizabeth Cape Town Durban Pretoria Pretoria Cape Town Pretoria Johannesburg
Page 100
Institution
Reg Nr
Cert Nr
Reg Type
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
The People Architects LHR Solutions College of Vocational Studies Micromatica 285
2009/FE07/064 2009/FE07/075 2009/FE07/028 2007/FE07/019
0300-P Provisional 0316-P Provisional 0241-P Provisional 0033-P Provisional 109-P 062-P Provisional Provisional
Gauteng Gauteng Gauteng KwaZulu-Natal Western Cape Gauteng Western Cape Gauteng Gauteng Gauteng Western Cape Gauteng KwaZulu-Natal KwaZulu-Natal KwaZulu-Natal Gauteng
Pretoria Johannesburg Johannesburg Durban Cape Town Pretoria Cape Town Pretoria Vereeniging Johannesburg Lansdowne Pretoria Durban Durban Durban Pretoria
Physical, Mathematical, Computer and Life Sciences Public Administration Public Relations 29-Jun-09 31-Dec-14 31-Dec-15 Public Administration 31-Jul-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 25-Mar-09 31-Dec-14 31-Dec-15 Secondary Agriculture 26-Nov-07 31-Dec-12 31-Dec-13 Physical, Mathematical, Computer and Life Sciences 12-May-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies 19-Feb-10 31-Dec-15 31-Dec-16 Physical, Mathematical, Computer and Life Sciences 07-May-09 31-Dec-14 31-Dec-15 Preventive Health 16-Oct-07 31-Dec-12 31-Dec-13 Physical, Mathematical, Computer and Life Sciences 18-Apr-10 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 22-Oct-07 31-Dec-12 31-Dec-13 Manufacturing & Assembly 25-Nov-07 31-Dec-12 31-Dec-13 Education, Training & Development 10-Dec-08 31-Dec-13 31-Dec-14 Physical, Mathematical, Computer and Life Sciences 13-May-09 31-Dec-14 31-Dec-15 Preventive Health 07-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Communication Studies 02-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 12-Jun-08 31-Dec-13 31-Dec-14 Engineering and Related Design Information Technology & Computer Sciences Manufacturing & Assembly 07-Dec-07 31-Dec-12 31-Dec-13 Adult Education Human Resources 31-May-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies Physical, Mathematical, Computer and Life Sciences 22-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 29-Jun-09 31-Dec-14 31-Dec-15 Hospitality, Tourism, Travel, Gaming and Leisure 26-May-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 17-Feb-10 31-Dec-15 31-Dec-16 Secondary Agriculture 01-Nov-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies
Entrepreneurial Business 2010/FE07/038 School Edusa College 2010/FE07/012 St Joseph's Home Nurses' Training School Goldex 545 Rock of Springs Training Centre GP The South African Breweries Early Learning Resource Unit Academy of Business and Computer Studies Aryan Benevolent Home ABH Nursing School Anchor-Lite College S A Entrepreneurs Survival Solutions GijimaAst Holdings 2009/FE08/008 2007/FE07/017 2010/FE07/027 2007/FE06/001 2007/FE08/001 2008/FE07/108 2009/FE08/007 2009/FE07/095 2009/FE07/094 2008/FE07/048
0021-P Provisional 0018-P Provisional 0187-P Provisional 0267-P Provisional 0354-P Provisional 0351-P Provisional 0217-P Provisional
Maccauvlei Learning Academy Impi Training
2007/FE07/023 2010/FE07/045
Gauteng Gauteng
Vereeniging Kempton Park
MSE Training Academy Gaming and Hospitality Management Academy Payroll Education British American Tobacco South Africa Advtech Resourcing
2008/FE07/014 2009/FE07/065 2008/FE07/033 2010/FE07/019 2008/FE07/085
North West Western Cape Gauteng Western Cape Gauteng
Potchefstroom Cape Town Johannesburg Cape Town Johannesburg
Page 101
Institution
Reg Nr
Cert Nr
Reg Type
Province (Head Office) KwaZulu-Natal KwaZulu-Natal Gauteng Limpopo
City/Town (Head Office) Durban Durban Pretoria Thohoyandou
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
Shell and BP South African Petroleum Refineries Athena-Interactive Training Network Afrilink Leisuretainment Jevan Trading
2009/FE07/027 2009/FE07/085 2008/FE07/004 2009/FE07/084
Education, Training & Development 03-Jul-09 31-Dec-14 31-Dec-15 Engineering and Related Design Manufacturing & Assembly 26-Aug-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 06-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 12-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Electrical Infrastructure Construction Finance, Economics & Accounting Hospitality, Tourism, Travel, Gaming and Leisure Information Technology & Computer Sciences Manufacturing & Assembly Marketing Office Administration 04-Dec-07 31-Dec-12 31-Dec-13 Physical, Mathematical, Computer and Life Sciences 12-May-10 31-Dec-15 31-Dec-16 Generic Management Wholesale & Retail 09-Sep-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Manufacturing & Assembly Physical, Mathematical, Computer and Life Sciences 01-Feb-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 29-Apr-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 11-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 14-Feb-08 08-May-09 20-Aug-08 29-Apr-09 Manufacturing & Assembly Finance, Economics & Accounting Primary Agriculture Manufacturing & Assembly Wholesale & Retail 10-Mar-09 31-Dec-14 31-Dec-15 Finance, Economics & Accounting 29-Jan-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 18-Mar-10 31-Dec-15 31-Dec-16 Personal Care 18-Aug-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 18-Jul-08 31-Dec-13 31-Dec-14 Hospitality, Tourism, Travel, Gaming and Leisure 23-Apr-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 01-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 11-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 02-Oct-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 31-Dec-13 31-Dec-14 31-Dec-13 31-Dec-14 31-Dec-14 31-Dec-15 31-Dec-14 31-Dec-15
