i

Executive Authority statement

Reflecting on the merSETA achievements over the last five years, the extent of the

impact the organisation has made in the manufacturing, engineering and related

services sector, by providing skills development interventions aligned to its vision of

being the leaders in closing the skills gap is evident. This has been reflected by

merSETA consistency in achieving its targets in the past five years.

The SETA has been instrumental in addressing national priorities such as artisan

training. In the past five years, the SETA managed to produce 17 000 artisans and

remains the leading SETA in producing artisans. The role of the SETA in contributing

to the NDP target of 30 000 artisans per year will, therefore remain significant.

The role of skills1 has also been identified as key in unlocking the potential of the local

manufacturing sector, as well as other advances brought by the digitalisation2 of

manufacturing, engineering and related industries in the age of the Fourth Industrial

Revolution Fourth Industrial Revolution (4IR)3. The merSETA will need to focus on

skills development interventions that will unlock the potential of advanced

manufacturing, as well as the circular, blue and green economies through emerging,

transforming, and new skills (future skills).

The SETA’s role in addressing transformation imperatives through skills will remain

key in the coming five years. This is pivotal in contributing towards the national

imperatives of fighting poverty, unemployment, and inequality. Programmes

supporting the social economy, rural and community development, employment equity

(EE) and youth development are key in delivering on the transformation imperatives.

Signature……………………………………………..

Bonginkosi Emmanuel Nzimande (Dr)

Minister of Higher Education, Science, and Technology

1 Skills refers to occupations in demand and competencies within occupations. 2 Digitalisation according to Gartner refers to is the use of digital technologies to change a business model and provide new revenue and value-producing opportunities 3 The Fourth Industrial Revolution (4IR) is a digital revolution that is characterised by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.

ii

Accounting Authority Statement

The merSETA has endeavoured to be a leading intermediary body in skills

development, bringing the worlds of education and training, and the manufacturing,

engineering and related services (mer) industries together, to have a demand led,

relevant service delivery model. The relationships forged with employers, government

and civil society partners have served the merSETA well, particularly with respect to

the additional funds allocated to skill development initiatives through the

implementation of a business funding model, which, over the past five years, has

resulted in a contribution of almost R572 million in additional funding from the industry,

towards skills development aligned to industry needs, as well as national government

priorities.

The merSETA serves a sector comprising of over a million workers in formal

employment, with over 750 000 represented in the merSETA employer database, and

more than 4500 active employers who participate on merSETA initiatives and

programmes. Since 2014, the merSETA has trained 61 000 learners, of which almost

17 000 were artisans. Twenty thousand learners completed learnerships and 20 000

completed skills programmes. In addition, 13 300 learners were bursary recipients

who completed their qualifications.

The strategic focus of the merSETA operations has been to meet clearly articulated

imperatives, including:

• Responding to the needs of new technologies and changing business

processes related to the Fourth Industrial Revolution (4IR).

• Promoting innovation in line with socio-economic, technological and structural

transformation, as well as the circular, green and blue economies.

• Influencing curriculum change and innovation for the education and training

system (both institutional and workplace based-learning).

• Supporting structural transformation (ownership, control, and management)

through promoting entrepreneurship, small and medium enterprises (SMEs),

localisation, and uplifting the role of the manufacturing sector in inclusive

growth.

• Conceptualising partnerships that are responsive to merSETA priorities.

iii

• Strengthening governance and resourcing through building internal capacity,

robust systems, processes, governance structures and procedures.

Partnerships have become a key vehicle in assisting the merSETA to achieve its

mandate and surpass its skills targets. To this end, the merSETA has partnered with

higher education institutions (HEIs), technical and vocational education and training

(TVET) Colleges, government departments and their entities, civil society as well as

employers in the sector. Value add partnerships have also allowed the merSETA to

expand its skills development initiatives to the international arena in terms of its

technical exchange programmes, in partnership with international development

agencies and international learning and research networks.

The focus of HEI partnerships is for the placement of learners to achieve professional

status. It also ensures the development of academics, up-skilling of lecturers,

curriculum review, and importantly, innovations through research and development

relative to the sector needs, as well as enhancements and efficiencies in line with the

demands of the Fourth Industrial Revolution (4IR), the green and circular economy.

TVET college partnerships are vitally important for the development of technical and

vocational skills, with an emphasis on workplace-based learning so that learners, once

qualified, can make meaningful contributions to the workplace. Work with the TVET

colleges has also been aligned to improving the quality of teaching and learning to

deliver relevant, high-quality skills and high-quality workers to the labour market.

Partnerships with government and its agencies at both national and local department

levels have assisted with addressing regional and local skills needs, as well as

supporting research initiatives for planning and innovations with regards to skills

delivery. Civil society partnerships have been key in assisting with interventions

related to national priorities such as supporting skills interventions for persons with

disabilities, addressing youth development in disadvantaged communities, and

empowering female workers. In all these initiatives, the relationships the merSETA

has forged with employers have been instrumental. Without input from the industry,

the work undertaken by the merSETA cannot make any meaningful impact.

Looking back over the last five years, there have also been some challenges. These

relate particularly to the slow pace of transformation; including structural

transformation of the economy in terms of advancing Black Industrialists, integration

of employment equity with respect to skills development, and additional attention to

iv

innovation and reach. The merSETA has also experienced challenges in producing

artisans in alignment with the national development plan (NDP). Although 17 000

artisans were trained in the five-year period, this figure fell short of the target of 20 500,

representing an achievement of 83%. The challenge posed by a slow economic

growth, resulting in large scale retrenchments and closures and ultimately fewer

workplaces available to train artisans, resulted in low and slow throughput rates. This

also tended to hamper employer commitment due to the cost and time required to train

artisans.

The notion of 4IR also posed some challenges in terms of understanding its impact

and requirements for skills development in line with technological development,

robotics, additive manufacturing and artificial intelligence. Therefore, the requirements

for curriculum change and innovation become unclear in terms of the complexities to

deliver relevant interventions at a rapid pace, to keep up with the demands of the

industry. These demands are somewhat hidden and not readily understood. In

addition, research has shown that advances in the industry have demanded mid and

high-level skills, placing the industry in a conundrum, since over 40% of the workforce

have skills at the level of machine operator and elementary worker. Therefore, skills

development must take place amidst rapid change, meaning that skills are required to

up-skill, re-skill and even multi-skill the current workforce to mitigate job losses.

In order to overcome some of these challenges, the merSETA has proposed skills

priority actions that build on its previous successes, and strategically align with the

trajectory of industry and national priorities. These include a focus on the social

economy, which is a people centred approach to economic development, based on

principles of sustainable economic activity that stimulates socially and environmentally

responsible growth that is inclusive. This also entails a focus on developing skills that

are required to advance local manufacturing, and this in turn will include strategic

partnerships with cooperatives, community based enterprises, trade union owned

enterprises, informal enterprises, non-governmental organization (NGOs), non-profit

trusts/charitable trusts/public benefit organisations and other social enterprises.

There will also be an impetus on developing skills for future jobs that align to new and

evolving business models, new technologies, new regulations and requirements for

sustainable manufacturing practice, as well as global competitiveness, and producing

v

high quality goods and services for a discerning consumer base. To support structural

transformation and advancing skills for Black Industrialists, there will be a focus on

developing skills in line with growing the local manufacturing sector, particularly small

and medium sized business enterprises.

Finally, in order to achieve the envisioned outputs contained in this Annual

Performance Plan, the merSETA must put in place internal mechanisms to advance

the SETA to become a leader in skills development. The merSETA envisions itself as

a professional and capable organisation grounded in ethical leadership, best practice

governance and management, appropriate competencies (staff, governance

structures, implementing partners and stakeholders), and good employee experience

supported by policies, systems, processes and fair remuneration, as well as

performance based impact delivery of products and services, and best practice

consequence management.

Signature:

Lebogang Letsoalo (Ms)

Chairperson of the Accounting Authority (merSETA)

vi

OFFICIAL SIGN-OFF

It is hereby certified that this Annual Performance Plan was developed by the

management of the Manufacturing and Engineering Related Services Sector

Education and Training Authority (merSETA) under the guidance of the Accounting

Authority, and takes into account all the relevant policies, legislation and other

mandates that govern the merSETA responsibilities, and accurately reflects the

Impact, Outcomes and Outputs which the Manufacturing, Engineering and Related

Services Sector Education and Training Authority will endeavour to achieve over the

period 2020/21.

Ester van der Linde (Ms)

Corporate Services Executive Signature:

Sheryl Pretorius (Ms)

Acting Chief Operations Officer Signature:

Ncedisa Mjikeliso (Ms)

Chief Financial Officer Signature:

Sebolelo Mokhobo Nomvete (Ms)

Strategy and Research Executive Signature:

Wayne Adams (Mr)

Acting Chief Executive Officer Signature:

Lebogang Letsoalo (Ms)

Chairperson of the Accounting Authority

Signature:

Approved by

Executive Authority (Minister) Signature …………………………………………

1

ACRONYMS

AA Accounting Authority

AAP Audited Actual Performance

ABET Adult Basic Education and Training

AGSA Auditor General of South Africa

AET Adult Education and Training

AI Artificial Intelligence

APP Annual Performance Plan

AQP Assessment Quality Partner

ARPL Artisan Recognition of Prior Learning

ATR Average True Range

B-BBEE Broad-Based Black Economic Empowerment

BER Bureau of Economic Research

BRICS Brazil, Russia, India, China, South Africa

CBO Community Based Organisation

CBQ Cost Benefit Quality

CEO Chief Executive Officer

CET Community Education Training

CFO Chief Financial Officer

COO Chief Operations Officer

CoS Centres of Specialisation

CETEMF Capital Equipment, Transport Equipment, Metal Fabrication

CHE Council for Higher Education

COMET Competence Measurement in Education and Training

CSIR Council for Scientific and Industrial Research

DG Discretionary Grants

DBE Department of Basic Education

DHET Department of Higher Education and Training

DPME Department of Performance Monitoring and Evaluation

DQP Development Quality Partner

DSAP Dual System Apprenticeship Programme

DTI Department of Trade and Industry

ECM Enterprise Content Management

EEA Employment Equity Act

EE Employment Equity

ETQA Education and Training Quality Assurance

FET Further Education and Training

FLC Foundation Learning Certificate

FMCG Fast Moving Consumer Goods

GDP Gross Domestic Product

GET General Education and Training

GWM&E Government-Wide Monitoring and Evaluation

HEI(s) Higher Education Institutions

HEMIS Higher Education Management Information System

HET Higher Education and Training

HO Head Office

HR Human Resources

HRM Human Resource Management

HSRC Human Sciences Research Council

ICT Information and Communication Technology

ID Identity Document

2

IDZs Industrial Development Zones

IPAA Intellectual Property Amendment Act

IPAP Industrial Policy Action Plan

IRD Innovation Research and Development

ISO International Organisation for Standardisation

KM Knowledge Management

LMI Labour Market Intelligence

LMIP Labour Market Intelligence Partnerships

M&E Monitoring and Evaluation

MANCO Management Committee

mer-sector(s) Manufacturing, Engineering and Related sector(s)

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

MIS Management Information Systems

MoA Memorandum of Agreement

MTEF Medium Term Expenditure Framework

NAMB National Artisan Moderation Body

NEMA National Environmental Management Act

NCPC-SA National Cleaner Production Centre of South Africa

NDP National Development Plan

NGOs Non-Government Organisations

NLPE None-Levy Paying Enterprises

NPO Non-Profit Organisation

NQF National Qualifications Framework

NSDMS National Skills Development Management System

NSDP National Skills Development Plan

PDP Public Driver Permit

PESTEL Political, Economic, Social, Technological, Environmental and Legal

PFMA Public Finance Management Act

PIVOTAL Professional, Vocational, Technical and Academic Learning

PMIS Programme and the Manufacturing Investment Scheme

POPIA Protection of Personal Information Act

PSET Post-School Education and Training

PWD People with Disabilities

QCTO Quality Council for Trades and Occupations

QMS Quality Management Systems

RMB Rand Merchant Bank

SA South Africa

SETA Sector Education and Training Authority

SME Small and Medium Enterprises

SWOT Strengths, Weaknesses, Opportunities and Threats

TVET Technical and Vocational Education and Training

WIL Workplace Integrated Learning

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

4IR Fourth Industrial Revolution

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Table of Contents

Executive Authority statement ................................................................................................................. i

Accounting Authority Statement ...............................................................................................................ii

OFFICIAL SIGN-OFF ..............................................................................................................................vi

ACRONYMS ........................................................................................................................................... 1

PART A: OUR MANDATE ....................................................................................................................... 5

1 Updates to the relevant legislative and policy mandates.............................................................. 5

1.1 Constitutional mandate ................................................................................................................. 5

1.2 Legislative and policy mandates ................................................................................................... 5

1.2.1 The legislative frameworks ........................................................................................................... 5

1.2.2 The policy environment ................................................................................................................. 6

2 Updates to institutional policies and strategies ............................................................................. 7

3 Relevant court rulings ................................................................................................................. 13

PART B: OUR STRATEGIC FOCUS .................................................................................................... 14

4 Situational analysis ..................................................................................................................... 14

4.1 External environment analysis .................................................................................................... 14

4.2 Internal organisational Environment ........................................................................................... 22

4.3 Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis ..................................... 30

PART C: MEASURING OUR PERFORMANCE ................................................................................... 35

5 Institutional Programme Performance Information ..................................................................... 35

5.1 Programme 1: Administration ..................................................................................................... 35

5.2 Programme 2: Skills Planning ..................................................................................................... 36

5.3 Programme 3: Learning Programmes and Projects ................................................................... 39

5.4 Programme 4: Quality Assurance ............................................................................................... 59

6 Explanation of planned performance over the medium term ...................................................... 63

7 Programme resource considerations .......................................................................................... 68

8 Key Risks .................................................................................................................................... 72

9 Public Entities ............................................................................................................................. 75

10 Infrastructure Projects ................................................................................................................. 75

11 Public Private Partnerships ......................................................................................................... 75

PART D: TECHNICAL INDICATOR DESCRIPTION (TID) ................................................................... 76

Programme 1: Administration Indicators ............................................................................................... 76

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Programme 2: Skills Planning Indicators .............................................................................................. 78

Programme 3: Learning Programmes and Projects Indicators ............................................................. 82

Programme 4: Quality Assurance Indicators ...................................................................................... 106

ANNEXURES ...................................................................................................................................... 118

ANNEXURE A: Service Level Agreement .......................................................................................... 118

ANNEXURE B: Materiality Framework ............................................................................................... 118

ANNEXURE C: Grants Policy ............................................................................................................. 118

ANNEXURE D: merSETA Business Model ........................................................................................ 118

List of Tables

Table 1: NSDP Outcomes ....................................................................................................................... 7

Table 2: The merSETA staff component ............................................................................................... 28

Table 3: Swot analysis .......................................................................................................................... 30

Table 4: Programme 1: MTEF Performance Indicators, Annual and Quarterly Targets for 2020/21 ... 35

Table 5: Programme 1 Quarterly Targets 2020/21 ............................................................................... 36

Table 6: Programme 2 MTEF Performance Indicators, Annual and Quarterly Targets for 2020/21 .... 37

Table 7: Programme 2 Quarterly targets .............................................................................................. 38

Table 8: The merSETA top 10 Occupation in Demand PIVOTAL List (ranked) ................................... 40

Table 9: The merSETA Sub-Sector Skills Priorities (ranked) ............................................................... 40

Table 10: Programme 3 MTEF Performance Indicators, Annual and Quarterly Targets for 2020/21 .. 52

Table 11: Programme 3 Quarterly Targets ........................................................................................... 57

Table 12: Programme 4 MTEF Performance Indicators and Annual and Quarterly targets 2020/21 ... 60

Table 13: Programme 4 Quarterly Targets 2020/21 ............................................................................. 62

Table 14: Income and expenditure estimates ................................................................................... 68

Table 15: Programme budgets ............................................................................................................. 69

Table 16: Outcome risks ....................................................................................................................... 72

Table 17: Output risks ........................................................................................................................... 73

List of Figures

Figure 1: The merSETA Organisational environment…………………………………………………….. 22

Figure 2: Government and Operational Structure ……..…………………………………………………..24

5

PART A: OUR MANDATE

1 Updates to the relevant legislative and policy mandates

1.1 Constitutional mandate

The Constitution of the Republic of South Africa provides the enabling framework for

the establishment and operations of Sector Education and Training Authorities

(SETAs). Section 22 of the Constitution states that every citizen has the right to choose

their trade, occupation or profession freely. Section 29 (b) also states that everyone

has the right to further education, which the state, through reasonable measures, must

make progressively available and accessible.

1.2 Legislative and policy mandates

1.2.1 The legislative frameworks

The merSETA is a schedule 3a public entity, governed by the Public Finance

Management Act No. 1 of 1999 (as amended). The entity’s mandate is derived from

the Skills Development Act No. 97 of 1998 and its subsequent amendments. Its

responsibilities include the following:

i. Develop a Sector Skills Plan (SSP) within the framework of the National Skills Development

Strategy (NSDS).

ii. Establish and promote learnerships through:

o Identifying the need for a learnership

o Developing and registering learnerships

o Identifying workplaces for practical work experience

o Supporting the development of learning materials

o Improving the facilitation of learning, and

o Assisting in the conclusion and registration of learnership agreements.

iii. Collect and disburse the skills development levies in its sector; approve workplace skills

plans and allocate grants in the prescribed manner to employers, education and training

providers and workers.

iv. Fulfil the functions of an ETQA, as delegated by the QCTO.

v. Monitoring education and training in the sector.

Some of the legislation that informs the merSETA mandate are as follows:

Public Finance Management Act No. 1 of 1999 as amended (PFMA)

Treasury Regulations issued in terms of the Public Finance Management Act

6

(Treasury Regulations) of 2005

Directive: Public Finance Management Act under GN647 of 27 May 2007

Public Audit Act No.25 of 2004

Public Audit Amendment Act No. 5 of 2018

Skills Development Act No. 97 of 1998

Skills Development Levies Act No. 9 of 1999

Sector Education and Training Authorities (SETA) Grant Regulations regarding

monies received by the SETA and related matters (“Grant Regulations”) under

Notice 35940 of 3 December 2012

Service Level Agreement Regulations under regulation number No. R716 of 18

July 2005

Government Gazette No. 42589, re-establishment of SETAs from 1 April 2020 to

31 March 2030, within the New SETA landscape

Approval of the Constitution for the Manufacturing, Engineering and Related

Services Sector Education and Training Authority (merSETA) as contemplated

in Section 13 (1) of the Skills Development Amendments Act No. 26 of 2011 and

Standard Constitution of the Sector Education and Training Authority (merSETA

Constitution)

Promotion of Access to Information Act No. 2 of 2000

Promotion of Administrative Justice Act No. 3 of 2000

Employment Equity Act No. 55 of 1998

Labour Relations Act No. 66 of 1995

Basic Conditions of Employment Act No. 75 of 1997

Occupational Health and Safety Act No. 85 of 1993 and

Applicable tax laws

1.2.2 The policy environment

The policy environment which informs the merSETA mandate is the following:

National Development Plan

White Paper for Post-School Education and Training (WP-PSET)(2014)

Human Resource Development Strategy for South Africa (2015)

National Skills Development Plan

New Growth Path

Industrial Policy Action Plan (2018/19 – 2020/21)

7

Medium‐Term Strategic Framework (2019 -2024)

2 Updates to institutional policies and strategies

The merSETA annual performance plan takes into consideration sectoral priorities,

national priorities, strategies, and policies. The following are some of the key national

policies and strategies central to the work of the merSETA.

The National Development Plan (NDP) aims to eliminate poverty and inequality by

2030. The merSETA has a significant role to play in contributing to the priorities set in

the NDP. This strategic plan takes into account the need to contribute to these

priorities. Three priorities that stand out include the following:

(i) Raising employment through faster economic growth.

(ii) Improving the quality of education, skills development and innovation.

(iii) Building the capability of the state to play a developmental and transformational

role.

The aim of the National Skills Development Plan (NSDP) is to ensure that South

Africa has adequate, appropriate, and high-quality skills that contribute towards

economic growth, employment creation, and social development. The NSDP is set to

become the key policy to inform the work of the merSETA until 2030, and has been

crafted within the policy context of the National Development Plan, and White Paper

on Post School Education and Training (WP-PSET). The merSETA will focus on

addressing the eight NSDP outcomes highlighted in Table 1. The eight outcomes are

mapped to the merSETA strategic outcomes for the period 2020/21 – 2024/25.

Table 1: NSDP Outcomes

National Skills Development Plan Outcomes

merSETA Outcomes

Outcome 1: Identify and increase production of occupations in high demand.

Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

8

The Industrial Policy Action Plan (IPAP) is firmly entrenched in governments overall

policy and plans to address the key challenges of economic and industrial growth, and

race-based poverty, inequality and unemployment. The focus of the merSETA will

therefore be to develop and implement skills development initiatives that promote

industrial growth and structural transformation of the manufacturing economy,

particularly in relation to control, ownership and management.

Supporting localisation, entrepreneurship, small and medium enterprises (SMEs) and

the growth of the local manufacturing sector will remain a key focus of the merSETA.