College of Kuilsriver Woolworths
2007/FE07/021 2010/FE07/040
Western Cape Western Cape Gauteng
Kuilsriver Cape Town Johannesburg
Jonda Learning Academy 2008/FE07/017
0130-P Provisional
Nettex Derlon Spinning Lancashire Manufacturing Company Michelle Footwear Instructability Elgin Community College College of Production Technology Momentum Group National Braiding Industries Pasquale Hairdressing Academy Operational Process Improvements TTCO Education and Training Khanyisela Training Braitex-Tensilon International Trimmings and Labels SA Sew Africa Marketing
2009/FE07/002 2009/FE07/049 2008/FE07/092 2008/FE07/015 2009/FE07/039 2008/FE08/006 2009/FE07/050 2009/FE06/001 2009/FE07/001 2010/FE07/028 2008/FE07/066 2008/FE07/056 2009/FE07/044 2008/FE07/087 2008/FE07/096 2008/FE07/078
0209-P Provisional 0273-P Provisional 0166-P Provisional 0154-P 0259-P 0125-P 0274-P Provisional Provisional Provisional Provisional
Western Cape KwaZulu-Natal Western Cape KwaZulu-Natal Gauteng Western Cape Gauteng Gauteng KwaZulu-Natal Gauteng Western Cape KwaZulu-Natal Eastern Cape Western Cape Western Cape Gauteng
Cape Town Ladysmith Cape Town Durban Benoni Cape Town Benoni Pretoria Estcourt Kempton Park Cape Town Pietermaritzburg Port Elizabeth Cape Town Cape Town Johannesburg
Page 102
Institution Oakfields College Boston Multi Media Victory Training College Ninian & Lester Spilo Wilbat Projects 148 Shukela Training Centre Xtensive ICT Academy Twoline Training
Reg Nr 2007/FE07/014 2008/FE07/044 2010/FE07/008 2008/FE07/046 2008/FE07/001 2009/FE07/060 2010/FE07/041 2008/FE07/073 2008/FE07/079
Cert Nr
Reg Type
0025-P Provisional 0107-P Provisional 054-P 0109-P 0060-P 0295-P 114-P 0143-P Provisional Provisional Provisional Provisional Provisional Provisional
Province (Head Office) Gauteng Gauteng Gauteng KwaZulu-Natal Western Cape KwaZulu-Natal KwaZulu-Natal Gauteng Gauteng Free State KwaZulu-Natal KwaZulu-Natal KwaZulu-Natal Gauteng
City/Town (Head Office) Pretoria Johannesburg Johannesburg Durban Paarl Durban Durban Midrand Pretoria Tweespruit
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
0176-P Provisional 0127-P Provisional 0224-P 0112-P 0119-P 0138-P Provisional Provisional Provisional Provisional
Lesedi Educare 2008/FE08/007 Association Tai Yuen Textile CO (SA) 2009/FE07/013 Hopewell Footwear 2008/FE07/049 Corrida Shoes 2008/FE07/055 Besek College 2008/FE07/070
01-Nov-07 31-Dec-12 31-Dec-13 Communication Studies Cultural Studies 12-Jun-08 31-Dec-13 31-Dec-14 Marketing Music 02-Feb-10 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 12-Jun-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 14-Feb-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 25-Jun-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 05-May-10 31-Dec-15 31-Dec-16 Primary Agriculture 19-Sep-08 31-Dec-13 31-Dec-14 Physical, Mathematical, Computer and Life Sciences 11-Nov-08 31-Dec-13 31-Dec-14 Primary Agriculture Secondary Agriculture 28-Jul-08 31-Dec-13 31-Dec-14 Education, Training & Development Manufacturing & Assembly Manufacturing & Assembly Manufacturing & Assembly Manufacturing & Assembly Physical, Mathematical, Computer and Life Sciences 25-Mar-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 01-Oct-09 31-Dec-14 31-Dec-15 Personal Care 31-Dec-14 31-Dec-13 31-Dec-13 31-Dec-13 31-Dec-15 31-Dec-14 31-Dec-14 31-Dec-14
Mooi River 20-Feb-09 Durban 10-Jun-08 Pietermaritzburg 18-Jul-08 Germiston 20-Aug-08
Crossley Holdings Autumn Storm Investments 249 Concept Interactive (Cape) In Excess Trading 22 Dano Textile Industries MLG Consultants Facilitators and Trainers Hartland Training and Development Centre
2009/FE07/020 2009/FE07/096 2008/FE07/077 2008/FE07/093 2008/FE07/081 2008/FE07/117 2009/FE07/087
KwaZulu-Natal Gauteng Western Cape Limpopo KwaZulu-Natal KwaZulu-Natal Gauteng
Durban Vereeniging Cape Town Polokwane Hammarsdale Durban Pretoria
25-Sep-08 31-Dec-13 31-Dec-14 Design Studies 11-Nov-08 31-Dec-13 31-Dec-14 Physical, Mathematical, Computer and Life Sciences 11-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 09-Dec-08 31-Dec-13 31-Dec-14 Wholesale & Retail 26-Aug-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Engineering and Related Design Finance, Economics & Accounting Hospitality, Tourism, Travel, Gaming and Leisure Human Resources Information Technology & Computer Sciences Marketing Office Administration Physical, Mathematical, Computer and Life Sciences Public Administration 02-Dec-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly
Sewing Industry Technical Training Capstone 528
2008/FE07/105 2008/FE07/106
Western Cape KwaZulu-Natal
Cape Town
Pietermaritzburg 02-Dec-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly
Page 103