The merSETA will also play a central role in supporting the Black Industrialist

Programme, as well as putting in place interventions to gear up and respond to

Outcome 2: Linking education and the workplace.

Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations, and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.

Outcome 3: Improving the level of skills in the South African workforce.

Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

Outcome 4: Increase access to occupationally directed programmes.

Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

Outcome 5: Support the growth of the public college system.

Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.

Outcome 6: Skills development support for entrepreneurship and cooperative development.

Outcome 2: Skills for productive enterprises within the social economy, to support integration into the merSETA sector engineering and industry value chains.

Outcome 7: Encourage and support worker-initiated training - driven by critical networks of employee representatives and unions officials.

Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and transformation for the diversification of ownership, control, and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

Outcome 8: Support career development services.

Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

9

challenges and opportunities presented by the digitalisation of manufacturing,

engineering and related industries in the age of the Fourth Industrial Revolution.

These key policies and strategies draw focus to the following key issues to which the

merSETA needs to respond through various interventions.

The social economy and community development: skills development to

support the creation of economic opportunities and sustainable livelihood for the

youth, women, people living with disabilities and township and rural communities,

in a bid to create sustainable livelihoods. Township and rural cooperatives and

other forms of non-traditional businesses have been identified as key in addressing

growing unemployment and poverty. The merSETA has taken a decision to

prioritise the funding of skills development projects that address the needs of the

social economy and community development. The merSETA also plans to increase

its support for community colleges, as a strategy to increase its participation in the

social economy and community development. The merSETA shall also consider

broadening access through locally based education and training social change

entities (e.g. training community-based organisations (CBOs), or non-

governmental organisations (NGOs). Innovative ways of supporting rural

provincial/regional beneficiaries through partnerships with government, and other

public entities shall also be considered.

A demand led skills development system driven by the economy, socio-

economic context as well as other national priorities. This calls for the need to

balance competing national, regional, sectoral, and community priorities, as well

as the needs of workers (current and new) and employers/business. The merSETA

must challenge its various stakeholders (including labour, business, government

and education and training institutions), to collaborate on skills development

initiatives that foster common skills development goals, in order to move the sector

and economy forward. Related to a demand led system is the need for the

merSETA to review its research and skills planning approach and model, to provide

credible and reliable data to support relevant and appropriate skills development

decisions for short, medium and long term skills development needs of the sector

and national priorities.

10

Advancing local manufacturing driven by technology, innovation, sustainability

(green, blue and circular economy), globalisation and changing global

manufacturing value chains is also central to job creation and economic growth.

Using a value chain approach, the merSETA has identified priority sectors to

support the responsiveness of the manufacturing sector to the digitalisation of

manufacturing, engineering and related industries. With unfolding developments in

this era of the Fourth Industrial Revolution, this sector has an opportunity to benefit

not only from the localisation strategy (through the local manufacturing value

chain), but also the global manufacturing value chains in key sub-sectors, such as

automotive manufacturing.

The future of jobs, future skills and demand for labour is also a key focus area

due to changes in business models, globalisation, technology, consumer markets

and tastes, local and international regulations. The merSETA is conducting

research that looks into changing skills and occupations in the manufacturing

sector within the context of the Fourth Industrial Revolution, as a result of the

digitalisation of manufacturing, engineering and related industries affected by the

Fourth Industrial Revolution. The reality is that new jobs will emerge while others

disappear. The SETA shall unpack underlying skills of emerging occupations, and

respond with a multipronged strategy for current workers, new entrants and future

workers.

Changing trends in education, training and curriculum driven by innovation,

new knowledge, process and product changes in the workplace, regulation, global

trends, and demand for certain skills require changes in policy and regulation. This

is critical in creating an enabling environment for innovation in training, education

and curriculum. The SETA, therefore, shall position itself as an influencer of

education, training and skills development policy, to respond effectively to these

developments.

Strengthening the concept of the SETA as an intermediary body, which calls

for the SETA to be the link between education and the workplace. The social

11

partnership model provides an opportunity for social partners4 and education and

training providers to build the SETA as an intermediary body. These would require,

on the part of government, inclusion of changes to policy and funding formulae for

TVET colleges, allowing for mainstream delivery of training for employers and

workers, as opposed to the current policy and funding approach, allowing TVET

colleges to deliver industry training as an add-on and unfunded mandate. It shall

also require employers to open up workplaces to new entrants for the acquisition

of work- based learning experience.

Supporting structural transformation to promote inclusive growth,

employment, and growth of the local manufacturing sector through supporting the

informal sector, and other forms of non-traditional businesses such as

cooperatives. SMEs are also central in creating a pipeline for Black Industrialists,

as well as other industrialists. The need to support SMEs through an ecosystem of

a range of support mechanisms, in addition to skills development, is linked to

promoting the role of the social economy in the inclusive growth agenda. The

prioritisation of this sector means that SMEs are set to benefit from the various

projects within the identified priorities.

To summarise, the key strategic issues facing the merSETA and its sector relate to:

Addressing strategic skills development challenges to drive employment and

economic growth.

Balancing competing short-term and longer-term skills development needs for

mer-sector as well as stakeholder and shareholder needs and interests.

Enhancing the merSETA capacity to respond to the skills development needs

at the sector, sub-sector, national, regional and community levels.

Supporting structural transformation of the national economy (ownership,

composition, management and control).

Responding to the digital driven Fourth Industrial Revolution (digitalisation of

manufacturing, engineering and related industries), future skills and changing

occupations.

4 Social partners refers to the NEDLAC description - government, labour, business and community stakeholders

12

Promoting inclusive growth (economic growth that is distributed fairly across

society and creates opportunities for all).

Supporting the social economy to address poverty and unemployment.

Making opportunities available to People with Disabilities (PwD)

Supporting the Circular, Green and Blue economies for sustainability.

Supporting rural development for meaningful participation in the economy.

Promoting youth development through creating opportunities for sustainable

employment and entrepreneurship.

Addressing demographic transformation, linked to employment equity within the

merSETA sector labour market.

Overall, in line with its mandate, the merSETA must facilitate skills development to

meet the needs of the mer-sector under the conditions as described above. Its actions

must reflect the development of skills for promoting growth and diversification of the

local manufacturing sector, structural transformation, the social economy,

sustainability (circular, green, and blue economies) and advanced manufacturing. This

requires innovation not only with respect to adaptation of current and future workers

and their skills, but also of the mode of delivery for up-skilling, re-skilling and offering

on-the-job training. As such, delivery of education and training should also offer a mix

of methods accessible to new labour market entrants, future workers as well as the

current work force. Futuristic curricula must be developed in time to meet the demands

of the future. With this in mind, there is an emphasis on science, engineering and

technology, increasing digital fluency and using technology to solve complex

problems, as well as offering career advice and support in aid of lifelong learning and

career advancement.

Supporting the fight to end gender-based violence

The merSETA is determined to support the fight against gender - based violence in

South Africa, which has reached crisis levels. The merSETA will therefore seek

opportunities to partner with organised employers, unions, civil society, public

institutions and institutions of learning, in supporting initiatives such as training and

awareness campaigns in the workplace and institutions of learning aimed at

addressing gender-based violence. The manufacturing sector remains largely male

dominated, thus, is a high-risk sector when it comes to issues of gender-based

13

violence. The merSETA is therefore a key role player in supporting the DHET Policy

Framework to address Gender-Based Violence in the Post-School Education and

Training System.

3 Relevant court rulings

None

14

PART B: OUR STRATEGIC FOCUS

4 Situational analysis

The Manufacturing, Engineering and Related Services Sector Education and Training

Authority (merSETA) was established in 2000 in terms of the Skills Development Act

No 97 of 1998. On the 22nd of July 2019, the Honourable Minister of Higher Education,

Science and Technology Dr B.E Nzimande extended the merSETA licence effective

from the 1st of April 2020, for a further 10 years to 2030, along with that of 20 other

SETAs in line with the National Skills Development Plan (NSDP). The extension brings

stability and long-term focus to the merSETA planning and strategic projects.

The merSETA scope of industrial coverage for skills development broadly includes

auto manufacturing, including automotive components manufacturing; vehicle sales

and after service; the production and fabrication of metals, plastics and new tyres.

4.1 External environment analysis

Using the PESTEL framework, an analysis of how the global and local political,

economic, social, technological, environmental and legal conditions shape the

manufacturing, engineering and related services sector in South Africa was

undertaken.

POLITICAL: Political conditions play a significant role in the growth of the

manufacturing sector, and of the economy in general. As momentum builds up

after the 2019 general elections, the 6th administration led by President Cyril

Ramaphosa and a streamlined cabinet has brought positive change and is

expected to bring some political stability and policy certainty. An on-going

investigation into “State Capture” has cast a spot light on issues of governance

and leadership. There is also a strong emphasis on the eradication of corruption,

resulting in further changes in leadership at various levels of government. This is

key in building a capable state to drive the NDP vision of eliminating poverty and

reducing inequalities by 2030.

Government is intensifying its over-arching focus on overcoming the underlying

structural challenges of unemployment, poverty and inequality. In this regard,

emphasis has been placed on aligning national policies, plans and structures to

15

transform the South African economy and society. Within this political

environment, SETAs are increasingly expected to demonstrate a sector specific

impact on addressing national, economic, and social development challenges

through skills development. Skills development is expected to address

discrimination, and the expansion of access to education and training

opportunities. In addition, establishing and facilitating private-public partnerships,

and support for the implementation of transformation initiatives amongst

stakeholders is emphasised. For example, the issue of structural economic

transformation has been high on South Africa’s political agenda, and SETAs (as

public entities) need to unpack the meaning of structural economic

transformation and its implications for the skills development agenda.

ECONOMIC: The South African economy is facing significant challenges and the

manufacturing, engineering and related services sector has not been spared.

Overall, the South African economy has experienced marginal growth in the last

three years. The first quarter of 2019 saw the Gross Domestic Product (GDP)

contract by 3.2%, mainly due to contraction in the manufacturing and mining

sectors (Stats SA, 2019). Overall, manufacturing contracted by 8.8% due to

declines in petroleum, transport wood and paper. The wholesale, retail and motor

sectors also contributed to the decline by 3.6%, sending the South African trade

sector into recession.

There is a rising trend in unemployment with Q2 in 2019 showing an increase of

1.4%, indicating the highest levels of unemployment in 15 years. Unemployment

remains high, reflecting skill shortages and weak investment; inequalities in

opportunities and incomes also remain high despite the introduction of a

proposed new minimum wage. Government’s continued commitment to Broad

Based Black Economic Empowerment (BBBEE) was reflected in the proposed

Employee Share Ownership Schemes (State of the Nation Address, 2019).

The instability of the South African rand also poses a challenge to a number of

businesses (both import and export), a situation that could possibly position

South Africa closer to credit rating of ‘Junk Status’. The recent Sugar Tax has

16

placed pressure on a number of Fast-Moving Consumer Goods (FMCG) Groups

increasing production costs, impacting on consumers’ spending.

Also, while the new administration under the leadership of President Cyril

Ramaphosa has restored the country’s sense of optimism, some inherent

structural economic challenges still persist. These include dysfunctional state-

owned enterprises and currency volatility. Financial assistance has been granted

to a number of state-owned enterprises, followed by changes in their leadership

and overall restructuring. The Rand Merchant Bank and the University of

Stellenbosch Bureau of Economic Research (RMB/BER, 2019) claim that

Business Confidence Index in South Africa fell 3 points to 28 in the first quarter

of 2019, from 31 in the previous period.

Developments in the global trading environment will be particularly important.

South Africa has an open economy as indicated by the sizeable shares of the

GDP, at 29.8% and 28.4% respectively, claimed by exports and imports in 2017

(IDC, 2018).

Manufactured exports should benefit from increased demand in the Eurozone

and Sub-Saharan African markets, among others, but may face significant

challenges in the US market, as exemplified by the recently imposed tariffs on

US imports steel and aluminium. Uncertainty surrounding Brexit may affect

exports and financial flows with one of South Africa’s largest European trading

partners. The implementation of economic reforms remains critical to facilitating

faster growth and sustaining the ongoing economic recovery.

Reforms to ease of doing business in South Africa, boosting industrialisation,

entrepreneurship, job creation and trade have become a major focus of the new

administration under President Cyril Ramaphosa. One of the initiatives

implemented include the job summit whose aim is to improve growth, protect

existing jobs and create new jobs. Some of the outcomes of the job summit set

to benefit the manufacturing, engineering and related services sector include the

commitment by the financial sector to invest R100-billion in black-owned

17

industrial enterprises over the coming five years (Engineering News, 2019). In

October 2018, South Africa hosted its first Investment Summit to “provide a

platform to showcase growth and investment prospects in an economy with vast

potential and enormous resources” (South Africa, 2018). This was part of a drive

to increase investment in the country, by attracting $100 billion in new investment

in the coming five years. The manufacturing sector is one of the key sectors that

is set to benefit from these initiatives.

Supportive economic policies and programmes (such as the Automotive

Investment Scheme, the Manufacturing Competitiveness Enhancement

Programme and the Manufacturing Investment Scheme) have contributed to the

continued resilience of the sector. The strategic position of SA as the gateway to

the rest of Africa continues to strengthen this sector. For example, the favourable

climate has seen major multinational companies in the auto and new tyre sectors

invest billions of rands in South Africa. Government programmes such as the

Black Industrialist programme, which is designed to promote black

manufacturers, are also set to contribute to revitalisation of the mer-sector.

The merSETA has a role to play in making such economic programmes a

success, through facilitating the provision of the relevant skills needed to drive

the manufacturing sector. The oceans economy, which was conceptualised

through government’s Operation Phakisa, has the potential to unlock sizeable

investment in the manufacturing, engineering and related services sector.

Government and business are attempting to increase the competitiveness of the

manufacturing sector through modernisation and advanced manufacturing. A

significant example is government’s beneficiation strategy that was adopted in

2011, which supports government’s vision of advancing development through

the optimisation of linkages in the mineral value chain, facilitation of economic

diversification, job creation, and industrialisation. This leads to skills-biased

technological change in a challenging environment with a demand for highly

skilled workers, at the cost of retrenchments for semi-skilled and unskilled

workers. This trend requires support for opportunities to continuously up-skill

workers in the sector, to meet the high-level skills demand of modern-day

manufacturing. Additional support is required to assist the growth of small

18

businesses, with particular emphasis on responding to the needs of the informal

sector and rural development in the mer sector. The adoption of advanced

manufacturing and beneficiation calls for the need to invest in the country’s

innovation, research and development (IRD) capability. High level skills at

Master’s and PhD levels are therefore essential if the mer-sector is to increase

its IRD capability. This is critical in ensuring increased employment opportunities

and economic expansion through increased competitiveness of the sector.

SOCIAL: Unemployment in SA has reached alarming levels, as the South

African economy continues to shed jobs in critical sectors such as mining and

manufacturing. According to Statistics SA (2019), the unemployment rate has

increased to 29%, which is the highest unemployment rate since 2003.

Increasing unemployment has resulted in a shrinking tax revenue base, and this

constrains the national fiscal, resulting in an increasing number of people relying

on social grants. According to the Institute of Race Relations (2017), the increase

in the number of grant recipients, compounded with high unemployment in SA,

creates a potential recipe for social and political instability. Youth unemployment

remains high, the lack of skills among the youth in SA is partly responsible for

the escalating unemployment rate as we move to an increase in the digitalisation

of manufacturing, engineering and related industries as part of the move into the

Fourth Industrial Revolution age. In the manufacturing sector, this has been

worsened by advances in manufacturing technology that is increasingly

demanding high level skills. A poor basic education system remains the

weakness to the socio-economic transformation agenda. Coupled with the high

cost of higher education, this has resulted in a systematic hindrance to a number

of young people from obtaining skills that are pertinent for them to access the

world of work, or to become entrepreneurs.

TECHNOLOGICAL: The technology driven Fourth Industrial Revolution is

projected to introduce major disruptions in the manufacturing, engineering and

related services sector as a result of digitalisation of manufacturing, engineering

and related industries. With the intensification of the technological revolution, a

competitive manufacturing and engineering sector depends on the capacity of

firms to master advanced technology domains, to innovate, and to meet the

19

precise needs of customers. However, South Africa’s innovation research and

development capability remains weak, compared to other developing economies

in BRICS, such as India and China. Whilst advanced manufacturing systems

offer the greatest advantage for economic growth, this requires firms and training

providers to keep abreast of advanced manufacturing technologies, data

analytics, the application of robotics, digital platforms and high-level skills

development, on a continuous basis. The government is looking to ‘smart cities’

with interconnectedness and complementary systems as a way of driving change

in urban areas (State of the Nation Address, 2019).

Despite these changes, in most cases, education curricula are not updated and

fail to keep abreast with these trends and developments. This has resulted in the

industry complaining that training institutions, especially TVET colleges, are not

in sync with industry trends. The industry has expressed concern that while it is

easy to import technology, SA needs to have the skills base to maintain it, if it is

to be used productively and efficiently. Coupled with the high cost of importing

some of these technologies, this has deterred many companies - especially small

and medium enterprises (SMEs), from taking advantage of the availability of

these technologies. Some examples of the impact of changing technology on

certain trades and their qualifications are in respect of welding, where- in order

to maintain its relevance, training has to take into account the latest welding

equipment and processes, including: hybrid laser/plasma arc welding; remote

laser welding; solid state welding; stored energy resistance welding, and cold

spray. New priorities in energy efficiency have also deepened the need for new

artisan-related qualifications that support this priority, such as wind turbine

technicians.

Disruptive technologies, such as those emerging from 3-D printing processes,

are an indicator of future skills built from an entrenched approach to “lifelong

learning”. The role of technology in revolutionising teaching, learning and skills

development cannot be overemphasised. This calls for the industry, training

providers, SETAs and policy makers to devise strategies to leverage the power

of technology in skills development. In addition, social media is increasingly

changing the way organisations are communicating with, and to their

20

stakeholders, and have also promoted transparency in the way organisations

engage with their stakeholders. The merSETA will also continue participating in

initiatives to influence policy related to the Fourth Industrial Revolution, to ensure

that issues of skills development find translation in national policies relating to

the Fourth Industrial Revolution.

ENVIRONMENTAL: There is growing pressure for national and international

policies to support sustainable development (economic development that meets

the needs of the current generation without depleting natural resources for future

generations). This has placed pressure on the manufacturing sector which is one

the major contributors to the depletion of natural resources, environmental waste

and climate change. The green, blue and circular economies have been

identified as a sustainable development imperative with the potential for job

creation, and new business and manufacturing opportunities. Some of the

merSETA industries are already supporting a low carbon economy through

innovative forms of environmental management, and proactive clean

manufacturing processes. In various merSETA sub-sectors, waste management

is both a risk mitigation factor, as well as a driver of repurposing and re-using

materials to manufacture alternative products.

Recent drought in the Western, Eastern and Northern Cape had an impact on

environmental awareness, as resource scarcity is a real problem, causing

farmers, manufacturers and contractors to look at more efficient and effective

ways of using natural resources.

LEGAL: The legal framework in SA plays a pivotal role in achieving

government’s priorities, such as ending poverty and unemployment, and

promoting equity. Moreover, in SA's maturing democracy, the notions of social

cohesion, social justice and active citizenry underpin the transformation agenda

as a whole, and have become deeply infused in skills development.

Transformative intent and participation in various fora remains essential in

ensuring fair and equitable implementation processes. Total involvement in

legislative processes of this nature remains critical. Technological developments

21

have also cast a spotlight on issues of privacy and security in the digital

environment. The sector also operates within a social and economic legislative

framework that significantly impacts on the sector. Significant pieces of

legislation worth mentioning include:

The B-BBEE Act, which is aimed at advancing economic transformation

and enhancing the economic participation of black people in the SA

economy. Programmes such as the Black Industrialist programme are a

support mechanism for the implementation of the B-BBEE Act, which

promotes structural transformation of the economy through increasing the

number of black manufacturers.

The Employment Equity Act No. 55 of 1998 (EEA) is aimed at transforming

the race and gender make-up of the labour market, particularly in the

technical, professional and managerial occupations. It also addresses the

inclusion of people with disabilities (PwD) in the mainstream economy.

Skills development is a main contributor to such transformation.

The National Environmental Management Act No. 55 of 1998 (NEMA) is

another piece of legislation aimed at establishing a framework for

integrating good environmental management into all development

activities, including manufacturing. Companies in the sector have also been

investing in training and awareness for their employees in issues related to

health, safety and environmental awareness.

The Protection of Personal Information Act No. 4 of 2013 (POPIA) is aimed

at the protection of personal privacy and the security of personal information

held by both private and public bodies. It is set to impact on information and

data governance. This calls for investment in mechanisms aimed at

promoting good data management, and governance practices.

The Intellectual Property Amendment Act No. 28 of 2013 (IPAA) promotes

the protection of intellectual property rights, including the recognition and

protection of certain manifestations of indigenous knowledge as a species

of intellectual property. For example, in 2017, a prominent Ndebele artist,

Esther Mahlangu, partnered with BMW to design a unique interior for the

luxury BMW 7 series.