Institution Seardel Group Trading The Academy of Professional Hairdressing South African Value Education Sasol Chemiese Nywerhede QED-Quality Executive Development SA College of Home Study Atcor Marburg Manufacturers Beier Safety Footwear NextGen Training Solutions Nchebeko Skills Consultancy ITO Focus-Phole Indub Trading African Spirit Trading 327 Itumeleng Training Solutions (Garsfontein) Barker Footwear TADI-Training and Development Institute P and L Hardware Pest Control Service Industries Board Aveng Africa Academy for Construction Skills The International Hotel School FirstRand STI Administration CBM Training The Independent Institute of Education
Reg Nr 2009/FE07/015 2009/FE07/038 2009/FE07/040 2009/FE06/002 2008/FE07/016 2009/FE07/099 2009/FE07/024 2008/FE07/075 2009/FE07/006 2008/FE07/099 2008/FE07/071 2008/FE07/102 2009/FE07/080 2009/FE07/091 2009/FE07/055 2009/FE07/053 2009/FE07/079 2009/FE07/067 2009/FE08/009
Cert Nr
Reg Type
0226-P Provisional 0256-P Provisional 0260-P Provisional 0311-P Provisional 0115-P Provisional 0362-P Provisional 0235-P 0146-P 0213-P 0177-P Provisional Provisional Provisional Provisional
Province (Head Office) Western Cape Gauteng Gauteng Free State Gauteng Western Cape Gauteng KwaZulu-Natal KwaZulu-Natal Gauteng Limpopo Gauteng KwaZulu-Natal Gauteng Gauteng Western Cape Free State Limpopo Gauteng Gauteng Eastern Cape KwaZulu-Natal Gauteng Gauteng Gauteng
City/Town (Head Office) Constantia Johannesburg Pretoria Sasolburg Johannesburg Bellvile Johannesburg Port Shepstone Pinetown Johannesburg Ga-Kgapane Pretoria Durban Johannesburg Pretoria Cape Town Bloemfontein Louis Trichardt Pretoria Johannesburg Durbanville Westville Pretoria Johannesburg Johanesburg
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
26-Feb-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 03-Apr-09 31-Dec-14 31-Dec-15 Personal Care 23-Apr-09 31-Dec-14 31-Dec-15 Building Construction Civil Engineering Construction 09-Jul-09 31-Dec-14 31-Dec-15 Engineering and Related Design Manufacturing & Assembly 14-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 05-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 13-Mar-09 19-Sep-08 19-Feb-09 24-Nov-08 Finance, Economics & Accounting Manufacturing & Assembly Manufacturing & Assembly Physical, Mathematical, Computer and Life Sciences 20-Aug-08 31-Dec-13 31-Dec-14 Promotive Health 31-Dec-14 31-Dec-13 31-Dec-14 31-Dec-13 31-Dec-15 31-Dec-14 31-Dec-15 31-Dec-14
0139-P Provisional 0180-P Provisional 0321-P Provisional 0338-P Provisional 0281-P Provisional 0279-P Provisional 028-P Provisional 026-P Provisional
11-Nov-08 31-Dec-13 31-Dec-14 Safety in Society 20-Jul-09 31-Dec-14 31-Dec-15 Transport Operations & Logistics 01-Oct-09 31-Dec-14 31-Dec-15 Cleaning, Domestic, Hiring, Property and Rescue Services 07-Jun-09 31-Dec-14 31-Dec-15 Promotive Health 07-Jun-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 22-Jul-09 31-Dec-14 31-Dec-15 Generic Management Public Administration 31-Jul-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Wholesale & Retail 30-Jul-09 31-Dec-14 31-Dec-15 Secondary Agriculture 01-Oct-09 31-Dec-14 31-Dec-15 Building Construction 01-Oct-09 31-Dec-14 31-Dec-15 Building Construction 29-Jul-09 31-Dec-14 31-Dec-15 Hospitality, Tourism, Travel, Gaming and Leisure 10-Dec-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 10-Dec-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 01-Nov-08 31-Dec-13 31-Dec-14 Design Studies Media Studies Personal Care 10-Dec-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Engineering and Related Design Finance, Economics & Accounting Hospitality, Tourism, Travel, Gaming and Leisure
0299-P Provisional
2009/FE06/004 0337-P Provisional 2009/FEO7/093 0350-P Provisional 2009/FE07/077 2009/FE07/107 2009/FE07111 2009/FE07/003 0319-P Provisional 010-P Provisional
Hatfield Tuition and Skills 2009/FE07/113 Development Centre
023-P
Provisional
Gauteng
Pretoria
Page 104
Institution
Reg Nr
Cert Nr
Reg Type
Date Reg
Date EAC
Date EPR
Learning Sub-Fields Human Resources Information Technology & Computer Sciences Marketing Office Administration Public Administration Manufacturing & Assembly Business, Commerce and Management Studies Information Technology & Computer Sciences Information Technology & Computer Sciences Preventive Health
Franz Falke Textiles Sandton Technical College Cat Group Netcare Hospital Management National Emergent Red Meat Producers Organisation Tshwane City College Tourism World
2010/FE07/005 2010/FE07/011 2010/FE07/021 2010/FE07/029 2010/FE08/005 2010/FE07/032 2008/FE07/098
046-P 061-P 077-P 088-P 093-P
Provisional Provisional Provisional Provisional Provisional
Western Cape Gauteng Gauteng Gauteng Gauteng Gauteng KwaZulu-Natal
Bellville South Pretoria Johannesburg Johannesburg Pretoria Pretoria Durban
25-Jan-10 31-Dec-15 31-Dec-16 10-Feb-10 31-Dec-15 31-Dec-16 22-Feb-10 31-Dec-15 31-Dec-16 18-Apr-10 31-Dec-15 31-Dec-16
18-Mar-10 31-Dec-15 31-Dec-16 Primary Agriculture
Compass Group Southern Africa Prilla 2000 Van Dyck Carpets Ronald Sewell & Associates South Africa Vuka Design Kingsgate Clothing Associated Spinners Feltex Holdings Cam Clothing Company BSN Medical Beier Albany and Company The Furniture Technology Centre Dyefin Textiles Aranda Textile Mills The Good Hope Textile Corporation Public Finance IQ Little Seeds Training Experiential Technologies Eddels Shoes The ECD Projects Association Belgotex Floorcoverings
2009/FE07/062 2008/FE07/068 2008/FE07/113 2008/FE07/069 2008/FE07/080 2008/FE07/103 2008/FE07/024 2009/FE07/054 2008/FE07/059 2008/FE07/082 2008/FE07/116 2008/FE08/008 2008/FE07/063 2008/FE07/040 2008/FE07/058 2008/FE07/051 2008/FE08/005 2008/FE07/119 2008/FE07/074 2008/FE08/009 2008/FE07/094
0291-P Provisional 0136-P Provisional 0193-P Provisional 055-P Provisional 0152-P 057-P 0082-P 0340-P 0123-P 0155-P 0196-P Provisional Provisional Provisional Provisional Provisional Provisional Provisional
Gauteng KwaZulu-Natal KwaZulu-Natal Gauteng Gauteng KwaZulu-Natal KwaZulu-Natal Western Cape Gauteng KwaZulu-Natal KwaZulu-Natal Western Cape KwaZulu-Natal Gauteng Eastern Cape Gauteng Mpumalanga Gauteng KwaZulu-Natal Gauteng KwaZulu-Natal
30-Apr-10 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 11-Nov-08 31-Dec-13 31-Dec-14 Hospitality, Tourism, Travel, Gaming and Leisure Nature Conservation Johannesburg 31-Jul-09 31-Dec-14 31-Dec-15 Hospitality, Tourism, Travel, Gaming and Leisure Pietermaritzburg 20-Aug-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Durban 02-Dec-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Johannesburg 18-Aug-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Wholesale & Retail Johannesburg 01-Nov-08 31-Dec-13 31-Dec-14 Cultural Studies Durban 24-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Mandeni 12-Jun-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Cape Town 01-Oct-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly Johannesburg 18-Jul-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Pinetown 01-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Pinetown 02-Dec-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Cape Town Pinetown Randfontein King Williams Town Pretoria White River Pretoria 01-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 20-Aug-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 12-Jun-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 18-Jul-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly
0145-P Provisional 0131-P Provisional 0104-P Provisional 0122-P Provisional 0114-P Provisional 0092-P Provisional 0205-P Provisional 0144-P Provisional 0190-P Provisional 0168-P Provisional
25-Jun-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 18-Jul-08 31-Dec-13 31-Dec-14 Education, Training & Development 21-Jan-09 31-Dec-13 31-Dec-14 Generic Management Project Management Pietermaritzburg 25-Sep-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly Johannesburg 02-Dec-08 31-Dec-13 31-Dec-14 Education, Training & Development Pietermaritzburg 11-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly
Page 105
Institution Nouveau Consulting PZ Security Services
Reg Nr 2009/FE07/076 2009/FE07/057
Cert Nr
Reg Type
Province (Head Office) Gauteng Eastern Cape
City/Town (Head Office) Pretoria Dutywa
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
Tshwane College of Commerce & Computer Studies Metcash Trading Africa Equal Career Services Terenzo Hairdressing The School LearnCorp Western Cape Learnership Centre (Clothing) Hospitality Professionals South Africa Dominion School of Hair Brooklyn City College
2010/FE07/39 2008/FE07/076 2008/FE07/064 2008/FE07/097 2009/FE07/010 2008/FE07/101 2008/FE07/107 2008/FE07/115 2009/FE07/018
110-P
Provisional
Gauteng Gauteng Gauteng Gauteng Gauteng Western Cape Gauteng Gauteng Gauteng
Pretoria Johannesburg Pretoria Johannesburg Pretoria Cape Town Johannesburg Kempton Park Pretoria
31-Jul-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 07-Jun-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences Safety in Society 07-May-10 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 25-Sep-08 31-Dec-13 31-Dec-14 Wholesale & Retail 20-Aug-08 31-Dec-13 31-Dec-14 Wholesale & Retail 11-Nov-08 31-Dec-13 31-Dec-14 Personal Care 26-Feb-09 31-Dec-14 31-Dec-15 Design Studies Transport Operations & Logistics 24-Nov-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 02-Dec-08 31-Dec-13 31-Dec-14 Hospitality, Tourism, Travel, Gaming and Leisure 02-Dec-08 31-Dec-13 31-Dec-14 Personal Care 10-Mar-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Design Studies Engineering and Related Design Finance, Economics & Accounting Hospitality, Tourism, Travel, Gaming and Leisure Human Resources Information Technology & Computer Sciences Marketing Office Administration Public Administration Safety in Society 13-Mar-09 31-Dec-14 31-Dec-15 Fabrication & Extraction 02-Dec-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 10-Mar-09 31-Dec-14 31-Dec-15 Hospitality, Tourism, Travel, Gaming and Leisure 30-Apr-09 31-Dec-14 31-Dec-15 Primary Agriculture 05-Jun-09 30-Jun-14 31-Dec-15 Business, Commerce and Management Studies 07-Jun-09 31-Dec-14 31-Dec-15 Promotive Health 08-Jul-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Generic Management Marketing 09-Jul-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Office Administration 01-Oct-09 31-Dec-14 31-Dec-15 Physical, Mathematical, Computer and Life Sciences