22

4.2 Internal organisational Environment

The merSETA organisational environment is analysed in terms of the 7S Framework

Model. The 7S Framework divides the seven organisational elements of successful

organisations into two categories: “hard” (easy to identify) and “soft” (intangible)

elements. These are illustrated below (see Figure 1):

(SHARED VALUES: “We care. We belong. We serve.”)

Figure 1: The merSETA organisational environment

STRATEGY: The merSETA strategy comprises of four linked components – the

Sector Skills Plan (SSP), the five-year Strategic Plan (SP), the Annual

Performance Plan (APP) and the Service Level Agreement (SLA).

The SSP is research based and provides an overview of critical economic, labour

market and social drivers, signals and indicators within the merSETA

manufacturing, economic, and government policy environment that impact on

skills demand and supply, particularly pertaining to skills gaps and skills

shortages. The SSP is developed by the merSETA and its three main social

partners (employers, labour and government), in order to provide strategic

direction for skills development priority actions. Furthermore, the SSP is also an

instrument that can provide direction to education and training institutions, skills

development providers, and other interested parties with regard to developing

relevant education, training and skills development responses for the merSETA

manufacturing and engineering environment. The five- year Strategic Plan is the

instrument that the merSETA uses to identify five-year achievable, and realistic

targets aligned to its legislated mandate and SSP. These targets are translated

into five-year strategic outcomes, budget programme structure (aligned to the

Structure

Staff Skills

Shared Values

Strategy Systems

Style

Hard

Soft

23

SETA main areas of service delivery responsibility), and strategic outputs that

clearly state the merSETA planned actions regarding the achievement of its

strategic outcomes.

The APP outlines what the merSETA intends doing in the upcoming financial

year and provides a three-year Medium-Term Expenditure Framework (MTEF)

horizon for implementing its strategic plan. It sets out performance indicators and

targets towards achieving its strategic outcomes and outputs. The APP is the

basis upon which the SETA, reports to Parliament annually, through the Minister

of Higher Education, Science and Technology. The SLA, based on the approved

Strategic Plan and APP, is the signed agreement (contract) between the Minister

and the merSETA Accounting Authority (AA), setting out the SETA’s specific

annual obligations and responsibilities. It is the assessment framework which the

Minister and the Department of Higher Education and Training (DHET) utilise to

monitor the activities of the merSETA. The annual operational plan of the

merSETA, for all its operational core functions (see Figure 2 below), is

determined mainly on the basis of the obligations and responsibilities of the SLA

and APP, with a line of sight to the five-year Strategic Plan outcomes and SSP

priorities.

STRUCTURE: The merSETA is a Schedule 3a public entity that reports to the

Minister of Higher Education, Science and Technology. In terms of the PFMA,

the Minister of Higher Education, Science and Technology is defined as the

Executive Authority, and reports to Parliament. In this regard, the merSETA

makes all the required submissions to the Executive Authority.

The Accounting Authority, comprising of 15 members inclusive of a Chairperson,

is generally responsible for governance and ensuring that the merSETA achieves

its mandate, by reviewing its strategy, and monitoring performance and

compliance, and it is accountable to the Minister. The Chief Executive Officer is

the Accounting Officer as delegated by the Accounting Authority. The diagram

below (Figure 2), depicts the governance and operational structure of the

merSETA.

24

Figure 2: Governance and operational structure

The following governance committees are charged with meeting the strategic

outcome goals of the merSETA:

(i) the Accounting Authority

(ii) the Executive Committee

(iii) the Audit and Risk Committee

(iv) the Human Resources and Remuneration Committee

(v) the Finance and Grants Committee, and

(vi) the Governance and Strategy Committee.

From 2020 there will be six Chamber Committees, i.e. Automobile

Manufacturing, Metal and Engineering, Motor Retail, Components

Manufacturing, New Tyre Manufacturing, and Plastics Manufacturing are sub-

committees of the Accounting Authority. These are established to support the

merSETA in carrying out its mandate.

Other strategic advisory committees are the Education, Training, Quality

Assurance Committee and Regional Committees. The governance and

organisational structure has evolved over many years, and has thus far

responded effectively and efficiently to SETA needs.

Strategy &

Research

Accounting Authority

AA Committees

Company Secretary &

Compliance Office

CEO

Finance Operations Corporate

Services

25

The review of the operational structure is critical in ensuring that the merSETA is

responsive to its renewed mandate as pronounced in the NSDP, which calls for

greater collaboration, integration, and a strong emphasis on governance.

Compliance, particularly with regard to compliance imperatives of the PFMA and

the Public Audit Act No 5 of 2018 (as amended) is critical in-service delivery.

SYSTEMS: The merSETA has developed and implemented systems to support

planning, decision making and its operations. The following systems support the

functioning of the merSETA:

Information Technology - Information and Communication Technology

(ICT) is a critical pillar of the merSETA. It is a key enabler of organisational

processes supporting the strategy and organisational performance. The

merSETA is in the process of reviewing its ICT infrastructure, policies,

procedures, business processes, systems and structures in line with the

new strategy. ICT is set to play an important role in enhancing business

efficiency and effectiveness, through driving digital transformation. An

enterprise content management and digital transformation roadmap has

been developed to guide the merSETA in its digital transformation journey,

to address challenges and opportunities in data, information and knowledge

management practices, processes and technologies. The road map

stresses the need to address ICT infrastructure challenges, integrate ICT

solutions and implement data governance practices over the medium term.

Governance - The Accounting Authority is the oversight body within the

merSETA that ensures good corporate governance. It works within the

governance framework of the Public Finance Management Act and ensuing

regulations. Responsibilities and tasks are delegated to various structures,

committees, management and staff members, but the Accounting Authority

is ultimately accountable for all SETA affairs, in line with the Skills

Development Act. Going forward, in light of changes in key legislation such

as the Public Audit Act Amendment Act 5 of 2018, strengthening

governance and compliance is key.

Programme Implementation - The purpose of Programme

Implementation is to support the management of Discretionary Grants

26

(DG), from application to awarding of funding. This is done through signing

of agreements, processing claims, managing commitment schedules, as

well as monitoring of DG contracts. Priorities identified in the merSETA

strategy guide the conceptualisation and implementation of programmes.

Quality Assurance - The quality assurance system is a critical component

of programmes and projects implementation. Going forward, a strong focus

will be to ensure the quality assurance of merSETA funded interventions,

to ensure alignment to industry expectations. The quality assurance system

is also critical in ensuring that learners receive quality training. This is

consistent with the NDP and NSDP vision of ensuring that South African

citizens have access to quality education and training, to enhance their

capability to be active participants in developing the potential of the country.

Communication - The merSETA is responsible for effective and regular

communication to all stakeholders within and outside the designated sector.

Communication takes place through multiple channels, including the print

media, social media, and face-to-face engagement such as regular

workshops, colloquia, seminars and conferences. Stakeholder

representatives meet regularly in the various committees mentioned. The

merSETA has enhanced communication to stakeholders through the

establishment of regional offices in Mpumalanga/Limpopo, Eastern Cape,

Free State/Northern Cape, Gauteng North/North West, Gauteng South,

KwaZulu-Natal, Western Cape, as well as the Head Office in

Johannesburg. The regional offices service member companies and other

stakeholders at the coalface of implementation. The merSETA will also

focus on increasing its reach to its stakeholders, showcasing its successes

and brand communication.

Research, planning, monitoring, reporting and evaluation - The

merSETA research, planning, monitoring and evaluation is guided by the

Department of Planning, Monitoring and Evaluation (DPME), and the

National Treasury Framework of policies and guidelines for planning and

performance management. Planning is conducted annually, based on

research and evidence-based decision making. Performance monitoring

and reporting to the DHET and National Treasury takes place on a quarterly

27

basis, and through annual reporting. In addition, performance monitoring

and reporting takes place through internal and external audits, bi-annual

budget reviews, as well as regular management meetings and AA (inclusive

of its committees) meetings. Processes, systems and impact evaluations of

the delivery of merSETA skills development programmes and projects are

implemented, to continuously inform the merSETA of challenges,

successes and impact of skills development delivery for the merSETA

sector. Research is aimed at understanding economic, labour market and

social drivers, signals and indicators that impact on skills development for

the merSETA sector, particularly pertaining to shortages and gaps related

to occupations and skills in demand. The applied research and innovation

system focuses on research and innovation projects intended to pilot, and

test concepts and solutions prior to full scale implementation.

Finance - The financial system is informed by the PFMA, Public Audit Act

No 5 of 2018 as amended, and Treasury Regulations. Financial

management includes administration of the organisation, and disbursement

of mandatory and discretionary grants. There is regular reporting of

financial information to the management, Accounting Authority,

committees, Treasury and DHET. Internal and external audits of financial

information take place annually in terms of the legislation. The merSETA

exercises strong fiduciary responsibility, which is evident in the unqualified

audit reports from the Auditor-General’s office year-on-year. The merSETA

will also tighten internal controls to reduce audit findings.

Knowledge Management - The purpose of knowledge management (KM)

at the merSETA is to help foster an open and enabling forum for the

communication of ideas, concepts and information throughout the

organisation. The knowledge management framework focuses on issues of

access, sharing, integration and preservation of the merSETA knowledge

assets, in order to turn the merSETA into an innovative, learning and

knowledge-based organisation.

Quality Management - The merSETA has been certified to ISO 9001:2008

for the past nine years since August 2009, and in August 2018 the

merSETA was re-certified to ISO 9001:2015. This milestone signifies that

28

the merSETA business systems, processes and activities have been

benchmarked against the best, aligning them with the International Quality

Management System. The achievement of this certification also means that

the merSETA provides confidence to all the interested parties and

stakeholders, as it seeks to achieve and exceed stakeholders’ needs and

services in the achievement of its strategic priorities.

STAFF: The merSETA staff establishment component totals 225. Currently, 80%

of the merSETA positions are filled. The review of the operational structure

necessitates a review of jobs and competencies. To effectively implement its new

strategy, continuous skilling and development of the merSETA staff is key, to

ensure that they have the competencies to implement projects, programmes and

systems supporting the new strategy. The strategy also places merSETA staff at

its core, as staff, with the guidance from leadership drive the implementation of

the strategy. Creating an environment that promotes growth, innovation and

employee wellness is important to the success of the merSETA.

Table 2: The merSETA staff component

Male Female Foreign

Nationals

Totals OCCUPATIONAL LEVEL African Coloured Indian White African Coloured Indian White Male Female

Top Management 0 0 0 0 0 0 0 0 0 0 0

Senior Management 0 1 0 0 2 0 0 1 0 0 4

Professionally Qualified 11 3 1 3 8 4 2 5 2 0 39

Skilled and Qualified 34 12 3 7 28 5 1 2 0 0 92

Semi-skilled 24 1 0 0 40 5 0 4 0 0 74

Unskilled 2 0 0 0 10 1 0 0 0 0 13

Total Permanent 71 17 4 10 88 15 3 12 2 0 222

Temporary Staff 1 0 0 0 2 0 0 0 0 0 3

Grand total 72 17 4 10 90 15 3 12 2 0 225

The merSETA vacancy rate falls within the normal range. The staff turnover rate

fluctuates below 5%. An average staff tenure of >3 years and a staff satisfaction

rate of >72% is indicative of employee stability and good practice in human

29

resource management (HRM). Going forward, the merSETA organisational

structure and human resources planning needs to be reviewed, to ensure a

relevant delivery mechanism that is sustainable, and aligned to the emerging

strategic and operational objectives. An in-depth organisational development

process is needed, which includes the systematic identification and analysis of

quantitative and qualitative workforce requirements.

The outcomes of the organisational development process must be entrenched

through the following (and other) operational activities:

(i) A consultative process that culminates in an approved strategic human

resource capacity plan that is both aligned and relevant to the South African

context.

(ii) Integration of human resource planning and other relevant HRM

interventions to the strategic planning and budgeting cycle of the

organisation.

(iii) Development of appropriate budgeting or cost modelling for the human

resource plan.

(iv) Ensuring an adequate skills supply and pipeline of qualified and

competent staff.

The merSETA has identified its staff as one of its important resources, and a

strong emphasis should be placed on recruitment and retention of skilled and

talented people. Systems to support recognition, innovation and performance

management are also critical in building a capable organisation.

SKILLS: In carrying out its mandate, the merSETA relies on its skilled personnel

in planning and implementing skills development initiatives that address the

needs of the sector, and national priorities. The recruitment and retention of

skilled people is at the centre of the merSETA operations. Changes brought by

technology and innovation in systems and processes require that the merSETA

invests in continuous professional development, to address skills gaps. Skills

audits are also important in determining the current level of knowledge and skills

in the organisation, against the required level of skills desired by the organisation.

30

This will enable the merSETA to put in place relevant initiatives to address the

gaps and optimal use of its skills base.

STYLE (Governance and Leadership): The leadership style of the Accounting

Authority is highly consultative, providing opportunities for stakeholder inputs and

endorsement through a range of committees and stakeholder fora. The

Management Committee (MANCO) serves as a link between internal operational

management and governance structures. merSETA leadership is guided by the

value system with an emphasis on self-leadership, collaboration and self-

reflection.

4.3 Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis

The SWOT analysis is used to determine and define the strengths, weaknesses,

opportunities and threats in both the internal and external environment within which

the merSETA operates.

Table 3: Swot analysis

Strength Weakness

Stability in the management structure

Financial certainty

Good administration

Institutional memory

Good governance and leadership

Good track record, reputation

Strong relationships with stakeholders/ partnerships

Fragmented business processes and systems

Low management staff turnover (may indicate lack of innovation)

Stakeholder engagement and marketing

Poor monitoring and evaluation of outcomes

Capacity issues in the regions to meet stakeholder needs

Opportunities Threats

Strengthened partnerships particularly to improve the quality of TVET Colleges

The social economy in support of entrepreneurship, Small, Medium and Micro Enterprises (SMEs), Co-ops

Career awareness (young people, adults and workers)

Long term research into new growth areas such as the social economy, green, blue and circular economy

Slow adoption of digital transformation

Poor data management and governance

Dependencies on other role players in the skills ecosystems (with poor capability)

In order to build a stronger SETA that is responsive to the changing skills

development ecosystem, the merSETA needs to strengthen its systems to

31

support the development and implementation of a responsive strategy. These

include:

A strengthened monitoring and evaluation system: In 2016, the

merSETA implemented its organisation wide monitoring and evaluation

framework to improve the monitoring and evaluation of its operational and

organisational performance. The merSETA should strengthen its

monitoring and evaluation system for improved governance, administration

and accountability. Importantly, merSETA must institute mechanisms to

ensure that actions are taken based on findings from monitoring and

evaluation activities, as well as demonstrate understanding of the

strengths, challenges and impact of its implemented initiatives.

Partnerships, learning networks and collaboration systems: The

merSETA should use its partnerships more strategically, and endeavour to

participate in relevant learning networks, building systems for collaboration

and learning as important vehicles for promoting an integrated approach to

developing, as well as implementing targeted, bespoke skills development

initiatives. These should be relevant to the needs of the worker, employers,

sector industries, community and national priorities. New types of

collaboration and partnerships systems are required for provision of access

to skills development that will contribute to the growth of rural and township

economies, stronger SMEs/cooperatives/other informal job creation

entrepreneurial activities, decrease of youth unemployment, worker re-

skilling, and skills for females and people with disability. Very importantly,

merSETA partnerships have been implemented in a variety of approaches.

It is opportune that best practice partnership conceptualisation, planning,

contracting, implementation and partnership management that have

emerged from some of our partnerships are systematised into a single

coherent partnership system for all partnerships, irrespective of which

division or unit is managing them. The system would include refining

processes for the operationalisation of the recently approved Programmes

and Projects Policy.

Innovation systems: Developing innovative systems and approaches to

delivering skills in response to the trends driven by policy imperatives,

32

technology, the economy, the labour market and the overall socio-economic

context. The merSETA plans to continue working with HEIs, research

institutions, industry and civil society in developing innovative systems that

address challenges in the current system. The merSETA is in the process

of developing a high-quality new apprenticeship skills development process

in South Africa that is more efficient, accessible, and scalable- one that is

capable of preparing apprentices for Industry 4.0. The merSETA innovation

systems for delivery of skills should include expanding access through the

use of technology, international knowledge exchange and knowledge

adaptation, access to studies beyond the borders of the republic, and

leveraging bilateral and multi-lateral agreements, particularly in

knowledge/disciplines in related to Industry 4.0.

A strengthened governance, administrative and resourcing system:

The NSDP states continued commitment for the social partnership model

of governance (business, labour and government). The strength and value

add of the social partner model of governance is intended to provide for the

co-creation of the most appropriate solutions for the sector. The merSETA

social partnership system should ensure that constituencies avail those

who can build a strong accounting authority, an authority of individuals who

are knowledgeable about the fiduciary and statutory obligations of serving

on public entity bodies, as well as having the ability to balance specific

constituency aspirations, and sector wide growth and development needs.

The National Skills Authority states that critical to strengthened governance

for the SETAs, will be systems that provide for clearer demarcation of, and

minimising duplication of roles and responsibilities of governance structures

and management, and the building of trust between these. A strengthened

merSETA governance system would enable governance structures to play

an important role in not only delivering skills to the sector, but also in

influencing policy. The funding mechanisms of the SETA should be

reviewed, such that focus is on quality and impact for the short, medium,

and long-term skills development of current and future employees, and the

current and future growth trajectories of the mer-industries/businesses.

33

A strategic labour market intelligence system: The merSETA should

build strategic intelligence systems to support evidence-based decision

making, planning and operational efficiency. Credible research, good data

management and governance practices, and a labour market information

system are some of the key pillars in building a credible institutional

mechanism for skills planning. Such a strategic labour market intelligence

system needs to draw on a mix of research approaches and methodologies,

and have the capability to draw data from a variety of sources, both within

merSETA and from the mer-sector environment. A strategic labour market

intelligence system cannot work without the willing contributions of credible,

relevant data and information from industry players, and merSETA

stakeholders (business and labour). Business and labour stakeholder

commitments to availing space and opportunity for data gathering and

analysis will be a critical element of the system, and the merSETA AA would

have to be central in acquiring such commitments.

A digital ecosystem for the merSETA: The merSETA has recognised that

its data, information and knowledge are strategic assets for strengthening

strategic planning, strategic decision making, governance, risk

management and operational efficiency, particularly as they pertain to

internal control efficiencies. The approach adopted for data, information

and knowledge management is through enterprise content management

(ECM) that should be supported by advanced technology available. The

ECM building blocks identified by the merSETA include data management

and governance, information management, records management,

knowledge management, social media management, web content

management, enterprise communication, management information

systems, and business process management. The merSETA is

approaching ECM from four perspectives, namely:

(i) Technology (tools & deliverables)

(ii) People (organisation / culture and roles and responsibilities)

(iii) Processes (activities, practices and techniques), and

(iv) Information (including data and knowledge).

34

The renewed approach to the management of the merSETA content is also

a means for digital transformation of the way in which merSETA conducts its

business. This is part of the merSETA response to the digital driven Fourth

Industrial Revolution.

35

PART C: MEASURING OUR PERFORMANCE

5 Institutional Programme Performance Information

5.1 Programme 1: Administration

Programme purpose

The purpose of this programme is to:

(i) Instil a single coherent best practice effective and efficient governance,

leadership and management activities for the AA, its committees,

management and staff of the merSETA

(ii) Ensure compliance to legislated and regulated obligations, as well as to

organisational policies, and

(iii) Establish a skilled high-performance environment.

Programme 1: Administration indicators and targets

Table 4 highlights performance indicators and targets for programme 1 over the

medium-term expenditure framework.

Table 4: Programme 1: MTEF Performance Indicators, Annual and Quarterly Targets for

2020/21

Outcomes

Outputs

Output

Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated

performa

nce

(current

year)

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Outcome 1:

Ethical

governance

and

resourced

capable

merSETA

operations

established

and

maintained,

to equitably

provide skills

development

related

services,

Strategic

Output 1:

Effective and

efficient

governance

and leadership

practice

implemented.

Percentage of

compliance

with Corporate

Governance

Compliance

report.

New New New 100% 100% 100% 100%

Strategic

Output 2:

Improved

financial and

corporate

management.

Percentage

reduction of

internal

control

deficiencies

reported in

previous

external and

N/A 70% 74% 100% 100% 100% 100%

36

Table 5: Programme 1 Quarterly Targets 2020/21

Output Indicators Annual

Target 1st 2nd 3rd 4th

Percentage of compliance with Corporate Governance

Compliance report. 100% 100% 100% 100% 100%

Percentage reduction of internal control deficiencies reported

in previous external and internal audit reports. 100% 30% 50% 90% 100%

Percentage achievement of annual Employment Equity (EE)

targets. 100% N/A N/A N/A 100%

5.2 Programme 2: Skills Planning

Programme purpose

The purpose of this programme is to establish an effective mechanism for sector skills

planning. The functions of this programme encompass research, planning, monitoring

and evaluation, as well as applied research and innovation. It is intended to research

economic, labour market and social drivers, signals and indicators that impact on skills

development for the merSETA sector, particularly pertaining to shortages and gaps

related to occupations and skills in demand. Applied research and innovation refers to

research and innovation projects intended to pilot, and test concepts and solutions

prior to full scale implementation. Grants are availed to support this programme, so as

to enable partnerships with a broad range of partners, including merSETA employer

and labour stakeholders. This programme is also about establishing systems,

processes and policies to promote research, planning, monitoring and evaluation.

goods and

products

responsive

to

occupations

and skills

growth

demand of

the

merSETA

sector

industries,

and labour

market

.

internal audit

reports.