Zurel Bros SA Celrose Prue Leith College Mpumalanga Agri Skills Development and Training Milpark Business School Mako Centre for Health Omni Learning
2009/FE07/026 2008/FE07/110 2009/FE07/012 2009/FE08/005 2009/FE07/058 2009/FE07/061 2009/FE07/069
Limpopo KwaZulu-Natal Gauteng Mpumalanga Gauteng Gauteng Western Cape
Polokwane Tongaat Pretoria Nelspruit Johannesburg Vereeniging Cape Town
Oxbridge Academy True Harvest Trading
2009/FE07/070 2009/FE07/089
078-P
Provisional
Western Cape Gauteng
Cape Town Pretoria
0334-P Provisional
Page 106
Institution Gauteng Talent Management Solutions Marble Gold 295 Elelwani IT Training Fernwood Business College Edcon Retail Academy Ntataise Aranda Learnership College The Ashleigh Erin Foundation Construction Industry Education and Training Services Cape Global Construction & Engineering Training Centre DSDC College of SA Ikage SD College Knowledge Quest
Reg Nr 2009/FE07/092 2009/FE07/081 2009/FE07/104 2009/FE07/102 2009/FE07/106 2009/FE08/017 2009/FE07/105 2009/FE08/012 2010/FE08/001 2009/FE07/115 2009/FE07/110 2010/FE07/023 2010/FE07/033
Cert Nr
Reg Type
0342-P Provisional 0341-P Provisional 0368-P Provisional 0370-P Provisional 0371-P Provisional 008-P Provisional 0369-P Provisional 0358-P Provisional 049-P 035-P 011-P 081-P 100-P Provisional Provisional Provisional Provisional Provisional
Province (Head Office) Gauteng Mpumalanga Limpopo Eastern Cape Gauteng Free State Gauteng Gauteng Gauteng Western Cape Gauteng Gauteng Gauteng
City/Town (Head Office) Kempton Park Nelspruit Venda East London Johannesburg Viljoenskroon Randfontein Soweto Johannesburg Vredenburg Pretoria Pretoria Johannesburg
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
01-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 01-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 12-Oct-09 31-Dec-14 31-Dec-15 Information Technology & Computer Sciences 12-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 12-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Wholesale & Retail 12-Dec-09 31-Dec-14 31-Dec-15 Education, Training & Development 12-Oct-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 01-Nov-09 31-Dec-14 31-Dec-15 Engineering and Related Design 25-Jan-10 31-Dec-15 31-Dec-16 Building Construction 10-Dec-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 01-Dec-09 31-Dec-14 31-Dec-15 Information Technology & Computer Sciences 25-Feb-10 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 31-Mar-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies Design Studies Finance, Economics & Accounting Human Resources Marketing Project Management 30-Apr-10 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 10-May-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies Finance, Economics & Accounting Information Technology & Computer Sciences Office Administration Safety in Society 07-May-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies 01-Oct-09 31-Dec-14 31-Dec-15 Information Technology & Computer Sciences 12-Oct-09 31-Dec-14 31-Dec-15 Information Technology & Computer Sciences 10-Dec-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies 12-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Cleaning, Domestic, Hiring, Property and Rescue Services 25-May-10 31-Dec-15 31-Dec-16 Business, Commerce and Management Studies Finance, Economics & Accounting Public Administration 14-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies
RAU Technology Institute 2010/FE07/036 Salestalk 380 2010/FE07/001
104-P 122-P
Provisional Provisional
Gauteng KwaZulu-Natal
Johannesburg Verulam
Fusion Outsourcing Services Limco Consulting and Management Springfield FET College Customer Centric Soluitions Learnsys
2010/FE07/042 2009/FE07/098 2009/FE07/100 2009/FE07/114 2009/FE07/103
121-P
Provisional
Western Cape Gauteng Gauteng Gauteng Gauteng
Century City Johannesburg Pretoria Johannesburg Johannesburg
Prodigy Business Services Blueprint Future Skills
2010/FE07/043
124-P
Provisional
Gauteng
Rivonia
2008/FE07/019
0339-P Provisional
Gauteng
Johannesburg
Page 107
Institution Development Health Science Academy Boston School of Finance Edutel Wholesale and Retail Academy Boston Administrative Services Bosasa Youth Development Centres Gelvenor Consolidated Fabrics Scientec Boston City Campus and Business College
Reg Nr
Cert Nr
Reg Type
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
2009/FE07/117 2007/FE07/002 2008/FE07/010 2007/FE07/001 2008/FE07/009 2007/FE07/006 2007/FE07/007 2008/FE07/036
025-P Provisional 0305-P Provisional 0069-P Provisional 0010-P Provisional 0068-P Provisional 0207-P Provisional 0016-P Provisional 0199-P Provisional
Gauteng Gauteng Gauteng Gauteng Gauteng KwaZulu-Natal KwaZulu-Natal Gauteng
Johannesburg Johannesburg Johannesburg Johannesburg Krugersdorp Durban Durban Johannesburg