Percentage

achievement

of annual

Employment

Equity (EE)

targets.

N/A N/A N/A N/A 100% 100% 100%

37

Programme 2: Skills planning indicators and targets

The Table below highlight the performance indicators and targets over the medium-

term expenditure framework.

Table 6: Programme 2 MTEF Performance Indicators, Annual and Quarterly Targets for

2020/21

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual Performance

Estimated

performance

(current year)

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Outcome 2: Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations, and skills demand required for the merSETA sector engineering and manufacturing industries and related labour marke.t Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and the transformation for the diversification of

Strategic Output 3: Establishment of credible and effective systems and strategies for research, planning, monitoring and evaluation.

Number of WSPs and ATRs approved for small firms: (49 or less employees).

2 171 2 111 1750 2 135 2 242 2 353 2471

Number of WSPs and ATRs approved for medium firms: (50-149 employees).

926 853 860 833 875 918 964

Number of WSPs and ATRs approved for large firms: (150 + employees).

540 509 528 500 525 551 579

Number of tracer studies to be conducted to establish employability.

N/A

N/A

N/A

N/A

1

1

1

Number of strategic innovation programmes piloted.

N/A

N/A

N/A

N/A

2

4

6

Researched Sector Skills Plan (SSP) approved by the Executive Authority.

N/A

SSP was accepted

and approved

by the Executiv

e Authority

SSP was accepted

and approved

by the Minister

SSP that is

recorded as

accepted and

approved by the

Executive Authority

SSP that is

recorded as

accepted and

approved by the

Executive

Authority

SSP that is

recorded as

accepted and

approved by the

Executive

Authority

SSP that is

recorded as

accepted and

approved by the

Executive Authority

38

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual Performance

Estimated

performance

(current year)

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

ownership, control and management Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

Number of research and development collaboration outcomes implemented to support the review, or renewal of TVET college curricula, and, or learning materials.

N/A N/A N/A N/A 2 3 4

Number of research and development collaboration outcomes implemented to support the development of CET college curricula, and, or learning materials

N/A N/A N/A N/A 2 3 4

Table 7: Programme 2 Quarterly targets

Indicators Annual target 1st 2nd 3rd 4th

Number of WSPs and ATRs approved for small firms: (49 or less employees).

2242

0

1121

1121

0

Number of WSPs and ATRs approved for medium firms: (50-149 employees).

875

0

437

438

0

Number of WSPs and ATRs approved for large firms: (150 + employees).

525

0

262

263

0

Number of tracer studies to be conducted to establish employability.

1

N/A

N/A

N/A

1

Number of strategic innovation programmes piloted. 2 N/A N/A N/A 2

Researched Sector Skills Plan (SSP) approved by the Executive Authority.

SSP that is recorded as

accepted and approved by the

Executive Authority.

First draft of the SSP

approved by AA and

submitted to the DHET by

15th June.

Final submission of the SSP by 1st

August recorded as

accepted and approved by the merSETA Accounting Authority.

N/A

SSP approved by

the Executive Authority.

Number of research and development collaboration outcomes implemented to support the review, or renewal of TVET college curricula, and, or learning materials

2

N/A

N/A

N/A

2

Number of research and development collaboration outcomes implemented to support the development of CET college curricula, and, or learning materials.

2

N/A

N/A

N/A

2

39

5.3 Programme 3: Learning Programmes and Projects

Programme Purpose

This programme is central in the implementation of NSDP outcomes by implementing

programmes, projects and a range of financial incentives, as well as merSETA non-

financial services that will facilitate merSETA to achieve its targets for a skilled

workforce, in response to local, regional, national and sectoral priorities. Partnerships

and strategic alliances with employers, PSET institutions, non-levy paying entities,

SMEs, cooperatives, labour organisations, NPOs, public entities, other SETAs,

informal sector, and international partners is critical in delivering programmes and

projects.

The situational analysis indicates that due to technological advancements and other

changes, the manufacturing sector is undergoing rapid changes both globally and

locally. This means that the merSETA must be flexible in its responses to facilitate,

support and incentivise skills development initiatives for its sector. The merSETA

financial incentives and non-financial services framework is geared towards the

effective use of its resources, to respond to sectoral national, regional and local

priorities. Initiatives are funded through Mandatory Grants, full Discretionary Grant

subsidy, partial Discretionary Grant subsidy, and non-financial support and services

for learning. The breakdown of the funding of programmes and projects using this

model is highlighted in the Service Level Agreement (see Annexure A). The Tables

below highlight the top 10 occupations in demand that are common across all five

Chambers, and occupations in demand per Chamber. However, the listed occupations

in demand are not the only skills needs that will be addressed through Programmes

3. Priority skills needs that are specific to individual industries, firms, regions,

provinces and other skills will emerge from a variety of sources, given the impact of

continuous innovations and disruptions within the manufacturing context that require

new sets of skills. The main Professional, Vocational, Technical and Academic

Learning (PIVOTAL) interventions for the listed occupations in demand will be

apprenticeships, learnerships, skills programmes and academic programmes, whilst a

few may be addressed through internships and work placements.

40

Table 8: The merSETA top 10 Occupation in Demand PIVOTAL List (ranked)

RANK OCCUPATION CODE

OCCUPATION SPECIALISATION/ ALTERNATIVE TITLE

INTERVENTIONS NQF LEVEL

1 2017-122102 Sales Manager Sales Manager Bursary, Skills

Programmes 6-9

Sales Executive

2 2017-132102 Manufacturing Operations Manager

Production / Operations Manager (Manufacturing)

Bursary, Skills Programmes

6-9

3 2017-121901 Corporate General Manager

Corporate General Manager Bursary, Skills Programmes

6-9

4 2017-671101 Electrician

Electrician Apprenticeship, Learnership, Skills Programmes

4-6 Electrician (General)

Electrician (Engineering)

5 2017-121101 Finance Manager Finance Manager Bursary, Skills Programmes

6-9

6 2017-121908 Quality Systems Manager

Quality Auditor Bursary, Skills Programmes

6-9

7 2017-214101 Industrial Engineer Industrial Engineer Bursary, Skills Programmes

6-9

8 2017-671202 Millwright Millwright Apprenticeship, Learnership, Skills Programmes

4-6

9 2017-132401 Supply and Distribution Manager

Supply and Distribution Manager

Bursary, Skills Programmes

6-9

10 2017-311801 Draughtsperson Draughtsperson Bursary, Skills Programmes

5-9

Table 9: The merSETA Sub-Sector Skills Priorities (ranked)

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

1 2017-122102 Sales Manager x x x x x 5 Highest Skills Programmes

2 2017-132102 Manufacturing Operations Manager x x x x x 5 Highest Skills Programmes

3 2017-121901 Corporate General Manager x x x x x 5 Highest Bursaries

4 2017-671101 Electrician x x x x x 5 Highest Apprenticeships

5 2017-121101 Finance Manager x x x x x 5 Highest Skills Programmes

6 2017-121908 Quality Systems Manager x x x x x 5 Highest Skills Programmes

7 2017-214101 Industrial Engineer x x x x x 5 Highest Bursaries

8 2017-671202 Millwright x x x x x 5 Highest Apprenticeships

9 2017-132401 Supply and Distribution Manager x x x x x 5 Highest Skills Programmes

10 2017-311801 Draughtsperson x x x x x 5 Highest Learnership

41

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

11 2017-122105 Customer Service Manager x x x x x 5 Highest Skills Programmes

12 2017-311501

Mechanical Engineering Technician x x x x x 5 Highest Skills Programmes

13 2017-671208 Transportation Electrician x x x x x 5 Highest Apprenticeships

14 2017-122101 Sales and Marketing Manager x x x x x 5 Highest Bursaries

15 2017-121905 Programme or Project Manager x x x x x 5 Highest Skills programmes

16 2017-132404 Warehouse Manager x x x x x 5 Highest Bursaries

17 2017-132104 Engineering Manager x x x x x 5 Highest Bursaries

18 2017-134904 Office Manager x x x x x 5 Highest Skills Programmes

19 2017-311301 Electrical Engineering Technician x x x x x 5 Highest Skills Programmes

20 2017-132402 Logistics Manager x x x x x 5 Highest Bursaries

21 2017-121902 Corporate Services Manager x x x x x 5 Highest Skills programmes

22 2017-132301 Construction Project Manager x x x x x 5 Highest Skills Programmes

23 2017-671207 Armature Winder x x x x 4 Highest Skills Programmes

24 2017-132101 Manufacturer x x x x x 5 Highest Adult Education and Training (AET)

25 2017-134916 Non-Manufacturing Operations Foreman x x x x x 5 Highest Skills programmes

26 2017-671204 Lift Mechanic x x x x x 5 Highest Skills Programmes

27 2017-132106 Manufacturing Quality Manager x x x x x 5 Highest Bursaries

28 2017-214103 Production Engineer x x x x x 5 Highest Bursaries

29 2017-311201 Civil Engineering Technician x x x x x 5 Highest Skills Programmes

30 2017-134915 Non-Manufacturing Operations Manager x x x x x 5 Highest Skills Programmes

31 2017-121904 Contract Manager x x x x x 5 Highest Bursaries

32 2017-122103 Director of Marketing x x x x x 5 Highest Bursaries

33 2017-214102 Industrial Engineering Technologist x x x x x 5 Highest Bursaries

34 2017-214201 Civil Engineer x x x x x 5 Highest Bursaries

35 2017-133105 Information Technology Manager x x x x x 5 Highest Bursaries

36 2017-312301 Building Associate x x x x x 5 Highest Skills Programmes

37 2017-214904 Quantity Surveyor x x x x x 5 Highest Bursaries

38 2017-121102 Payroll Manager x x x x x 5 Highest Bursaries

39 2017-671203 Mechatronics Technician x x x x x 5 Highest Bursaries

40 2017-111207 Senior Government Manager x x x x x 5 Highest Bursaries

42

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

41 2017-134903 Small Business Manager x x x x x 5 Highest Bursaries

42 2017-134902 Laboratory Manager x x x x x 5 Highest Bursaries

43 2017-133101 Chief Information Officer x x x x x 5 Highest Bursaries

44 2017-133103 Data Management Manager x x x x 4 Highest Skills Programmes

45 2017-121103 Credit Manager x x x x 4 Highest Skills Programmes

46 2017-132302 Project Builder x x x x x 5 Highest Skills Programmes

47 2017-351201 ICT Communications Assistant x x x x x 5 Highest Skills Programmes

48 2017-132403 Road Transport Manager x x x x x 5 Highest Bursaries

49 2017-133104 Application Development Manager x x x x x 5 Highest Bursaries

50 2017-132405 Fleet Manager x x x x 4 Highest Bursaries

51 2017-214104

Production Engineering Technologist x x x x 4 Highest Bursaries

52 2017-313201 Water Plant Operator x x x x x 5 Highest Skills Programmes

53 2017-214907 Materials Engineer x x x x x 5 Highest Bursaries

54 2017-251901 Computers Quality Assurance Analyst x x x x x 5 Highest Bursaries

55 2017-261901 Adjudicator x x x x 4 Highest Bursaries

56 2017-111202 General Manager Public Service x x x x x 5 Highest Skills Programmes

57 2017-133102 ICT Project Manager x x x x 4 Highest Skills Programmes

58 2017-651202 Welder x x x x x 5 Highest Skills Programmes

59 2017-652301 Metal Machinist x x x x x 5 Highest Skills Programmes

60 2017-653306 Diesel Mechanic x x x x x 5 Highest Skills Programmes

61 2017-651302 Boiler Maker x x x x x 5 Highest Skills Programmes

62 2017-432101 Stock Clerk / Officer x x x x x 5 Highest Skills Programmes

63 2017-721901 Product Assembler x x x x x 5 Highest Skills Programmes

64 2017-652302 Fitter and Turner x x x x x 5 Highest Skills Programmes

65 2017-214401 Mechanical Engineer x x x x x 5 Highest Skills Programmes

66 2017-651301 Sheet Metal Worker x x x x x 5 Highest Apprenticeships

67 2017-311904 Manufacturing Technician x x x x x 5 Highest Skills Programmes

68 2017-332301 Retail Buyer x x x x x 5 Highest Adult Education and Training (AET)

69 2017-653309 Forklift Mechanic x x x x x 5 Highest Apprenticeships

70 2017-653307 Heavy Equipment Mechanic x x x x x 5 Highest Apprenticeships

71 2017-214501 Chemical Engineer x x x x x 5 Highest Bursaries

71 2017-251203 Developer Programmer x x x x x 5 Highest Skills Programmes

72 2017-411101 General Clerk x x x x x 5 Higher Skills Programmes

43

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

73 2017-432102

Dispatching and Receiving Clerk / Officer x x x x x 5 Higher Skills Programmes

74 2017-653303 Mechanical Fitter x x x x x 5 Higher Skills Programmes

75 2017-226302

Safety, Health, Environment and Quality (SHE&Q) Practitioner x x x x x 5 Higher Apprenticeships

76 2017-734402 Forklift Driver x x x x x 5 Higher Bursaries

77 2017-332302 Purchasing Officer x x x x x 5 Higher Skills Programmes

78 2017-121201 Human Resource Manager x x x x x 5 Higher Skills Programmes

79 2017-733201 Truck Driver (General) x x x x x 5 Higher Skills Programmes

80 2017-431301 Payroll Clerk x x x x x 5 Higher Skills Programmes

81 2017-734301 Crane or Hoist Operator x x x x x 5 Higher Skills Programmes

82 2017-121206 Health and Safety Manager x x x x x 5 Higher

Adult Education and Training (AET)

83 2017-121202 Business Training Manager x x x x x 5 Higher Skills Programmes

84 2017-311401 Electronic Engineering Technician x x x x x 5 Higher Skills Programmes

85 2017-325705 Safety Inspector x x x x x 5 Higher Skills Programmes

86 2017-651203 Fitter-welder x x x x x 5 Higher Adult Education and Training (AET)

87 2017-413201 Data Entry Operator x x x x x 5 Higher Skills Programmes

88 2017-653301 Industrial Machinery Mechanic x x x x x 5 Higher Skills Programmes

89 2017-311905 Industrial Engineering Technician x x x x x 5 Higher Bursaries

90 2017-251201 Software Developer x x x x 4 higher Skills Programmes

91 2017-333905 Supply Chain Practitioner x x x x x 5 Higher Bursaries

92 2017-333908 Marketing Coordinator x x x x x 5 Higher Skills Programmes

93 2017-432301 Transport Clerk x x x x x 5 Higher Skills Programmes

94 2017-143901 Facilities Manager x x x x x 5 Higher Skills Programmes

95 2017-541401 Security Officer x x x x x 5 Higher Skills Programmes

96 2017-142103 Retail General Manager x x x x x 5 Higher Skills Programmes

97 2017-333903 Sales Representative (Business Services) x x x x x 5 Higher Skills Programmes

98 2017-351302

Geographic Information Systems Technicians x x x x x 5 Higher Bursaries

99 2017-242302 Skills Development Practitioner x x x x x 5 Higher Skills Programmes

100 2017-214402

Mechanical Engineering Technologist x x x x x 5 Higher Skills Programmes

44

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

101 2017-642607 Pipe Fitter x x x x 4 Higher Skills Programmes

102 2017-332101 Insurance Agent x x x x 4 Higher Skills Programmes

103 2017-251202 Programmer Analyst x x x x x 5 Higher Bursaries

104 2017-653304 Diesel Fitter x x x x 4 higher Apprenticeships

105 2017-251101 ICT Systems Analyst x x x x 4 Higher Skills Programmes

106 2017-351301 Computer Network Technician x x x x x 5 Higher

Adult Education and Training (AET)

107 2017-524401 Call Centre Salesperson x x x x x 5 Higher Skills Programmes

108 2017-653302 Mechanical Equipment Repairer x x x x 4 Higher Apprenticeships

109 2017-241301 Financial Investment Advisor x x x x 4 Higher Bursaries

110 2017-734101

Agricultural Mobile Plant (Equipment) Operator x x x x x 5 Higher Skills Programmes

111 2017-641501 Carpenter and Joiner x x x x x 5 Higher Skills Programmes

112 2017-641502 Carpenter x x x 3 Higher Apprenticeships /ARPL

113 2017-541101 Fire Fighter x x x x x 5 Higher Skills Programmes

114 2017-142101 Importer or Exporter x x x x x 5 Higher Skills Programmes

115 2017-251401 Applications Programmer x x x x 4 Higher Bursaries

116 2017-331401

Statistical and Mathematical Assistant x x x x x 5 Higher Skills Programmes

117 2017-671302 Cable Jointer x x x x 4 Higher Adult Education and Training (AET)

118 2017-671301 Electrical Line Mechanic x x x x 4 Higher Skills Programmes

119 2017-653310 Lubrication Equipment Mechanic x 3 Higher Skills Programmes

120 2017-641902 Scaffolder x 3 High Skills Programmes

121 2017-252301 Computer Network and Systems Engineer x x x x 4 High Skills Programmes

122 2017-252101 Database Designer and Administrator x x x x 4 High Skills Programmes

123 2017-412101 Secretary (General) x x x x 4 High Bursaries

124 2017-422301 Switchboard Operator x x x x 4 High Skills Programmes

125 2017-216601 Digital Artist x x x x 4 High Bursaries

126 2017-222104 Registered Nurse (Community Health) x x x 3 High Skills Programmes

127 2017-143904 Security Services Manager x x x x 4 High Skills Programmes

128 2017-234201

Early Childhood Development Practitioner x x 2 High Skills Programmes

129 2017-333201 Events Manager x x 2 High Skills Programmes

45

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

130 2017-214502 Chemical Engineering Technologist 2 High Bursaries

131 2017-651204 Gas Cutter 2 High Skills Programmes

132 2017-653101 Automotive Motor Mechanic x x x x x 5 Higher Skills Programmes

133 2017-832901 Metal Engineering Process Worker x x x x x 5 Higher Skills Programmes

134 2017-312201

Production / Operations Supervisor (Manufacturing) x x x x x 5 Higher Skills Programmes

135 2017-522303 Automotive Parts Salesperson x x x x x 5 Higher Skills Programmes

136 2017-832910 Component Fitter x x x x x 5 Higher Skills Programmes

137 2017-684904 Panel beater x x x x x 5 Higher Apprenticeships

138 2017-718905

Engineering Production Systems Worker x x x x x 5 Higher Skills Programmes

139 2017-431101 Accounts Clerk x x x x x 5 Higher Bursaries

140 2017-732101 Delivery Driver x x x x x 5 Higher Skills Programmes

141 2017-862919 Mechanic Trade Assistant x x x x x 5 Higher Apprenticeships

142 2017-331201 Credit or Loans Officer x x x x x 5 Higher Skills Programmes

143 2017-431102 Cost Clerk x x x x x 5 Higher Skills Programmes

144 2017-643202 Vehicle Painter x x x x x 5 Higher Skills Programmes

145 2017-652201 Toolmaker x x x x x 5 Higher Apprenticeships

146 2017-714204

Plastics Production Machine Operator (General) x x x x x 5 Higher Apprenticeships

147 2017-862918

Electrical or Telecommunications Trades Assistant x x x x x 5 Higher Skills Programmes

148 2017-651401 Metal Fabricator x x x x x 5 Higher Skills Programmes

149 2017-215101 Electrical Engineer x x x x x 5 Higher Bursaries

150 2017-642702 Refrigeration Mechanic x x x x x 5 Higher Apprenticeships

151 2017-714208 Plastics Manufacturing Machine Minder x x x x x 5 Higher Skills Programmes

152 2017-672105 Instrument Mechanician x x x x x 5 Higher Apprenticeships

153 2017-651101 Moulder x x x x x 5 Higher Skills Programmes

154 2017-651402 Structural Steel Erector x x x x x 5 Higher Skills Programmes

155 2017-712102

Metal Manufacturing Machine Setter and Minder x x x x x 5 Higher Skills Programmes

156 2017-651501 Rigger x x x x x 5 Higher Skills Programmes

157 2017-684905 Vehicle Body Builder x x x x x 5 Higher Apprenticeships

46

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

157 2017-653109 Automotive Engine Mechanic x x x x x 5 Higher Apprenticeships

159 2017-672104 Electronic Equipment Mechanician x x x x x 5 Higher Apprenticeships

160 2017-652401 Metal Polisher x x x x x 5 Higher Skills Programmes

161 2017-714205

Reinforced Plastic and Composite Production Worker x x x x x 5 Higher Skills Programmes

162 2017-522302 Motorised Vehicle or Caravan Salesperson x x x x x 5 high Bursaries

163 2017-833402 Store Person x x x x x 5 High Skills Programmes

164 2017-432201 Production Coordinator x x x x x 5 High

Adult Education and Training (AET)

165 2017-811201 Commercial Cleaner x x x x x 5 High Skills Programmes

166 2017-112101 Director (Enterprise / Organisation) x x x x x 5 High Skills Programmes