Generic Management Marketing 12-Jan-10 31-Dec-14 31-Dec-15 Preventive Health 05-Oct-07 31-Dec-12 31-Dec-13 Business, Commerce and Management Studies 14-Feb-08 31-Dec-13 31-Dec-14 Wholesale & Retail 04-Oct-07 31-Dec-12 31-Dec-13 Business, Commerce and Management Studies 14-Feb-08 31-Dec-13 31-Dec-14 Manufacturing & Assembly 19-Sep-07 31-Dec-12 31-Dec-13 Manufacturing & Assembly 12-Sep-07 31-Dec-12 31-Dec-13 Manufacturing & Assembly 16-Apr-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Education, Training & Development Generic Management Marketing Project Management Public Relations 14-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 14-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Marketing 02-Dec-08 31-Dec-13 31-Dec-14 Hospitality, Tourism, Travel, Gaming and Leisure 18-Jul-08 31-Dec-13 31-Dec-14 Adult Learning 28-Mar-08 31-Dec-13 31-Dec-14 Nature Conservation 02-Mar-09 31-Dec-14 31-Dec-15 Preventive Health 18-Jul-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Finance, Economics & Accounting Information Technology & Computer Sciences 06-Jan-10 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 11-Nov-08 31-Dec-13 31-Dec-14 Finance, Economics & Accounting Information Technology & Computer Sciences Manufacturing & Assembly 01-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Human Resources Marketing 06-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies 25-Mar-09 31-Dec-14 31-Dec-15 Preventive Health 10-Mar-09 31-Dec-14 31-Dec-15 Preventive Health
Business Management Training College Kingsbury International College SA Management and Leadership Academy Resonance Institute of Learning Southern African Wildlife College Ukwazi School of Nursing PC Training and Business College Watersrand Computer and Business College Damelin
2008/FE07/007 2008/FE07/020 2008/FE07/111 2008/FE07/053 2008/FE08/003 2009/FE07/014 2008/FE07/050
Gauteng Mpumalanga KwaZulu-Natal Gauteng Limpopo Gauteng KwaZulu-Natal
Johannesburg Middelburg Durban Roedepoort Hoedspruit Johannesburg Durban
2010/FE07/009 2008/FE07/089
059-P
Provisional
Gauteng Gauteng
Johannesburg Johannesburg
0163-P Provisional
Better Best Educational Projects DCC Campus FET Institution Chatsmed Candlelight Nursing School Future Nurses Nursing School
2009/FE07/088
0357-P Provisional
Limpopo
Mokopane
2008/FE07/002 2009/FE07/019 2009/FE07/016
KwaZulu-Natal KwaZulu-Natal Gauteng
Durban Durban Johannesburg
Page 108
Institution Healthnicon SA Advisor Progressive College
Reg Nr 2009/FE07/109 2009/FE07/048
Cert Nr
Reg Type
Province (Head Office) Gauteng Mpumalanga
City/Town (Head Office) Pretoria Emalahleni
Date Reg
Date EAC
Date EPR
Learning Sub-Fields
African Academy for Computer Assisted Engineering Aldabri 106 Atholl Munday Training Centre Berea Technical College
2008/FE08/004 2007/FE07/010 2009/FE07/029 2008/FE07/003
Gauteng KwaZulu-Natal KwaZulu-Natal KwaZulu-Natal
Johannesburg Durban Durban Durban
05-Nov-09 31-Dec-14 31-Dec-15 Preventive Health 29-Apr-09 31-Dec-14 31-Dec-15 Finance, Economics & Accounting Physical, Mathematical, Computer and Life Sciences Promotive Health 27-Mar-08 31-Dec-13 31-Dec-14 Civil Engineering Construction 19-Oct-07 31-Dec-12 31-Dec-13 Adult Learning 25-Mar-09 31-Dec-14 31-Dec-15 Manufacturing & Assembly 06-Feb-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Engineering and Related Design Hospitality, Tourism, Travel, Gaming and Leisure Human Resources Marketing 25-Jun-08 31-Dec-13 31-Dec-14 Information Technology & Computer Sciences 05-Nov-07 31-Dec-12 31-Dec-13 Information Technology & Computer Sciences 19-Sep-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies Marketing Project Management 18-Jul-08 31-Dec-13 31-Dec-14 Personal Care 08-May-07 31-Dec-15 31-Dec-16 Information Technology & Computer Sciences 02-Nov-07 31-Dec-12 31-Dec-13 Physical, Mathematical, Computer and Life Sciences 30-Apr-08 31-Dec-13 31-Dec-14 Finance, Economics & Accounting 01-Oct-09 31-Dec-14 31-Dec-15 Business, Commerce and Management Studies Electrical Infrastructure Construction Engineering and Related Design Hospitality, Tourism, Travel, Gaming and Leisure Information Technology & Computer Sciences Marketing Safety in Society 11-Nov-08 31-Dec-13 31-Dec-14 Generic Management Information Technology & Computer Sciences 10-Mar-09 31-Dec-14 31-Dec-15 Preventive Health 13-Mar-08 31-Dec-13 31-Dec-14 Building Construction Civil Engineering Construction Electrical Infrastructure Construction Manufacturing & Assembly 07-Jun-09 31-Dec-14 31-Dec-15 Preventive Health 08-Dec-08 31-Dec-13 31-Dec-14 Business, Commerce and Management Studies
Birnam Business College 2008/FE07/039 Bytes People Solutions 2007/FE07/015 Central Business 2008/FE07/072 Academy Centurion Akademie Computhink CTU Training Solutions 2008/FE07/057 2010/FE07/034 2007/FE07/013
Gauteng Gauteng Free State
Johannesburg Johannesburg Bloemfontein
Gauteng Gauteng Gauteng Western Cape Gauteng
Pretoria Pretoria Pretoria Cape Town Pretoria
Damelin Correspondence 2008/FE08/037 College Denver Technical College 2009/FE07/083 of South Africa
Desto
2008/FE07/090
Gauteng KwaZulu-Natal Eastern Cape
Pretoria Durban Port Elizabeth
DT Nursing Institute 2009/FE07/017 Eastcape Training Centre 2008/FE08/002
Ekufundeni Training School Jeppe College of
2009/FE07/059 2008/FE07/038
Gauteng Gauteng
Pretoria Johannesburg
Page 109
Institution Commerce and Computer Studies
Reg Nr
Cert Nr
Reg Type
Date Reg
Date EAC
Date EPR
Learning Sub-Fields Finance, Economics & Accounting Marketing Physical, Mathematical, Computer and Life Sciences
Page 110
Appendix 10: List of Public FET Colleges