167 2017-441903 Program or Project Administrators x x x x x 5 High Skills Programmes

168 2017-684305 Quality Controller (Manufacturing) x x x x x 5 High

Adult Education and Training (AET)

169 2017-243301 Industrial Products Sales Representative x x x x x 5 High Bursaries

170 2017-422601 Receptionist (General) x x x x x 5 High Bursaries

171 2017-862202 Handyperson x x x x x 5 High Skills Programmes

172 2017-242303 Human Resource Advisor x x x x x 5 High Skills Programmes

173 2017-334102 Office Administrator x x x x x 5 High Skills Programmes

174 2017-524903 Sales Clerk / Officer x x x x x 5 High Skills Programmes

175 2017-441601 Human Resources Clerk x x x x x 5 High Skills Programmes

176 2017-712101 Metal Processing Plant Operator x x x x x 5 High Skills Programmes

177 2017-542203 Special Forces Operator x x x x x 5 High Skills Programmes

178 2017-422501 Enquiry Clerk x x x x x 5 High Skills Programmes

179 2017-832902

Plastics, Composites and Rubber Factory Worker x x x x x 5 High Skills Programmes

180 2017-651403 Steel Fixer x x x x x 5 High Skills Programmes

181 2017-334302 Personal Assistant x x x x x 5 High Skills Programmes

182 2017-331301 Bookkeeper x x x x x 5 High Adult Education and Training (AET)

183 2017-243103 Marketing Practitioner x x x x x 5 High Skills Programmes

184 2017-241107 Financial Accountant x x x x x 5 High Skills Programmes

185 2017-642701

Air-conditioning and Refrigeration Mechanic x x x x x 5 High Apprenticeships

186 2017-432104 Warehouse Administrator / Clerk x x x x x 5 High Skills Programmes

47

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

187 2017-522301 Sales Assistant (General) x x x x x 5 High Bursaries

188 2017-241101 General Accountant x x x x x 5 High Bursaries

189 2017-833401 Shelf Filler x x x x x 5 High Adult Education and Training (AET)

190 2017-242210 Business Administrator x x x x x 5 High Skills Programmes

191 2017-332201 Commercial Sales Representative x x x x x 5 High Bursaries

192 2017-652404 Grinder x x x x x 5 High Adult Education and Training (AET)

193 2017-862914 Sheltered Workshop Worker x x x x x 5 High

Adult Education and Training (AET)

194 2017-643201 Industrial Spraypainter x x x x x 5 High Skills Programmes

195 2017-831301 Builder's Worker x x x x x 5 High Skills Programmes

196 2017-714202

Plastic Compounding and Reclamation Machine Operator x x x x x 5 High Skills Programmes

197 2017-242401

Training and Development Professional x x x x x 5 High Learnership

198 2017-252201 Systems Administrator x x x x x 5 High Skills Programmes

199 2017-312202 Maintenance Planner x x x x x 5 High Skills Programmes

200 2017-132107 Quality Manager x x x x x 5 High Skills Programmes

201 2017-313501

Metal Manufacturing Process Control Technician x x x x x 5 High Skills Programmes

202 2017-711201 Mineral Processing Plant Operator x x x x x 5 High Skills Programmes

203 2017-242101 Management Consultant x x x x x 5 High Bursaries

204 2017-721201

Electrical and Electronic Equipment Assembler x x x x 4 high Skills Programmes

205 2017-523102 Office Cashier x x x x x 5 High Bursaries

206 2017-311101 Chemistry Technician x x x x x 5 High Skills Programmes

207 2017-312103 Engineering Supervisor x x x x x 5 High Skills Programmes

208 2017-242402 Occupational Instructor x x x x x 5 High Bursaries

209 2017-241102 Management Accountant x x x x x 5 High Skills Programmes

210 2017-812201 Vehicle Detailer (Valet Servicer) x x x x 4 high Skills Programmes

211 2017-652204 Patternmaker x x x x 4 high Apprenticeships

212 2017-313916

Manufacturing Production Technicians x x x x x 5 High

Adult Education and Training (AET)

213 2017-832101 Packer (Non-Perishable Products) x x x x x 5 High

Adult Education and Training (AET)

48

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

214 2017-714101 Rubber Production Machine Operator x x x x x 5 High Skills Programmes

215 2017-441501 Filing or Registry Clerk x x x x x 5 High Bursaries

216 2017-313901

Integrated Manufacturing Line Process Control Technician x x x x x 5 High

Adult Education and Training (AET)

217 2017-522201 Retail Supervisor x x x x x 5 High Adult Education and Training (AET)

218 2017-721101 Machinery Assembler x x x x x 5 High Skills Programmes

219 2017-712201 Electroplater x x x x x 5 High Skills Programmes

220 2017-334101 Office Supervisor x x x x x 5 High Skills Programmes

221 2017-524501 Service Station Attendant x x x x 4 high Skills Programmes

222 2017-711301 Driller x x x x 4 high Skills Programmes

223 2017-643101 Painter x x x x x 5 High Adult Education and Training (AET)

224 2017-515301 Caretaker x x x x x 5 High Bursaries

225 2017-811101 Domestic Cleaner x x x x 4 high Skills Programmes

226 2017-713101 Chemical Production Machine Operator x x x x x 5 High Skills Programmes

227 2017-734206 Loader Operator x x x x x 5 High Skills Programmes

228 2017-311702 Metallurgical or Materials Technician x x x x x 5 High Skills Programmes

229 2017-311102 Physical Science Technician x x x x x 5 High Skills Programmes

230 2017-335402 Import-export Administrator x x x x x 5 High Skills Programmes

231 2017-214605 Metallurgist x x x x x 5 High Skills Programmes

232 2017-441602 Skills Development Administrator x x x x x 5 High Bursaries

233 2017-718304

Packaging Manufacturing Machine Minder x x x x x 5 High Skills Programmes

234 2017-214603 Metallurgical Engineer x x x x x 5 High Skills Programmes

235 2017-333910 Business Support Coordinator x x x x 4 high Bursaries

236 2017-441902 Contract Administrator x x x x x 5 High Bursaries

237 2017-523103 Ticket Seller x x x 3 high Skills Programmes

238 2017-718914 Sand Blaster x x x x x 5 High Skills Programmes

239 2017-242102 Organisation and Methods Analyst x x x x x 5 High Skills Programmes

240 2017-432103 Order Clerk / Officer x x x x x 5 High Bursaries

241 2017-811203 Tea Attendant x x x x x 5 High Skills Programmes

242 2017-653103 Motorcycle Mechanic x x x x 4 high Apprenticeships

243 2017-216302 Industrial Designer x x x x x 5 High Bursaries

49

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

244 2017-613101 Mixed Crop and Livestock Farmer x x x x x 5 High Bursaries

245 2017-672107 Special Class Electrician x x x x 4 High Skills Programmes

246 2017-122301 Research and Development Manager x x x x x 5 High Bursaries

247 2017-242208 Organisational Risk Manager x x x x x 5 High Skills Programmes

248 2017-242209 Accounting Officer x x x x x 5 High Bursaries

249 2017-243102 Market Research Analyst x x x x x 5 High Bursaries

250 2017-717201 Wood Processing Machine Operator x x x x x 5 High Skills Programmes

251 2017-243201 Communication Coordinator x x x x x 5 High Skills Programmes

252 2017-242304 Industrial Relations Advisor x x x x x 5 High Skills Programmes

253 2017-312101 Mining Production Supervisor x x x x x 5 High Skills Programmes

254 2017-532901 First Aid Attendant x x x x x 5 High Skills Programmes

255 2017-714203 Plastics Fabricator or Welder x x x x 4 High Skills Programmes

256 2017-718906

Bulk Materials Handling Plant Operator x x x x x 5 High Skills Programmes

257 2017-832909

Textile, Clothing and Footwear Factory Worker x x x x x 5 High Skills Programmes

258 2017-215202

Electronics Engineering Technologist x x x x 4 high Skills Programmes

259 2017-734201 Earthmoving Plant Operator (General) x x x x x 5 High Apprenticeships

260 2017-821104 Harvester / Picker x x x x x 5 High Skills Programmes

261 2017-242203 Company Secretary x x x x x 5 High Bursaries

262 2017-422202 Outbound Contact Centre Consultant x x x x x 5 High Skills Programmes

263 2017-431201 Insurance Administrator x x x x 4 high Skills Programmes

264 2017-441502 Office Machine Operator x x x x x 5 High Bursaries

265 2017-718302 Packing Machine Operator x x x x x 5 High

Adult Education and Training (AET)

266 2017-833301 Freight Handler (Rail or Road) x x x x x 5 High Skills Programmes

267 2017-215201 Electronics Engineer x x x x 4 high Bursaries

268 2017-718201 Boiler or Engine Operator x x x x x 5 High Skills Programmes

269 2017-242211 Internal Auditor x x x x 4 high Skills Programmes

270 2017-132110 Quality Systems Auditor x x x x x 5 High

Adult Education and Training (AET)

50

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

271 2017-235101 Education or Training Advisor x x x x x 5 High Skills Programmes

272 2017-333301 Recruitment Consultant / Officer x x x x 4 high Skills Programmes

273 2017-714201 Plastic Cable making Machine Operator x x x x 4 high Skills Programmes

274 2017-832907 Chemical Plant Worker x x x x x 5 High Skills Programmes

275 2017-242207 Compliance Officer x x x x 4 high Bursaries

276 2017-243105 Business Development Officer x x x x 4 high Bursaries

277 2017-422201 Inbound Contact Centre Consultant x x x x x 5 High Skills Programmes

278 2017-711203 Diamond Cutter and Polisher x x x x x 5 High Apprenticeships

279 2017-716109 Milling Process Machine Operator x x x x x 5 High Skills Programmes

280 2017-718907 Weighbridge Operator x x x x 4 high Bursaries

281 2017-134602 Credit Bureau Manager x x x x 4 high Skills Programmes

282 2017-216402 Transport Analyst x x x x 4 high Bursaries

283 2017-734204 Excavator Operator x x x x 4 high Skills Programmes

284 2017-832903 Timber and Wood Process Worker x x x x x 5 High Skills Programmes

285 2017-661101 Precision Instrument Maker and Repairer x x x 3 High Apprenticeships

286 2017-684907 Boat builder and Repairer x x x x 4 High Bursaries

287 2017-121906 Franchise Manager x x x x 4 high Skills Programmes

288 2017-242403 Assessment Practitioner x x x x 4 high Skills Programmes

289 2017-311701 Mining Technician x x x x 4 high Bursaries

290 2017-642401 Insulation Installer x x x 3 high Apprenticeships

291 2017-715301 Sewing Machine Operator x x x x x 5 High

Adult Education and Training (AET)

292 2017-833302 Truck Driver's Offsider x x x x x 5 High Bursaries

293 2017-215102 Electrical Engineering Technologist x x x 3 high Skills Programmes

294 2017-441603 Compensation and Benefits Clerk x x x x x 5 High Skills Programmes

295 2017-642501 Glazier x x x x x 5 High Skills Programmes

296 2017-682303 Wood Machinist x x x x x 5 High Skills Programmes

297 2017-832904 Food and Beverage Factory Worker x x x x x 5 High

Adult Education and Training (AET)

298 2017-265405 Technical Director x x x 3 High Bursaries

299 2017-661103 Scale Fitter x x x 3 High Apprenticeships

300 2017-671206 Electrical Equipment Mechanic x x x 3 High Apprenticeships

51

Rank OFO OFO Description Au

to

Meta

l

Mo

tor

New

Tyre

Pla

sti

cs

No

.

Ch

am

bers

Demand Status Intervention

301 2017-213302 Environmental Scientist x x x x 4 high Bursaries

302 2017-312102 Miner x x x x x 5 High Skills Programmes

303 2017-641201 Bricklayer x x x x x 5 High Apprenticeships

304 2017-662203 Screen Printer x x x 3 high Skills Programmes

305 2017-662315 Coating Machine Operator x x x x x 5 High Bursaries

306 2017-684913 Melter x x x x x 5 High Skills Programmes

307 2017-718903 Cable Manufacturing Machine Minder x x x 3 high Skills Programmes

308 2017-718904

Integrated Manufacturing Line Machine Setter x x x x 4 high Bursaries

309 2017-111402 Trade Union Representative x x x x 4 high Skills Programmes

310 2017-132201 Mining Operations Manager x x x 3 high Skills Programmes

311 2017-211301 Chemist x x x x x 5 High Skills Programmes

312 2017-252902 Technical ICT Support Services Manager x x x x x 5 High Skills Programmes

313 2017-262202 Information Services Manager x x x x 4 high Bursaries

314 2017-341110 Associate Legal Professional x x x x 4 high Bursaries

315 2017-641303 Refractory Mason x x x 3 High Skills Programmes

316 2017-214604

Metallurgical Engineering Technologist x x x x x 5 High Skills Programmes

317 2017-652205 Master Toolmaker x 3 high Skills Programmes

318 2017-311601 Chemical Engineering Technician x 3 high Bursaries

319 2017-524201 Sales Demonstrator x 3 high Skills Programmes

320 2017-662212

Rotary Printing and Re-reeling Flexographic Machine Technician x 3 high Bursary

321 2017-333101 Clearing and Forwarding Agent x x x x 4 high Skills Programmes

322 2017-335907 Weights and Measures Inspector x x x x 4 high Skills Programmes

323 2017-832905 Footwear and Leather Factory Worker x 3 high Skills Programmes

324 2017-215103 Energy Engineer x x x 3 high Skills Programmes

325 2017-226905 Biokineticist x x x 3 high Skills Programmes

326 2017-714207 Thermoforming Machine Operator x x x 3 high Skills Programmes

Source (MerSETA SSP)

52

Programme 3: Programmes and projects indicators and targets

Table 10 highlights performance indicators and targets for programme 3 over the

medium-term expenditure framework. There are targets in programme 3 that are

further broken down in the Service Level Agreement according to the merSETA grant

incentive model, as well financed administrative and support services for the delivery

of merSETA learning programmes.

Table 10: Programme 3 MTEF Performance Indicators, Annual and Quarterly Targets

for 2020/21

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated

performa

nce

(current

year

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Outcomes: Outcome 2: Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains. Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market. Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation,

Strategic output 4: Facilitation of skills development interventions to enable increased access to employment opportunities, and support to economic growth opportunities.

Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for managers, professionals and technicians and associate professionals.

N/A N/A N/A N/A 3% 3% 3%

Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for clerical, sales and service, skilled craft and trade workers.

N/A N/A N/A N/A 59% 59% 59%

Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for machine operators and elementary workers.

N/A N/A N/A N/A 10% 10% 10%

53

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated

performa

nce

(current

year

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

changing business models of production and technology, and the transformation for the diversification of ownership, control and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

Percentage of Discretionary Grants (DG) budget allocated for bursaries.

N/A N/A N/A N/A 8% 8% 8%

Number of unemployed learners registered for WIL programmes from TVET.

272 N/A 1746 3 000 3050 3100 3150

Number of unemployed learners completing WIL programmes from TVET.

37 N/A 934 700 750 800 850

Number of unemployed learners registered for WIL programmes from HEIs.

656 642 427 325 400 410 420

Number of unemployed learners completing WIL programmes from HEIs.

257 366 378 325 350 360 370

Number of unemployed learners registered for workplace experience/internships

385 554 419 400

420

430 440

Number of unemployed learners completing workplace experience/internships.

90 399 247 250 320 330 340

Number of unemployed learners registered for skills programmes.

2167 4176 3309 4000 4050 4100 4150

Number of unemployed learners completing skills programmes

1016 1633 2631 2633 2800 2856 2913

54

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated

performa

nce

(current

year

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Number of unemployed learners registered for learnership programmes.

1579 4 665 4061 2 500 3000 3060 3121

Number of unemployed learners completing learnership programmes.

1207 2 804 2800 3 000 2814 2870 2927

Number of unemployed engineering graduates registered for candidacy programmes.

0 N/A 22 20 20 25 30

Number of unemployed engineering graduates completing candidacy programmes.

0 N/A 4 20 15 20 30

Number of unemployed learners registered for bursary programmes (new entries).

346 401 194 475 100 110 120

Number of unemployed learners registered for bursary programmes (continuing).

N/A N/A N/A N/A 386 394 402

Number of unemployed learners completing bursary programmes.

163 16 120 475 193 197 201

Number of employed learners registered for learnership programmes.

1360 2634 2033 1 900 2000 2040 2080

Number of employed learners completing learnership programmes.

990 1846 1448 3230 1417 1445 1473

Number of unemployed

425 309 133 98 150 160 170

55

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated

performa

nce

(current

year

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

learners granted bursaries (new entries).

Number of unemployed learners granted bursaries (continuing).

N/A N/A N/A N/A 100 102 104

Number of employed learners completing bursary programmes.

160 171 25 97 50 55 60

Number of employed learners registered for skills programmes.

2 522 4 320 5483 4000 4200 4284 4368

Number of employed learners completing skills programmes.

1 206 1 819 3182 3 100 2317 2362 2409

Number of employed or unemployed learners registered for AET programmes.

448 1 210 498 600 500 510 520

Number of employed or unemployed learners completing AET programmes.

388 1 166 388 400 250 255 260

Number of learners registered for trade / artisan qualifications (new registrations).

2732 4 221 4217 4 366 4400 4500 4600

Number of learners completing trade / artisan qualifications.

1565 2 819 3315 3 400 3 570 3641 3713

Number of candidates undergoing Recognition of Prior Learning (RPL) or Artisan

317 2 495 2057 1 500 1600 1632 1664

56

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated

performa

nce

(current

year

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Recognition of Prior Learning (ARPL).

Outcomes: Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market Outcome 4: Skills for transformed SA merSETA sector engineering and manufacturing industries, to support EE demographics transformation, changing business models of production and technology, and the transformation for the diversification of ownership, control and management. Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market

Strategic Output 5: Strategic skills development related collaborations and partnerships, to respond to national, provincial, local and sector strategic priorities.

Number of active TVET college partnerships established.

14 8 12 8 9 9 9

Number of active SETA-HEI partnerships established.

6 2 24 6 7 8 8

Number of active CET partnerships established.

N/A N/A N/A N/A 2 3 4

Number of new SETA-Employer partnerships established.

1 696 1786 1569 1600 1680 1680 1680

Number of

active

partnerships

with public

sector

departments

and institutions.

N/A 0 4 2 4 5 6

Outcome 2:

Strategic Output 6: Facilitation of

Number of Co-operatives supported

36 17 11 20 10 17 22

57

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated

performa

nce

(current

year

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains.

skills development interventions, to support the development and establishment of sustainable SMEs, cooperatives, and local or community-based employment and income generation activities, aligned to merSETA engineering and manufacturing value chain. Strategic output 4: Facilitation of skills development interventions to enable increased access to employment opportunities, and support to economic growth opportunities.

through skills development.

Number of small businesses supported through skills development.

1 894 1 651 545 1 500 1500 1530 1560

Number of Non-Profit Organisations (NPOs) supported through skills development.

35 27 26 12 13 14 15

Number of Non-Levy Paying Employers (NLPEs) supported through skills development.

258 213 103 200 210 215 218

Number of trade unions supported through skills development.

4 4 4 4 4 4 4

Number of rural development projects supported through skills development.

13 4 4 4 4 4 4

Number of people registered for entrepreneurial skills.

N/A N/A N/A N/A 150 200 250

Table 11: Programme 3 Quarterly Targets

Indicators Annual target-20/21

1st 2nd 3rd 4th

Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for managers, professionals and technicians and associate professionals.

3% N/A N/A N/A 3%

58

Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for clerical, sales and service, skilled craft and trade workers.

59% N/A N/A N/A 59%

Percentage of discretionary grant (DG) budget allocated to programmes or projects aimed at developing skills for machine operators and elementary workers.

10% N/A N/A N/A

10%

Percentage of Discretionary Grants (DG) budget allocated for bursaries. 8% N/A N/A N/A 8%

Number of unemployed learners registered for WIL programmes from TVET.

3050 750 750 750 800

Number of unemployed learners completing WIL programmes from TVET. 750 150 150 200 250

Number of unemployed learners registered for WIL programmes from HEIs.

400 60 60 80 200

Number of unemployed learners completing WIL programmes from HEIs. 350 N/A 100 100 150

Number of unemployed learners registered for workplace experience/internships.

420 60 80 80 200

Number of unemployed learners completing workplace experience/internships.

320 48 48 74 150

Number of unemployed learners registered for skills programmes. 4050 750 750 750 1800

Number of unemployed learners completing skills programmes. 2800 420 420 560 1400

Number of unemployed learners registered for learnership programmes. 3000 450 450 600 1500

Number of unemployed learners completing learnership programmes. 2814 422 422 563 1407

Number of unemployed engineering graduates registered for candidacy programmes.

20 3 3 4 10

Number of unemployed engineering graduates completing candidacy programmes.

15 N/A N/A 7 8

Number of unemployed learners granted bursaries (new entries). 100 N/A N/A N/A 100

Number of unemployed learners granted bursaries (continuing). 386 386 N/A N/A N/A

Number of unemployed learners completing bursary programmes. 193 N/A N/A N/A 193

Number of employed learners registered for learnership programmes. 2000 300 300 400 1000

Number of employed learners completing learnership programmes. 1417 213 213 283 708

Number of employed learners registered for bursary programmes (new entries).

150 60 20 40 30

Number of employed learners registered for bursary programmes (continuing).

100 40 10 20 30

Number of employed learners completing bursary programmes. 50 N/A N/A N/A 50

Number of employed learners registered for skills programmes. 4200 630 630 840 2100

Number of employed learners completing skills programmes. 2317 348 348 463 1158

Number of employed or unemployed learners registered for AET programmes.

500 75 75 100 250

Number of employed or unemployed learners completing AET programmes.

250 38 38 50 124

Number of learners registered for trade / artisan qualifications (new registrations).

4400 700 850 950 1900

Number of learners completing trade / artisan qualifications. 3570 250 900 900 1520

Number of candidates undergoing Recognition of Prior Learning (RPL) or Artisan Recognition of Prior Learning (ARPL).

1600 240 320 540 500

Number of active TVET college partnerships established.

9 N/A 2 3 4

Number of active SETA-HEI partnerships established.

7 N/A 2 2 3

Number of active CET partnerships established.

2 N/A 1 N/A 1

Number of new SETA-Employer partnerships established. 1 680 N/A N/A 400 1280

Number of active partnerships with public sector departments and institutions.

4 N/A 2 1 1

Number of co-operatives supported through skills development. 10 N/A 2 3 5

Number of small businesses supported through skills development. 1500 225 225 300 750

Number of Non-Profit Organisations (NPOs) supported through skills development.

13 N/A 7 N/A 6

Number of Non-Levy Paying Employers (NLPEs) supported through skills development.

210 30 30 40 110

Number of trade unions supported through skills development. 4 N/A 2 1 1

Number of rural development projects supported through skills development.

4 N/A 2 2 1

Number of people registered for entrepreneurial skills. 150 20 40 40 50

59

5.4 Programme 4: Quality Assurance

Programme Purpose

The purpose of the quality assurance programme is to monitor the quality of the

implementation of qualifications, part qualifications, and the learning programmes

thereof (learnerships, apprenticeships, skills programmes, skills sets, etc.). The

Quality Assurance programme further ensures that National Qualification Framework

(NQF) national standards for quality delivery are adhered to by education and training

and skills providers. This is done through monitoring and auditing of delivery,

rewarding of successful learners with valid industry accepted certification, and

constantly reviewing the quality cycle, in order to ensure continuous improvement.

This programme also ensures that qualifications and programmes are checked for

relevance and responsiveness to demand.

This programme is also a key area for curriculum research, innovation and

development for emerging occupations, and skills needed for the development,

expansion, and diversification of the manufacturing, engineering and related services

industries. It must address the development of the merSETA delivery system (learning

programmes and materials, institutions, skills development providers, workplace

trainers and mentors, assessors and moderators), to align to emerging and future skills

requirements, and draw on innovative learning, assessment and certification

methodologies.

The quality assurance functions may be executed as a delegated function by the

QCTO, either as a Development Quality Partner (DQP) or Assessment Quality Partner

(AQP), and supported by SLA with QCTO. These delegated functions include the

development of curricula for occupational qualifications or part qualifications,

supporting the accreditation and quality management of providers, the registration of

assessors and moderators, and supporting assessment and moderation processes,

including the certification of learners as proof of successful completion of qualifications

within the mer-sector.

Programme 4: Quality Assurance indicators and targets

Table 12 below highlights performance indicators and targets for programme 4 over

the medium-term expenditure framework.

60

Table 12: Programme 4 MTEF Performance Indicators and Annual and Quarterly targets

2020/21

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated performa

nce (current

year)

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Outcome 3: PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.

Strategic Output 7: Support to the growth and quality improvement of technical and vocational education and training (TVET) colleges.

Number of TVET Centres of Specialisation (CoS) supported.

N/A N/A N/A N/A 2 3 4

Number of employers participating in the Centres of Specialisation (CoS) projects.

N/A N/A N/A N/A 35 40 45

Number of TVET colleges funded for merSETA occupational programmes, equipment and workshop infrastructure.

N/A N/A N/A N/A 4 6 7

Number of TVET college employees (managers, lecturers, or support staff) registered for merSETA related programmes, including literacy and numeracy – bursaries.

60 116 262 50 52 54 56

Number of TVET college employees (managers, lecturers, support staff) registered for merSETA related programmes, including literacy and numeracy – skills programmes.

N/A N/A N/A N/A 60 70 80

Number of TVET college employees (managers, lecturers, and support staff) registered for merSETA related programmes, including Literacy and

N/A N/A N/A N/A 50 60 70

61

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated performa

nce (current

year)

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

Numeracy –Industry placements.

Number of SETA offices maintained in TVET colleges.

N/A N/A N/A 3 3 3 3

Strategic output 8: Increase throughput rate of merSETA occupational qualifications and programmes.

Percentage of providers implementing merSETA occupational qualifications monitored.

N/A 70% 72% 70%

70%

70%

70%

Number of CET college employees (managers, lecturers, or support staff) registered for merSETA related programmes, including literacy and numeracy – bursaries.

N/A N/A N/A N/A 10 15 20

Number of CET college employees (managers, lecturers, and support staff) registered for merSETA related programmes, including Literacy and Numeracy –skills programmes.

N/A N/A N/A N/A 10 15 20

Number of CET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –industry placements.

N/A N/A N/A N/A 10 15 20

Number of CET colleges funded for merSETA occupational

N/A N/A N/A N/A 2 4 6

62

Outcome

Outputs

Output Indicators

ANNUAL TARGETS

Audited/Actual performance

Estimated performa

nce (current

year)

MTEF Period

2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

programmes, equipment and workshop infrastructure.

Number of CET learners accessing AET programmes,

new N/A N/A N/A 20 30 40

Number of learners accessing CET occupational programmes.

N/A N/A N/A N/A 100 150 200

Outcome 5: A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

Strategic Output 9: Facilitating diverse career development, advice and guidance related services.

Number of career awareness and information events initiated by the merSETA.

N/A N/A N/A N/A 10 12 15

Number of career awareness and information events in which merSETA participated.

N/A N/A N/A N/A 30 45 50

Number of career development and advice practitioners trained.

N/A N/A N/A N/A 30 40 50

Number of merSETA skills development programmes or projects showcased or marketed through mass media platforms.

N/A N/A N/A N/A 5 6 7

Table 13: Programme 4 Quarterly Targets 2020/21

Indicators Annual target

20/21

1st 2nd 3rd 4th

Number of TVET Centres of Specialisation (CoS) supported. 2

N/A N/A N/A 2

Number of employers participating in the Centres of Specialisation (CoS) projects.

35 N/A 17 N/A 18

Number of TVET colleges funded for merSETA occupational programmes, equipment and workshop infrastructure.

4

N/A N/A N/A 4

Number of TVET college employees (managers, lecturers, support staff) registered on merSETA related programmes including Literacy and Numeracy –bursaries.

52 N/A N/A N/A 52

63

Number of TVET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy – skills programmes.

60 N/A N/A N/A 60

Number of TVET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –Industry placements.

50 N/A N/A N/A 50

Number of SETA offices maintained in TVET colleges. 3 N/A N/A N/A 3

Percentage of providers implementing merSETA occupational qualifications monitored.

70% 0

N/A N/A

70%

Number of CET college employees (managers, lecturers, support staff) registered former SETA related programmes including Literacy and Numeracy –bursaries.

10 N/A N/A N/A 10

Number of CET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –skills programmes.

10 N/A N/A N/A 10

Number of CET college employees (managers, lecturers, support staff) registered for merSETA related programmes including Literacy and Numeracy –industry placements.

10 N/A N/A N/A 10

Number of CET colleges funded for merSETA occupational programmes, equipment and workshop infrastructure.

2

N/A 1 N/A 1

Number of CET learners accessing AET programmes. 20 N/A 5 5 10

Number of learners accessing CET occupational programmes.

100 N/A 25 25 50

Number of career awareness and information events initiated by merSETA.

10 2 2 3 3

Number of career awareness and information events in which merSETA participated.

30

5

5

10

10

Number of career development and advice practitioners trained.

30 N/A N/A N/A 30

Number of merSETA skills development programmes or projects showcased or marketed through mass media platforms.

5 1 1 2 1

6 Explanation of planned performance over the medium term

Programme 1: Administration

This programme relates to achieving best practice governance, leadership and

management in accordance with the Public Finance Management Act and Treasury

Regulations, King IV Principles, Skills Development Act mandate, the merSETA

Constitution and Code of Ethics, AA committees’ terms of reference, approved

Delegation of Authority Framework, and strategic and operational policies. It is also to

achieve the following:

(i) Best practice management for planning, budgeting, and performance in

accordance with the Department of Planning, Monitoring and Evaluation

(DPME), AGSA and National Treasury Framework of legislation, regulations and

guidelines.

(ii) Efficient management of financial controls and grants disbursements in

accordance with the PFMA, National Treasury Regulations, AGSA and Grant

Regulations.

64

(iii) Best practice operational management systems for implementing incentives,

programmes and projects in accordance with internal and external audit

requirements and standard operating procedures.

(iv) Best practice management systems for human, ICT and facilities infrastructure

resources.

(v) Best practice management systems for governance and management of data,

records and knowledge assets of the SETA.

(vi) Best practice management systems for communication, marketing and

information dissemination in accordance with relevant legislation.

The overall intended results must support the merSETA outcome of “Ethical

governance and resourced capable merSETA operations, established and maintained

to equitably provide skills development related services, goods and products

responsive to occupations and skills growth demand of the merSETA sector industries,

and labour market”.

The evidence of achievements for this programme should manifest in the governance

structures functioning in accordance with best practice governance processes, for

example, the office of the CEO, the functional operations of the Chief Financial Officer,

Chief Operations Office, Corporate Service and Strategy and Research

complementing the functioning of governance structure, by ensuring best practice

management for the execution and operationalisation of the AA strategy.

Programme 2: Skills Planning

In the implementation of a credible institutional mechanism for skills planning, applied

research and innovation projects, greater attention will be placed on the development

of a model that will facilitate the responsiveness of the SETA to national, regional, local

and sectorial needs. Research and innovation should address priorities such as

structural transformation, curriculum development, supporting the growth and

development of the public PSET system, occupations in high demand and support of

the social economy. This programme is therefore key in supporting the following

merSETA outcomes:

65

(i) Skills for productive enterprises within the social economy, to support the

integration into the merSETA sector engineering and industry value chains.

(ii) PSET education, training and skills development public and private institutions

responsive to the changing occupations and skills demand required for the

merSETA sector engineering and manufacturing industries, and related labour

market.

(iii) Skills for transformed SA merSETA sector engineering and manufacturing

industries, to support EE demographics transformation, changing business

models of production and technology, and the transformation for the

diversification of ownership, control and management.

(iv) A skilled, agile and flexible current and future workforce for emerging and future

occupations and employment opportunities, within the merSETA sector

engineering and manufacturing industries, and related labour market.

This programme is also about the implementation of applied research and innovation

projects. These are projects that are about testing and piloting innovations and new

ideas, with the intention of taking such projects to scale if successful. Innovative

approaches are critical in responding to changes in education, training and learning,

as well as the world of work.

The programme also supports the implementation of different types of evaluation

studies (drawing on research approaches and methodologies), in order to assess

processes, systems and impact of merSETA skills development programmes and

projects, in order to inform the merSETA of its successes and non-achievements, thus

influencing ongoing decisions regarding strategic skills development interventions.

This is key in responding to the NSDP, which has placed a greater emphasis on

monitoring and evaluation of impact. These different types of research-based activities

must be assessed in terms of their value to evidence-based decisions making

capability. Some of the outputs of this programme include research projects

conducted, the SSP, established research partnerships to increase the research

capability of merSETA, research papers and publications.

66

Programme 3: Programmes and Projects

This programme is key in achieving four of the five merSETA outcomes which include

skills for productive enterprises within the social economy to support the integration

into the merSETA sector engineering and industry value chains; PSET education,

training and skills development public and private institutions responsive to the

changing occupations and skills demand required for the merSETA sector engineering

and manufacturing industries, and related labour market; skills for transformed SA

merSETA sector engineering and manufacturing industries, to support EE

demographics transformation, changing business models of production and

technology, and the transformation for the diversification of ownership, control and

management, and a skilled, agile and flexible current and future workforce for

emerging and future occupations and employment opportunities, within the merSETA

sector engineering and manufacturing industries and related labour market.

Various programmes and projects are implemented with an aim of re-skilling and up-

skilling the currently employed people, skilling the unemployed to facilitate their entry

into the merSETA sector labour market and increasing participation of large, medium

and small sized levy paying employers. It is also intended for initiatives aimed at

ensuring that PSET education, training and skills development public and private

institutions are continuously responsive to the changing occupations and skills

demand required for the merSETA sector engineering and manufacturing industries,

and related labour market. This programme also focuses on increasing workplace

experiential learning opportunities including support for employers to take on more

learners in the workplace, introducing training within the SME sector and for informal

entrepreneurs, and addressing the low level of youth and adult skills. The programme

also focuses on the implementation of innovative skills development solutions to

address emerging new complex skills challenges. Increasing the capacity for

entrepreneurs, to enable new ventures into new areas of production activities, and

growth of existing businesses is also a key focus area. Transformational goals aimed

at increasing the participation of youths, women, PwD, Black Industrialists and blacks

in the labour market are also supported through this programme.

67

The Grants Policy allows the merSETA to offer a range of incentives that enable

optimal participation from our various stakeholders and partners. It is through the

different types of incentives that merSETA will be able to reach its targets for this

programme.

Programme 4: Quality Assurance

Through Programme 4, the merSETA is committed to building self-directed career and

vocational guidance. This programme positions the manufacturing, engineering and

related services industry as providing attractive pathways for personal and career

development, to current workers, new entrants and future works. The merSETA has

initiated several partnerships with various institutions, which focus on innovative

career development initiatives. The priorities for the next period are to increase the

number of career guidance practitioners in technology-focused institutions, entrench

activities related to the international World Skills competition in the South African

artisan development landscape, and to provide career development to workers

through career path mapping and advice. There will be an increasing focus on career

advice and advocacy on new and emerging occupations.

The quality improvement of institutions and skills providers is important in ensuring

that PSET education, training and skills development public and private institutions

are responsive to the changing occupations and skills demand required for the

merSETA sector engineering and manufacturing industries, and related labour market.

Support through curriculum research and development, equipment and workshop

infrastructure, staff development, employer-education partnerships, quality

management of interventions to ensure relevance and increased throughput is critical

in ensuring that the merSETA delivers on its mandate.

68

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72

Human and Infrastructure resources The merSETA has a national footprint and operates in the seven regional offices that

cover all the nine provinces. This is critical in the implementation of its various national,

regional and sectorial initiatives. The staff in the regional offices play a critical role in

stakeholder engagement and liaison, implementation of programmes and projects and

the monitoring of implementation. To effectively implement its new strategy,

continuously skilling and development of the merSETA staff is key in ensuring that

they have the competencies to implement projects, programmes and systems

supporting the new strategy.

The merSETA will conduct an organisational review to determine the adequacy of the

current organisational functions, structure, systems and staff establishment for

implementation of its strategy. The merSETA has made the decision to make further

investment in the ICT infrastructure, to ensure that the necessary, latest technology is

in place to support f the enterprise content management system, to govern and

manage its data, records and knowledge assets. This is critical in positioning the

merSETA for the digital driven Fourth Industrial Revolution era.

8 Key Risks

Table 16: Outcome risks

Outcome Key risk Risk mitigation Ethical governance and resourced capable merSETA operations established and maintained, to equitably provide skills development related services, goods and products responsive to occupations and skills growth demand of the merSETA sector industries, and labour market

Non-compliance to legislative and regulatory environment, and inability to deliver on the mandate.

Implementation, communication and monitoring of relevant government frameworks.

Implementation of HR strategy and ICT strategy.

Skills for productive enterprises within the social economy, to support the integration into the merSETA sector engineering and industry value chains.

Low level of skills to enable meaningful participation in the manufacturing economy.

Unavailability of adequate workplaces for training.

Development and implementation of a strategy to recruit and increase participation in merSETA skills development initiatives.

Strategies to support SMEs in building their capability to be used as workplaces for training in a sustainable manner.

73

PSET education, training and skills development public institutions responsive to the changing occupations and skills demand required for the merSETA sector engineering and manufacturing industries, and related labour market.

Non-responsive PSET institutions for the merSETA labour market and economy.

Provision of the necessary support for teaching, learning, and innovation appropriate for merSETA skills demand.

Skills for transformed SA merSETA sector engineering and manufacturing industries to support EE demographics transformation, changing business models of production and technology, and the transformation for the diversification of ownership, control and management.

No skills for the transformation goals.

Creative incentive measures for diversified innovative skills development initiatives and continuous monitoring and feedback for continuous improvement.

A skilled, agile and flexible current and future workforce for emerging and future occupations and employment opportunities, within the merSETA sector engineering and manufacturing industries, and related labour market.

Inadequate agile and flexible skills.

Collaboration with the QCTO to put in place occupational qualifications for emerging/transforming/new occupations and skills.

Diversified innovative support and incentives for formal and informal skills development initiatives for emerging/transforming/new skills.

Table 17: Output risks

Output Key Risk

Risk Mitigation

Effective and efficient governance and leadership practice implemented.

Inefficient governance and non-compliance to legislation.

Implementation, communication and monitoring of relevant government frameworks.

Separation of duties and responsibilities between the accounting authority and management.

Training and capacity building.

Improved financial and corporate management.

Poor service delivery and qualified audit due to poor internal control and poor record keeping.

Improved internal control systems, commit funding to the right programmes.

Establishment of credible and effective systems and strategies for research, planning, monitoring and evaluation.

Poor planning and evidence-based decision-making in relation to delivery on merSETA mandate.

Implementation of credible systems and strategies to monitor the effective implementation of policies, processes and systems.

74

Facilitation of skills development interventions, to enable increased employment and growth opportunities.

No pool of relevant skills required by the labour market.

Lack of availability of workplaces.

Creative incentives and programmes.

Ensuring that employers commit to opening the workplace as a training space.

merSETA strategies to support SMEs in building their capability to be used as workplaces for training in a sustainable manner, with minimal disruption to core business activities.

Strategic skills development related collaborations and partnerships to respond to national, provincial, local and sector priorities.

Facilitation of skills development interventions to support the development and establishment of sustainable SMEs, cooperatives, and local or community-based employment and income generation activities aligned to merSETA engineering and manufacturing value chain.

Support of the growth and quality improvement of Technical and Vocational Education and Training (TVET) Colleges.

Poor quality of provisioning or delivering.

Enabling policy framework.

Partner with other role players to strengthen support for the TVET sector.

Qualitative monitoring of TVET colleges to identify risks and challenges as they occur.

Increase throughput rate of merSETA occupational qualifications and programmes.

Learner drop-outs in merSETA programmes.

Wrap-around learner support services to increase throughput of learners on merSETA-learning programmes.

Support of the growth and quality improvement of Community Education and Training (CET) Colleges.

Poor capacity within the CET colleges,

Partner with other role players to strengthen support for CET colleges.

Qualitative monitoring of CET colleges to identify risks and challenges as they occur.

Facilitating diverse career development, advice and awareness related services.

Low reach of career development, advice and related services.

Increased customised and diversified career awareness platforms e.g. social media, exhibitions, radio, etc.

75

9 Public Entities

N/A

10 Infrastructure Projects

N/A

11 Public Private Partnerships

N/A

76

PART D: TECHNICAL INDICATOR DESCRIPTION (TID)

Programme 1: Administration Indicators

1.1 Percentage of compliance with corporate governance compliance report.

Indicator title Percentage of compliance with corporate governance compliance report.

Definition This indicator must measure in percentage, merSETA overall compliance with PFMA (including National Treasury directives), Skills Development Act (and the Regulations thereof) and Public Audit Act No 5 of 2018 (as amended), as well as management’s and AA’s role in monitoring such compliance.

Source of data ARC and GSC minutes.

Method of calculation/Assessment

The total number of corporate governance compliance reports submitted to the Audit and Risk Committee and Governance and Strategy Committee quarterly, divided by four and multiplied by 100.

Means of verification Approved corporate governance compliance report by the ARC and GSC.

Assumptions Committee meetings will take place as per the plan.

Access and availability of committee data/ information.

Disaggregation of Beneficiaries (where applicable)

Target for Women: N/A

Target for Youth: N/A

Target for People with Disabilities (PwD): N/A

Spatial Transformation (where applicable)

N/A

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance 100% compliance with corporate governance compliance report.

Indicator responsibility Company Secretary and Compliance Officer

1.2 Percentage reduction of internal control deficiencies reported in previous external and internal audit

reports.

Indicator title Percentage reduction of internal control deficiencies reported in previous external and internal audit reports.

Definition This indicator measures the extent to which the internal control weaknesses, which were identified in the 2018/19 external and internal audit reports, have been resolved, in order to monitor remedial actions that will be taken to address the findings, to enable merSETA to improves its internal controls and processes, thereby ensuring: compliance with all related regulations, successful delivery of the SETA mandate, and accurate reporting.