Source: http://www.skillsportal.co.za/learning/fet_colleges/
Western Cape West Coast Public FET College Boland Public FET College South Cape Public FET College Northlink College College Of Cape Town False Bay Public FET College Northern Cape Urban Public FET College Rural Public FET College Free State Goldfields FET College Motheo FET College Maluti FET College Flavius Mareka FET College Eastern Cape Port Elizabeth Public FET College Eastcape Midlands Public FET College Buffalo City Public FET College Lovedale Public FET College King Sabatadalindyebo Public FET College Ingwe Public FET College Ikhala Public FET College King Hintsa Public FET College Kwazulu-Natal Mthashana FET College Umfolozi FET College Majuba FET College Mnambithi FET College Elangeni College For FET Coastal Kzn F.E.T. College Thekwini FET College Umgungundlovu FET College Esayidi FET College Mpumalanga Ehlanzeni Public FET College Nkangala Public FET College Gert Sibande Public FET College Limpopo Lephalale FET College Capricorn FET College Waterberg FET College Vhembe FET College Mopani South East FET College Letaba FET College Sekhukhune FET College Gauteng Tshwane South Public FET College Tshwane North College For FET Ekurhuleni West Public FET College Ekurhuleni East Public FET College South West Gauteng College Central Johannesburg Public FET College Western Public FET College Sedibeng Public FET College North West Taletso FET College Vuselela FET College Orbit FET College
Appendix 11: List of Public Universities and Universities of Technology that provide ICT Qualifications
Source: HEMIS Database, Department of Higher Education and Training
Cape Peninsula University of Technology University of Cape Town Central University of Technology, Free State Durban Institute of Technology University of Fort Hare University of the Free State University of Johannesburg University of KwaZulu-Natal University of Limpopo Nelson Mandela Metropolitan University North West University University of Pretoria Rhodes University University of South Africa University of Stellenbosch Tshwane University of Technology University of Venda Vaal University of Technology Walter Sisulu University for Technology and Science, EC University of Western Cape University of Witwatersrand University of Zululand Mangosuthu University of Technology
y y y y y y y y y y y y
y y y y y
y y
y y
y y
y y y
0605 Information and Data Base Systems 0606 Numerical Computations 0607 Programming Languages 0608 Programming Systems 0609 Software Methodology 0610 Theory of Computation 0699 Other Computer Sc. and Data Proc. 0801 Aerospace & Aeronautical Eng. & Tech. 0807 Computer Engineering and Technology 0808 Electrical Engineering and Technology y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y
Page 112
0601 Applications in Computer Sc. & Data Proc 0602 Computer Ops. and Operations Control 0603 Computer Hardware Systems
0604 Computer Hardware
Appendix 12: A Comparison between the Number of Companies in 2010 against the Number in 2009
The following table shows the number of companies within the Isett Sector that increased in size from 2009 to 2010. From Medium to Large From Small to Large From Small to Medium 11 1 37
The one company the increased in size from Small to Large was as a result of the linking of several branch offices to the head office. The following table shows the number of companies within the Isett Sector that decreased in size from 2009 to 2010. From Large to Medium From Medium to Small From Large to Small 12 24 2
The following table shows the number of companies that exited or were excluded from the Isett Sector during 2009, and the reason for therefore. 2009 Co Size Large Findings Closed Merger No contributions in last 3 months Newcomer last year, but no payments in last three months this year No contributions in last 3 months Closed Inter-Seta Transfer Newcomer last year, but no payments in last three months this year No contributions in last 3 months Total 4 1 4 3 10 2 1 37 79 141
Medium Small
Grand Total
The following table shows the number of companies that entered the Isett Sector during 2009, and the reason for therefore. 2010 Co Size Large Medium Findings New 2010 Entrant Irregular contributor, but contributions have increased above threshold New 2010 Entrant New to the submission process Seems to now be a regular contributor Average monthly levy now above threshold Irregular contributor, but contributions have increased above threshold New 2010 Entrant New to the process, and above threshold Newly registered Seems to now be a regular contributor Total 6 5 3 6 2 49 11 11 236 5 36 370
Small
Grand Total
Page 113