Source of data NSDMS OR merSETA records.

Method of calculation/Assessment

Total number of previous findings addressed in the year under review, divided by the total number of issues identified in the previous year.

Means of verification Internal audit log; follow-up reviews conducted by internal and external auditors, QS reports.

Assumptions All merSETA business units will implement internal controls to address identified internal control weaknesses.

Access and availability of data/information.

Disaggregation of Beneficiaries (where applicable)

Target for Women: N/A

Target for Youth: N/A

77

Indicator title Percentage reduction of internal control deficiencies reported in previous external and internal audit reports.

Target for People with Disabilities (PwD): N/A

Spatial Transformation (where applicable)

N/A

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance 100% reduction of internal control deficiencies.

Indicator responsibility Chief Financial Officer

1.3 Percentage achievement of annual Employment Equity (EE) targets.

Indicator title Percentage achievement of annual Employment Equity (EE) targets.

Definition This indicator measures in percentages, the implementation of planned employment equity targets in line with the merSETA annual EE plan as submitted to the Department of Labour, which refers to the merSETA workforce profile in terms of the following categories:

- Race: Black (African, Coloured, and Indian); and White

- Gender: Male and female

- People with disability (PwD)

Source of data Employment equity plan, employment equity reports.

Method of calculation/Assessment

Count the number of current workforce divided by the merSETA planned employment equity target multiplied 100.

Means of verification Employment equity plan and employment equity reports.

Assumption Appropriate recruitment and retention strategies in place.

Disaggregation of Beneficiaries (where applicable)

Target for Race: African - 78,5%

Coloured - 9,6 %

Indian - 2,8

White - 9,1

Target for Gender (Women): 3% of the total of women in senior management.

Target for People with Disabilities (PwD): 3%.

Spatial Transformation (where applicable)

N/A

Calculation type Cumulative

Reporting cycle Annually

Desired performance 100% achievement of annual Employment Equity (EE) targets.

Indicator responsibility Corporate Services Executive

78

Programme 2: Skills Planning Indicators

2.1 Number of WSPs and ATRs approved for small firms: (49 or less employees).

Indicator title Number of WSPs and ATRs approved for small firms: (49 or less employees).

Definition Number of WSPs and ATRs that have been approved for small levy paying firms (organisations

employing 49 or less employees). Approval of a WSP/ATR doesn’t necessarily mean that the firm

was paid a mandatory grant, but that the WSP/ATR submission was accepted and deemed as

appropriate by the merSETA.

Source of data NSDMS records or MG schedules.

Method of

calculation/Assessment

Each small levy paying firm is counted once for each successful approval of WSP/ATR.

Means of verification Remittance advice or proof of payment, or record of approval of grant application (WSP/ATR).

Assumptions merSETA companies will participate in the WSP/ATR (mandatory grant application process).

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 2242 WSPs and ATRs approved for small levy paying firms (49 or less

employees).

Indicator responsibility Chief Operations Officer

2.2 Number of WSPs and ATRs approved for medium firms: (50-149 employees),

Indicator title Number of WSPs and ATRs approved for medium firms: (50-149 employees),

Definition Number of WSPs and ATRs that have been approved for medium levy paying firms

(organisations employing between 50-149 employees). Approval of a WSP/ATR doesn’t

necessarily mean that the firm was paid a mandatory grant, but that the WSP/ATR submission

was accepted and deemed as appropriate by the merSETA.

Source of data NSDMS records or MG schedules.

Method of

calculation/Assessment

Each medium levy paying firm is counted once for each successful approval of WSP/ATR

(mandatory grant).

Means of verification Remittance advice or proof of payment; or record of approval of grant application (WSP/ATR).

Assumptions merSETA companies will participate in the WSP/ATR (mandatory grant application process).

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting cycle Quarterly

79

Indicator title Number of WSPs and ATRs approved for medium firms: (50-149 employees),

Desired performance In the year 2020/21, 875 WSPs and ATRs approved for medium levy paying firms (50-149

employees).

Indicator responsibility Chief Operations Officer

2.3 Number of WSPs and ATRs approved for large firms: (150+ employees),

Indicator title Number of WSPs and ATRs approved for large firms: (150 + employees).

Definition Number of WSPs and ATRs that have been approved for large levy paying firms (organisations

employing 150+ employees). Approval of a (WSP/ATR doesn’t necessarily mean that the firm

was paid a mandatory grant, but that the WSP/ATR submission was accepted and deemed as

appropriate by the merSETA.

Source of data NSDMS records or mandatory grant schedules.

Method of

calculation/Assessment

Each large levy paying firm is counted once for each successful approval of WSP/ATR.

Means of verification Remittance advice or proof of payment; or record of approval of grant application (WSP/ATR).

Assumptions merSETA companies will participate in the WSP/ATR (mandatory grant application process).

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 525 WSPs and ATRs approved for large levy paying firms (150 +

employees).

Indicator responsibility Chief Operations Officer

2.4 Number of tracer studies to be conducted to establish employability.

Indicator title Number of tracer studies to be conducted to establish employment absorption.

Definition

This indicator refers to the number of tracer studies conducted so as to determine employment (including self-employment) absorption rates of unemployed learners completing merSETA skills development interventions, including but not limited to internships, apprenticeship, skills programme/sets, learnerships programme, training on entrepreneurship skills, or on completion of studies where a bursary was offered.

Source of data Tracer study reports

Method of calculation/Assessment

Count the number of tracer studies conducted.

Means of verification The approved tracer study scope, terms of reference, progress reports and tracer study reports.

Assumptions Research expertise, availability of alumni information.

Disaggregation of Beneficiaries (where applicable)

A detailed methodology stating the required sample based on representativity related to gender, race and age.

Spatial transformation (where applicable)

The sampling criteria will take into account spatial transformation, to ensure a balanced representation of urban and rural learners.

80

Indicator title Number of tracer studies to be conducted to establish employment absorption.

Calculation type Non-cumulative

Reporting cycle Annually

Desired performance One (1) tracer study conducted to establish employment absorption rate (including self-employment).

Indicator responsibility Strategy & Research Executive

2.5 Number of strategic innovation projects piloted.

Indicator title Number of strategic innovation programmes piloted.

Definition This indicator refers to the conceptualisation and testing of innovation projects linked to the merSETA strategic plan.

Source of data Schedule of innovation programmes/ database of innovation programmes/register of innovation project contracts.

Method of calculation/Assessment

A count of the number of innovation programmes piloted.

Means of verification Contracts and reports

Assumptions DG funding ring fenced and made available.

Disaggregation of Beneficiaries (where applicable)

N/A

Spatial transformation (where applicable)

N/A

Calculation type Non-cumulative

Reporting cycle Annually

Desired performance Two strategic innovation projects piloted.

Indicator responsibility Strategy & Research Executive

2.6 Researched Sector Skills Plan (SSP) approved by the Executive Authority.

Indicator title Researched Sector Skills Plan (SSP) approved by the Executive Authority.

Definition This indicator ensures the development of a good quality SSP, recommended for approval by the Governance and Strategy (G&S) committee and AA, and approved by the minister of Higher Education, Science and Technology (Executive Authority). The SSP should incorporate primary data or findings from research studies, evaluation studies, and desktop (internal analysis) studies.

Source of data The DHET SSP Feedback Report and approval letter, as communicated to the merSETA by the DHET.

Original signed copy of the SSP document filed in the Labour Market and Sector Skills Planning Unit’s SSP file.

Method of calculation/Assessment

DHET letter of approval.

Means of verification One original signed copy of the SSP document, and a copy of the DHET letter of approval.

Assumptions Best practice methodology for quality SSP implemented.

Disaggregation of Beneficiaries (where applicable)

N/A

81

Indicator title Researched Sector Skills Plan (SSP) approved by the Executive Authority.

Spatial transformation (where applicable)

N/A

Calculation type Non-cumulative

Reporting cycle Quarterly

Desired performance SSP that is recorded as accepted and approved by the Executive Authority,

Indicator responsibility Strategy & Research Executive

2.7 Number of research and development collaboration outcomes implemented, to support the review,

or renewal of TVET college curricula, and, or learning materials.

Indicator title Number of research and development collaboration outcomes implemented, to

support the review, or renewal of TVET college curricula, and, or learning

materials.

Definition Number of curriculum research and development collaboration studies implemented, to support

the development of TVET college curricula, or learning materials.

Source of data NSDMS MoA records or register of merSETA MoAs.

Method of calculation/

Assessment

Count of MoA(s) research and development outcomes implemented.

Means of verification MoA signed with the TVET college.

Assumptions TVET colleges have the capabilities (resources and experts in curriculum development) critical in

supporting the development of curricula and learning materials.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting Cycle Annually

Desired performance In the year 2020/21, two research and development collaboration outcomes implemented, to

support the review, or renewal of TVET college curricula, and, or learning materials.

Indicator Responsibility Chief Operations Officer

2.8 Number of research and development collaboration outcomes implemented, to support the

development of CET college curricula, and, or learning materials.

Indicator title Number of research and development collaboration outcomes implemented, to

support the development of CET college curricula, and, or learning materials.

Definition Number of curriculum research and development collaboration outcomes implemented, to support

the development of CET college curricula, or learning materials.

Source of data NSDMS MoA records or merSETA MoA register.

Method of calculation/

Assessment

Count of MoA(s) research and development outcomes implemented.

82

Indicator title Number of research and development collaboration outcomes implemented, to

support the development of CET college curricula, and, or learning materials.

Means of verification MoA signed with the CET college.

Assumptions CET colleges have the capability and capacity (resources, experts and project management) to

implement research and development collaboration outcomes to support curricula development.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting Cycle Annually

Desired performance In the year 2020/21, three research and development collaboration outcomes implemented, to

support the development of CET college curricula, and, or learning materials.

Indicator Responsibility Chief Operations Officer

Programme 3: Learning Programmes and Projects Indicators

3.1 Percentage of Discretionary Grant (DG) budget allocated to programmes or projects aimed at

developing skills for managers, professionals and technicians, and associate professionals.

Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or

projects aimed at developing skills for managers, professionals and technicians,

and associate professionals.

Definition

This indicator measures in percentages, the extent to which discretionary grants have been

allocated and committed to develop skills for managers, professionals and technicians, and

associated professionals (referred to as high level skills in the NSDP), through anyone of the

following learning interventions: bursaries, skills programmes/sets, learnerships, non-credit

bearing courses, internships, candidacy, WIL, or Continuous Professional Development (CPD).

Source of data Learner Management System or commitment schedules.

Method of

calculation/Assessment

Total of allocations multiplied by total DG income divided by 100.

Means of verification Discretionary Grant (DG) allocation agreements.

Assumptions Applications for discretionary grant and successful implementation of allocations.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30% of the total budget allocated for this category.

Target for Youth: 25% of the total budget allocated for this category.

Target for People with Disabilities (PwD): 2% of the total budget allocated for this category.

Spatial Transformation

(where applicable)

20% of the allocated budget will benefit managers, professionals and technicians, and associated

professionals from rural areas.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, at least 3% of the Discretionary Grant budget will be allocated to programmes

and projects aimed at developing skills for managers, professionals and technicians, and associate

professionals.

Indicator responsibility Chief Operations Officer

83

3.2 Percentage of Discretionary Grant (DG) budget allocated to programmes or projects aimed at

developing skills for clerical, sales and service, skilled craft and trade workers.

Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or

projects aimed at developing skills for clerical, sales and service, skilled craft

and trade workers.

Definition

This indicator measures in percentages, the extent to which discretionary grants have been

allocated and committed to develop skills for clerical, sales and service, skilled craft and trade

workers (referred to as intermediate skills in the NSDP), through any of the following learning

interventions: bursaries, skills programmes/sets, learnerships, apprenticeships, non-credit

bearing courses, internships, candidacy, WIL, or Continuous Professional Development (CPD).

Source of data Learner Management System or commitment schedules.

Method of

calculation/Assessment

Total of allocations multiplied by total DG income divided by 100.

Means of verification Discretionary Grant (DG) allocation agreements.

Assumptions Companies will apply for discretionary grant and accept the allocations (change as above).

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30% of the total budget allocated for this category.

Target for Youth: 20% of the total budget allocated for this category.

Target for People with Disabilities (PwD): 2% of the total budget allocated for this category.

Spatial Transformation

(where applicable)

2% of the total budget will be allocated to craft workers, clerical, sales and service workers based

in rural areas.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, at least 59% of the Discretionary Grant budget will be allocated to

programmes and projects aimed at developing skills for clerical, sales and service, skilled craft

and trade workers.

Indicator responsibility Chief Operations Officer

3.3 Percentage of Discretionary Grant (DG) budget allocated to programmes or projects aimed at

developing skills for machine operators and elementary workers.

Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or

projects aimed at developing skills for machine operators and elementary

workers.

Definition

This indicator measures in percentages, the extent to which discretionary grants have been

allocated and committed to develop skills for machine operators and elementary workers (referred

to as entry level skills in the NSDP), through anyone of the following learning interventions:

bursaries, skills programmes/sets, learnerships, non-credit bearing courses, internships, WIL, or

Continuous Professional Development (CPD).

Source of data Learner Management System or commitment schedules.

Method of

calculation/Assessment

Total of allocations multiplied by total DG income divided by 100.

Means of verification Discretionary Grant (DG) allocation agreements.

Assumptions Companies will apply for a discretionary grant and accept the allocations.

84

Indicator title Percentage of Discretionary Grant (DG) budget allocated to programmes or

projects aimed at developing skills for machine operators and elementary

workers.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20% of the total budget allocated for this category.

Target for Youth: 50% of the total budget allocated for this category.

Target for People with Disabilities (PwD): 2% of the total budget allocated for this category.

Spatial Transformation

(where applicable)

20% of the total budget will be allocated to machine operators and elementary workers from rural

areas.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, at least 10% of the Discretionary Grant budget will be allocated to

programmes and projects aimed at developing skills for machine operators and elementary

workers.

Indicator responsibility Chief Operations Officer

3.4 Percentage of Discretionary Grant (DG) budget allocated for bursaries.

Indicator title Percentage of Discretionary Grant (DG) budget allocated for bursaries.

Definition

A percentage of discretionary grants allocated for bursaries for both employed5 and unemployed6

learners, through agreements with employers, Unions, research institutions, HEIs, TVET Colleges,

CET colleges, NPCs, NPOs or public entities.

Source of data NSDMS records or commitment schedules.

Method of

calculation/Assessment

Total of allocations multiplied by total DG income divided by 100.

Means of verification Signed partnership agreements with entities.

Assumptions Partners have capacity to implement and means to aid project implementation.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30% of the total budget allocated for this category.

Target for Youth: 30% of the total budget allocated for this category

Target for People with Disabilities (PwD): 2% of the total budget allocated for this category

Spatial Transformation

(where applicable)

20% of the total budget will be allocated to bursary beneficiaries from rural areas.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, at least 8% of Discretionary Grant (DG) budget allocated for bursaries.

Indicator responsibility Chief Operations Officer

5 Employed refers those in employment at the start of any skills development intervention

6 Unemployed refers to those unemployed at the start of the start of the skills development intervention

85

3.5 Number of unemployed learners registered for WIL programmes from TVET.

Indicator title Number of unemployed learners registered for WIL programmes from TVET

Definition

Number of TVET learners who, prior to registering for the WIL programme were unemployed,

and are placed in workplaces to acquire the compulsory workplace-based experience

component, to enable them to complete their qualifications (National Nated Diploma). This

includes learners placed in structural work experience programmes such as experiential learning,

apprenticeship or learnerships.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every registration on WIL TVET placement programme.

Means of verification Learner agreement and employment contract, or confirmation letter of employment status for the

duration of the learning programme; an ID or passport copy, or confirmation of application of an

ID or foreign identification document, and a copy of highest qualification from the TVET college.

Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disabilities (PwD): 2%

Spatial transformation

(where applicable) 20% unemployed learners registered for WIL programmes from TVET will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 3050 learners registered for WIL programmes from TVET.

Indicator responsibility Chief Operations Officer

3.6 Number of unemployed learners completing WIL programmes from TVET.

Indicator title Number of unemployed learners completing WIL programmes from TVET.

Definition

Number of TVET learners completing compulsory workplace-based experience so as to obtain

their qualification (National Nated Diploma). This includes learners completing structural work

experience programmes such as experiential learning, apprenticeship, or learnerships.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every WIL TVET programme completion.

Means of verification Learner completion letter and copy of ID or passport, or confirmation of application of an ID or

foreign identification document.

Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disabilities (PwD): 2%

Spatial transformation

(where applicable) 20% unemployed learners completing WIL programmes from TVET will be from rural areas.

Calculation type Cumulative

86

3.7 Number of unemployed learners registered for WIL programmes from HEIs.

Indicator title Number of unemployed learners registered for WIL programmes from HEIs.

Definition Number of HEI learners who, prior to registering for WIL programme were unemployed, and are

placed at a workplace, or workshop in order to acquire a National Diploma.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every HEI WIL programme registered.

Means of verification Learner agreement and employment contract, or confirmation letter of employment status for the

duration of the learning programme; an ID or passport copy, or confirmation of application of an

ID or foreign identification document, and a copy of highest qualification from the HEI.

Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20 % unemployed learners registered for WIL programmes from HEIs will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 400 unemployed learners registered for WIL programmes from HEIs.

Indicator responsibility Chief Operations Officer

3.8 Number of unemployed learners completing WIL programmes from HEIs.

Indicator title Number of unemployed learners completing WIL programmes from HEIs.

Definition Number of unemployed HEI learners completing WIL programme at a workplace or workshops

in order to acquire a National Diploma.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every HEI WIL programme completed.

Means of verification Learner completion letter and an ID or passport copy, or confirmation of application of an ID or

foreign identification document.

Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20 % unemployed learners completing WIL programmes from HEIs will be from rural areas.

Reporting cycle Quarterly

Desired performance In the year 2020/21, 750 unemployed learners completing WIL programmes from TVET.

Indicator responsibility Chief Operations Officer

87

Indicator title Number of unemployed learners completing WIL programmes from HEIs.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 350 unemployed learners completing WIL programmes from HEIs.

Indicator responsibility Chief Operations Officer

3.9 Number of unemployed learners registered for workplace experience/internships.

Indicator title Number of unemployed learners registered for workplace

experience/internships.

Definition The number of unemployed graduates who are placed on a structured work experience plan at a

company, or a work simulated programme at a higher education institution in order to acquire

workplace-based experience.

Source of data Learner Management System.

Method of calculation /

Assessment

Each learner is counted once for every internship programme registered.

Means of verification Learner agreement and employment contract, or letter confirming employment status for the

duration of the learning programme; an ID or passport copy, or confirmation of application of an

ID or foreign identification document, and a copy of highest qualification from the HEI.

Assumptions Availability of workplaces, employer commitment to avail work spaces for learning.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable)

20% unemployed learners registered for workplace experience/internships will be from rural

areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 420 unemployed learners registered for workplace experience/internships

Indicator responsibility Chief Operations Officer

3.10 Number of unemployed learners completing workplace experience/internships.

Indicator title Number of unemployed learners completing workplace experience/internships

Definition The number of unemployed graduates who have completed a structured work experience plan at a

company or a work simulated programme at a higher education institution in order to acquire

workplace-based experience.

Source of data Learner Management System.

Method of calculation /

Assessment

Each learner is counted once for every internship programme completed.

Means of verification Learner completion letter and an ID or passport copy, or confirmation of application of an ID or

foreign identification document.

Assumptions Availability of workplaces for internship/work experience.

88

3.11 Number of unemployed learners registered for skills programmes.

Indicator title Number of unemployed learners registered for skills programmes.

Definition Number of learners who were unemployed prior to registering for skills programmes/sets, or on

individual unit standard linked to a qualification, part qualification or occupation.

Source of data Learner Management System.

Method of calculation /

Assessment

Each learner is counted once for every skills programmes/sets or individual unit standard

registered.

Means of verification Learner registration form and employment letter or employment contract; an ID or passport copy,

or confirmation of application of an ID or foreign identification document, and a copy of highest

qualification or affidavit.

Assumptions The merSETA (through career awareness and other means will attract the relevant learners to its

skills programmes).

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable) 20% of unemployed learners registered for skills programmes will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 4050 unemployed learners registered for skills programme.

Indicator

responsibility

Chief Operations Officer

3.12 Number of unemployed learners completing skills programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 30%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable) 20% of unemployed learners completing workplace experience/internships will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 320 unemployed learners completing workplace experience/internships.

Indicator

responsibility

Chief Operations Officer

Indicator title Number of unemployed learners completing skills programmes.

Definition Number of unemployed learners completing skills programme/sets, or individual unit standards

linked to a qualification, part qualification, or occupation.

Source of data Learner Management System.

Method of calculation /

Assessment

Each learner is counted once for completing the skills programme/sets or individual unit standard.

89

3.13 Number of unemployed learners registered for learnership programmes.

Indicator title Number of unemployed learners registered for learnership programmes.

Definition This indicator refers to the number of learners who were unemployed prior to registering on

learnership programmes linked to merSETA qualifications or part qualifications.

Source of data Learner Management System.

Method of calculation /

Assessment

Each learner is counted once for every learnership programme registered.