Isett Seta Sector Skills Plan 2011 2016 Jan 2011 Version v2p1

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SECTOR SKILLS PLAN 20112016 January 2011 Version 2.

The Isett Seta 2011 2016 Strategy 6.1 Introduction

96 111 112 113

Oupa Mopaki CEO: Isett Seta

Lesaiye A Chiloane Chairperson of Isett Seta Board

Dr H Wesso Acting Director General Department of Communications Date: 31 January 2011

BMI-Techknowledge press release, 1st June 2010.

OVERALL OBJECTIVES OF THE ISETT SETA STRATEGIC PLAN

2.2 Purpose of the Sector Skills Plan

2.3 Defining the Isett Seta Sector

2.5 Isett SSP Target Audience

Yes 74% 74% 52% 18%

No 26% 25% 47% 82%

2.6 Data Sources

2.7 Layout of this Document

2.8 Abbreviations Used in this Document

3 Isett Seta Sector Profile

3.1 Economic Profile

3.1.2 National Outlook

4.6% 3.7% 2.7% 2.9% 3.7%

Published on the web by Business Report on June 23, 2010.

Transport, storage and communication 10%

Construction 4% Wholesale, retail, motor trade and accomodation 13%

3.1.3 Isett Sector Outlook

Source: World Information Technology and Services Alliance (WITSA)

BMI-Techknowledge press release, 1st June 2010. Ibid.

3.1.4 Forecast for the Isett Sector

3.2 Isett Stakeholder Sector Assessment

3.2.2 Strengths, Weaknesses, Opportunities and Threats

3.2.3.1 Implications on ICT Employment

3.2.3.2 Implications on ICT Skills Development

Making ICT skills available to youths in rural areas.

3.2.4 Challenges Involved in Developing ICT Skills in Rural Areas

3.2.5 Suggested Isett Seta Assistance

3.2.6 Sectoral Economic Scenario

3.2.7 Isett Assistance with Equity in Stakeholder Organisations

3.2.8 Opportunities for New Venture Creation

3.2.9 Code of Conduct for Professional Bodies

3.2.10 Isett Assistance to Building Capacity

3.2.11 Additional Comments and Suggestions

3.3 Company Profile

3.4 Employment Profile

Table 8: Growth of Employees in the Isett Sector, 2004 to 2010

Company Size Large Medium Small Total

2004 86,828 16,440 39,344 142,612

2005 82,234 17,982 33,193 133,409

2006 86,661 18,446 31,062 136,169

2007 87,465 20,257 32,710 140,432

2008 87,000 20,513 36,672 144,185

2009 92,967 18,270 30,692 141,929

2010 96,015 17,719 29,342 143,076

Source: Isett Seta OGS

Race, Gender and Disability Segmentation of Employees in the Sector

African, 44,801, 32% White, 64,978, 46%

Indian, 14,448, 10%

Coloured, 17,702, 12%

Total Number of Employees: 141,929

Female, 50,231, 35%

Male, 91,698, 65%

Total Number of Employees: 141,929

Figure 6: People with Disability Distribution of Employees, 2009

Without Disability, 141,254, 99.5%

Total Number of Employees: 141,929

OFO Major Group Segmentation of Employees in the Sector