Means of verification Learnership agreement and contract of employment or letter confirming employment status for the

duration of the learning programme; an ID or passport copy, or confirmation of application of an ID

or foreign identification document; a copy of highest qualification or affidavit, and confirmation of

the training provider’s accreditation for the specific learnership programme recorded on the

merSETA MIS system.

Assumptions Adequate interest in merSETA careers/occupations.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 30%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20% of unemployed learners registered for learnership programmes will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 3000 unemployed learners registered for learnership programmes.

Indicator

responsibility

Chief Operations Officer

Means of verification Learner registration form and confirmation of employment status or employment contract; an ID or

passport copy, or confirmation of application of an ID or foreign identification document, and

highest qualification or affidavit, as well as moderation of assessment report or statement of

results.

Assumptions Interventions implemented by the merSETA to support learners will be effective in reducing

dropouts and other challenges in completion of skills programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable) 20% of unemployed learners completing skills programmes will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 2800 unemployed learners completing skills programme.

Indicator responsibility Chief Operations Officer

90

3.14 Number of unemployed learners completing learnership programmes.

Indicator title Number of unemployed learners completing learnership programmes.

Definition Number of unemployed learners successfully completing a registered learnership programme.

Source of data Learner Management System.

Method of calculation /

Assessment

Each learner is counted once for every learnership programme completed.

Means of verification Learner agreement, and confirmation of employment status or employment contract; an ID or

passport copy, or confirmation of application of an ID or foreign identification document; highest

qualification or affidavit, and moderation of assessment report or statement of results or certificate.

Assumptions Interventions implemented by the merSETA to support learners will be effective in reducing

dropouts and other challenges in completion of learnership programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20% unemployed learners completing learnerships programme will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 2814 unemployed learners registered for learnership programmes.

Indicator responsibility Chief Operations Officer

3.15 Number of unemployed engineering graduates registered for candidacy programmes.

Indicator title Number of unemployed engineering graduates registered for candidacy

programmes.

Definition Number of engineering graduates who were unemployed registered with the professional body to

acquire professional designation.

Source of data Learner Management System.

Method of calculation

/Assessment

Each learner is counted once for every candidacy programme registered.

Means of verification Candidacy registration form or candidacy agreement; employment contract or letter of confirmation

of employment status for the duration of the candidacy programme; an ID or passport copy, t or

confirmation of application of an ID or foreign identification document, and a copy of highest

qualification, affidavit, statement of results or certificate.

Assumptions There will be an uptake of the candidacy programme; employers’ commitment to take on graduates

for candidacy.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 20%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable)

20% of unemployed engineering graduates registered for candidacy programmes will be from rural

areas.

Calculation type Cumulative

91

Indicator title Number of unemployed engineering graduates registered for candidacy

programmes.

Reporting cycle Quarterly

Desired performance In the year 2020/21, 20 unemployed engineering graduates registered for candidacy programmes

Indicator

responsibility

Chief Operations Officer

3.16 Number of unemployed engineering graduates completing candidacy programmes.

Indicator title Number of unemployed engineering graduates completing candidacy

programmes.

Definition Number of engineering graduates acquiring a professional body designation.

Source of data Learner Management System.

Method of calculation /

Assessment

Each learner is counted once for every candidacy programme completed.

Means of verification Candidacy completion letter or registration certificate; an ID or passport copy, or confirmation of

application of ID or foreign identification document.

Assumptions The merSETA and its partners will work together in implementing measures to support learners, to

reduce dropouts and other challenges that impact on completion of the candidacy programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 50%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 15 unemployed engineering graduates completing candidacy programmes.

Indicator

responsibility

Chief Operations Officer

3.17 Number of unemployed learners granted bursaries (new entries).

Indicator title Number of unemployed learners granted bursaries (new entries)

Definition Number of unemployed learners who have received bursary funding for commencement of the

learning programme.

Source of data Learner Management System.

Method of calculation

/Assessment

Each learner is counted once for every new entry bursary received.

Means of verification Proof of registration from education institution for the specific year; an ID or passport copy, or

confirmation of application of an ID or foreign identification document, and a copy of highest

qualification, a statement of results or certificate.

Assumptions Other role players such as HEIs and NSFAs (working together with the merSETA) will put in place

effective mechanisms to identify, attract and award bursaries for relevant merSETA qualifications.

92

Indicator title Number of unemployed learners granted bursaries (new entries)

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 90%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20% of unemployed learners granted bursaries (new entries) will be from rural. areas

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 100 unemployed learners granted bursaries (new entries).

Indicator

responsibility

Chief Operations Officer

3.18 Number of unemployed learners granted bursaries (continuing).

Indicator title Number of unemployed learners granted bursaries (continuing).

Definition Number of unemployed learners who have received bursary funding to continue with the learning

programme.

Source of data Learner Management System

Method of calculation

/Assessment

Each learner is counted once for every continuing bursary received.

Means of verification Signed HEI continuation letter or proof of registration from the education institution for the specific

year; an ID or passport copy, or confirmation of application of an ID or foreign identification

document; copy of statement of results, or a copy of certificate, or letter signed by an authorised

person e.g. Head of Department or Dean of the Faculty, within the institution confirming the

achievement.

Assumptions Dropout rates will be reduced due to measures implemented by the merSETA in partnership with

other role players such as NSFAs and HEIs.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20% unemployed learners granted bursaries (continuing) will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 386 unemployed learners granted bursaries (continuing).

Indicator responsibility Chief Operations Officer

93

3.19 Number of unemployed learners completing bursary programmes.

Indicator title Number of unemployed learners completing bursary programmes.

Definition Number of unemployed learners who have received bursary funding and completed their

qualification.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every bursary programme completed.

Means of verification Learner registration form and confirmation of completion issued by the education institution, or

signed HEI learner completion letter, and an ID or passport copy or confirmation of application of

an ID or foreign identification document.

Assumptions There will be reduced dropout rates due to measures implemented by the merSETA and other

role players that play a critical role in learner success e.g. HEIs and NSFAS.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 80%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20% of unemployed learners completing bursary programmes will be from rural areas.

Reporting cycle Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 193 unemployed learners who completed bursary programmes.

Indicator responsibility Chief Operations Officer

3.20 Number of employed learners registered for learnership programmes.

Indicator title Number of employed learners registered for learnership programmes.

Definition This indicator refers to the number of learners who, prior to registering on a learnership

programme were already employed.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every learnership programme registered.

Means of verification Learnership agreement and contract of employment, or letter of confirmation of employment

status for the duration of the learning programme; an ID or passport copy, or confirmation of

application of an ID or foreign identification document, and a copy of highest qualification or

affidavit.

Assumptions Employers and unions will provide the necessary support to encourage employees to enrol for

merSETA learnership programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 25%

Target for Youth: 30%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable) 10% of the employed learners registered for learnership programmes will be from rural areas

Calculation type Cumulative

Reporting cycle Quarterly

94

Indicator title Number of employed learners registered for learnership programmes.

Desired performance In the year 2020/21, 2000 employed learners registered for learnership programmes.

Indicator responsibility Chief Operations Officer

3.21 Number of employed learners completing learnership programmes.

Indicator title Number of employed learners completing learnership programmes.

Definition Number of employed learners who successfully completed a registered learnership programme.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every learnership programme completed.

Means of verification Learner agreement; confirmation of employment status or employment contract; an ID or

passport copy, or confirmation of application of an ID or foreign identification document, and

highest qualification moderation of assessment report, statement of results or certificate.

Assumptions Employers and unions will provide the necessary support for employed learners to successfully

complete learnership programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 25%

Target for Youth: 30%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable) 10% of employed learners completing learnership programmes will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 1417 employed learners completing learnerships programme.

Indicator responsibility Chief Operations Officer

3.22 Number of employed learners registered for bursary programmes (new entries).

Indicator title Number of employed learners registered for bursary programmes (new entries).

Definition Number of employed learners who have received a bursary to start a qualification.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every new entry bursary programme registered.

Means of verification Proof of registration from education institution for the specific year; learner registration form;

copy of an ID or passport, or confirmation of application of an ID or foreign identification

document, and a copy of highest qualification, statement of results or certificate.

Assumptions Employers providing opportunities for worker to enrol for academic studies.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 25%

Target for Youth: 90%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable)

20% of employed learners registered for bursary programmes (new entries) will be from rural

areas.

Calculation type Cumulative

95

Indicator title Number of employed learners registered for bursary programmes (new entries).

Reporting cycle Quarterly

Desired performance In the year 2020/21, 150 employed learners registered for bursary programmes (new entries).

Indicator responsibility Chief Operations Officer

3.23 Number of employed learners registered for bursary programmes (continuing).

Indicator title Number of employed learners registered for bursary programmes (continuing).

Definition Number of employed learners who have received a bursary to continue a qualification.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every continuing bursary programme registered.

Means of verification Continuation letter or proof of registration from education institution for the specific year; learner

registration form; an ID or passport copy, or confirmation of application of an ID or foreign

identification document; a copy of statement of results, copy of certificate, or letter signed by an

authorised person e.g. Head of Department or Dean of the Faculty, within the institution

confirming the achievement.

Assumptions Employers supporting workers to pursue studies towards successful completion; HEI support

measures for employed students.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 25%

Target for Youth: 90%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20% employed learners registered for bursary programmes (continuing) will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 100 Number of employed learners registered for bursary programmes

(continuing).

Indicator responsibility Chief Operations Officer

3.24 Number of employed learners completing bursary programmes.

Indicator title Number of employed learners completing bursary programmes.

Definition Number of employed learners who have received bursary funding and completed their

qualification.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every bursary programme completed.

Means of verification Confirmation of completion issued by the higher education institution, or copy of stamped or

signed statement of results, copy of certificate or letter signed by an authorised person e.g.

Head of Department or Dean of the Faculty, within the institution confirming the achievement,

and copy of ID or passport or confirmation of application of ID or foreign identification document.

Assumptions Time given by employers for workers to study and successfully complete; HEI support measures

for employed students.

96

Indicator title Number of employed learners completing bursary programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 25%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 20% of employed learners completing bursary programmes will be from rural areas.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 50 employed learners completing bursary programmes.

Indicator responsibility Chief Operations Officer

3.25 Number of employed learners registering for skills programmes.

Indicator title Number of employed learners registering for skills programmes.

Definition Number of learners who prior to registering for skills programmes/sets or an individual unit

standard linked to a qualification, part qualification or occupation, were already employed.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every skills programmes/sets or individual unit standard

registered.

Means of verification Learner registration form and employment letter or employment contract; copy of an ID or

passport, or confirmation of application of an ID or foreign identification document, and a copy of

highest qualification.

Assumptions Employers and unions will provide the necessary support to encourage uptake of merSETA

skills programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 25%

Target for Youth: 30%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 10% of employed learners registering for skills programmes will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 4200 employed learners registering for skills programmes.

Indicator responsibility Chief Operations Officer

3.26 Number of employed learners completing skills programme.

Indicator title Number of employed learners completing skills programme.

Definition Number of employed learners completing skills programme/sets or individual unit standards

linked to a qualification, part qualification, or occupation.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for completing the skills programme/sets or individual unit

standard.

97

Indicator title Number of employed learners completing skills programme.

Means of verification Learner completion letter and copy of an ID or passport, or confirmation of application of an ID

or foreign identification document and, moderation of assessment report or statement of results.

Assumptions Employers will provide the necessary support for their workers to complete skills programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 25%

Target for Youth: 30%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 10 % employed learners completing a skills programme will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 2317 employed learners completing a skills programme.

Indicator responsibility Chief Operations Officer

3.27 Number of employed or unemployed learners registered for AET programmes.

Indicator title Number of employed or unemployed learners registered for AET programmes.

Definition Number of employed and unemployed adults (18 years and above) who have registered for adult

learning programmes, which may include an ABET, AET, Foundational Learning Certificate (FLC)

or short courses.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every adult learning programme registered.

Means of verification Learner agreement or learner registration form; contract of employment or letter of confirmation of

employment status for the duration of the learning programme, or proof of retrenchment from the

employer; and copy of an ID or passport, or confirmation of application of ID or foreign

identification document.

Assumptions There will be an uptake of AET programmes by employed and unemployed learners.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable)

10% of employed or unemployed learners registered for AET programmes will be from rural

areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 500 employed or unemployed learners registered for AET programmes.

Indicator responsibility Chief Operations Officer

3.28 Number of employed or unemployed learners completing AET programmes.

Indicator title Number of employed or unemployed learners completing AET programmes.

Definition

Number of employed or unemployed adults (18 years and above) who have completed adult

learning programmes designed. Adult learning programmes may include an ABET or AET or

Foundational Learning Certificate (FLC) or short courses.

98

Indicator title Number of employed or unemployed learners completing AET programmes.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every adult learning programme completed.

Means of verification Confirmation of completion issued by the education institution; or signed learner completion letter,

copy of test results, statement of results, or copy of certificate or certification data, and copy of an

ID or passport or confirmation of application of Ian D or foreign identification document.

Assumptions There will be reduced dropouts due to interventions implemented by the merSETA.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 10% employed or unemployed learners completing AET programmes will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 250 employed or unemployed learners completing AET programmes.

Indicator responsibility Chief Operations Officer

3.29 Number of learners registered for trade / artisan qualifications (new registrations).

Indicator title Number of learners registered for trade / artisan qualifications (new

registrations).

Definition Number of learners registered for apprenticeships or artisan trade qualification programme.

These exclude learners on TVET WIL /placement.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every registration on apprenticeship or artisan trade

qualification programme.

Means of verification Learnership agreement and contract of employment, or letter of confirmation of employment

status for the duration of the learning programme or merSETA site visit report; copy of an ID or

passport, or confirmation of application of an ID or foreign identification document, and a copy of

highest educational qualification.

Assumptions There will be a continued uptake of learners registering for artisan qualifications due to

merSETA initiatives such as career awareness.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 50%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable)

20% of learners registered for trade / artisan qualifications (new registrations) will be from rural

areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 4400 learners registered for trade / artisan qualifications (new registrations).

Indicator responsibility Chief Operations Officer

99

3.30 Number of learners completing trade / artisan qualifications.

Indicator title Number of learners completing trade / artisan qualifications.

Definition Number of learners who have successfully completed an apprenticeships or artisan trade

qualification programme.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every successful completion of an apprenticeship or artisan

trade qualification programme.

Means of verification Learner statement of results, proof of receipt of evidence by NAMB, or a copy of the certificate

or certification data, and copy of an ID or passport, or confirmation of application of ID or foreign

identification document.

Assumptions There will be a reduced dropout rate due to the implementation of mechanisms aimed at

increasing throughput.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 50%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable) 20% of learners completing trade / artisan qualifications will be from rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 3570 learners completing trade / artisan qualifications.

Indicator responsibility Chief Operations Officer

3.31 Number of learners completing Recognition of Prior Learning (RPL) or Artisan Recognition of

Prior Learning (ARPL).

Indicator title Number of learners completing Recognition of Prior Learning (RPL) or Artisan

Recognition of Prior Learning (ARPL).

Definition Number of learners completing Recognition of Prior learning (RPL) process as prescribed by the

Department of Higher Education and Training (DHET), to assist candidates who wish to pursue

careers in artisanal trades.

Source of data Learner Management System.

Method of

calculation/Assessment

Each learner is counted once for every RPL or ARPL competency certificates obtained.

Means of verification Recognition of Prior Learning (RPL)/Artisan Recognition of Prior Learning (ARPL) trade test

application form; copy of an ID or passport, or confirmation of application of an ID or foreign

identification document; copy of highest educational qualification; letter of service in the case of

ARPL; trade test results, copy of certificate or certification data, or confirmation of NAMB

evidence packs submitted.

Assumptions Delays in candidates being put through assessments for RPL/ARPL will be minimised through

effective collaboration among key role players responsible for providing such assessments;

adequate interest for people to take up the RPL/ARPL route towards certification.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 30%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable)

20% of candidates undergoing Recognition of Prior Learning (RPL), or Artisan Recognition of

Prior Learning (ARPL) will be from rural areas.

100

Indicator title Number of learners completing Recognition of Prior Learning (RPL) or Artisan

Recognition of Prior Learning (ARPL).

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 1600 candidates completing Recognition of Prior Learning (RPL) or Artisan

Recognition of Prior Learning (ARPL).

Indicator responsibility Chief Operations Officer

3.32 Number of active TVET college partnerships established.

Indicator title Number of active TVET college partnerships established.

Definition Number of TVET colleges that have a newly signed or continuing agreement with merSETA.

Source of data Register of partnership contracts.

Method of

calculation/Assessment

Each signed agreement between merSETA and a TVET college is counted once in the financial

year irrespective of the number of agreements entered into with the TVET college.

Means of verification A copy of a signed agreement between merSETA and a TVET college, which are active during

period under review.

Assumptions TVET colleges have the capability (resources, infrastructure and project management) to

implement agreements.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) 20% of TVET College partnerships will be those in rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, nine active TVET college partnerships established.

Indicator responsibility Chief Operations Officer

3.33 Number of active SETA-HEI partnerships established.

Indicator title Number of active SETA-HEI partnerships established.

Definition Number of HEIs that have entered into a newly signed or continuing agreements with merSETA.

Source of data Register of partnership contracts.

Method of

calculation/Assessment

Each signed agreement between merSETA and a HEI is counted once in the financial year,

irrespective of the number of agreements entered into with the HEI.

Means of verification A copy of the signed agreement/s between merSETA and HEI, which is/are active during the

period under review.

Assumptions HEIs have the capability (resources, infrastructure and project management) to implement

agreements.

Disaggregation of

Beneficiaries (where

applicable)

N/A

101

Spatial transformation

(where applicable) 20% of the partnerships will be targeted at HEIs that are considered “historically disadvantaged”.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, seven active SETA-HEI partnerships established.

Indicator responsibility Chief Operations Officer

3.34 Number of active CET partnerships established.

Indicator title Number of active CET partnerships established.

Definition Number of new and continuing CET college partnerships established.

Source of data Register of partnership contracts.

Method of

calculation/Assessment

Each signed agreement is counted once in the financial year, irrespective of the number of

agreements entered into with the CET college.

Means of verification Copy of signed agreement with the CET college.

Assumptions CET does not have similar support from another SETA; partnership can be expediently

conceptualised, and agreements concluded in the year.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) 50% of CET colleges will be from rural areas or townships.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, two CET partnerships established.

Indicator responsibility Chief Operations Officer

3.35 Number of new SETA-Employer partnerships established.

Indicator title Number of new SETA-Employer partnerships established.

Definition Number of employers that have entered into a newly signed agreement with merSETA.

Source of data Register of partnership contracts.

Method of

calculation/Assessment

Each signed agreement with merSETA employer is counted once in the financial year,

irrespective of the number of agreements entered into with the employer.

Means of verification A copy of the signed agreement/s between merSETA and the employer, which is/are active

during period under review.

Assumptions Partners have capacity and capability (infrastructure, resources and project management to

implement the agreement. Partnership contractual arrangements finalised within the year.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial Transformation

(where applicable)

N/A

102

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In year 2020/21, at least 1680 employer partnerships to be established.

Indicator responsibility Chief Operations Officer

3.36 Number of active partnerships with public sector departments and institutions.

Indicator title Number of active partnerships with public sector departments and institutions.

Definition Number of new and active agreements that merSETA has entered into with public sector

departments and institutions, which will include public entities or agencies.

Source of data Register of partnership contracts.

Method of

calculation/Assessment

Each signed agreement is counted once in the financial year, irrespective of the number of

agreements entered into with the public sector departments and institutions.

Means of verification A copy of signed agreements which are active during the period under review.

Assumptions Partners have the capacity and capability (resources, infrastructure and project management) to

implement the projects.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial Transformation

(where applicable)

25% of the partnerships will be with public institutions with a strong focus on rural development or

predominantly rural.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In year 2020/21 at least four partnerships with public sector departments and institutions.

Indicator responsibility Chief Operations Officer

3.37 Number of co-operatives supported through skills development.

Indicator title Number of co-operatives supported through skills development.

Definition Number of co-operatives that have been supported by the merSETA through skills development

funding, mentoring, one-on-one induction, or guidance on accessing grants.

Source of data NSDMS records or co-operatives schedules.

Method of

calculation/Assessment

Count the number of co-operatives supported through skills development funding, mentoring,

one-on-one induction, or guidance on accessing grants. Each signed agreement is counted

once in the financial year, irrespective of the number of agreements entered with the co-

operative.

Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of

meetings or an attendance register or workshop presentation, or an agenda that includes a clear

purpose of the meeting or workshop.

Assumptions Cooperatives have the capability (resources, project management and relevant infrastructure) to

implement agreements.

Disaggregation of

Beneficiaries (where

applicable)

30% of co-operatives supported should be run by women or have women as the primary

beneficiaries.

103

Indicator title Number of co-operatives supported through skills development.

Spatial Transformation

(where applicable) 90% of co-operatives supported will be from rural areas and townships.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In year 2020/21 at least 10 of co-operatives supported though skills development.

Indicator responsibility Chief Operations Officer

3.38 Number of small businesses supported through skills development.

Indicator title Number of small businesses supported through skills development.

Definition Number of small business (organisations with 1-49 employees) that have been supported by

merSETA through skills development funding, mentoring, one-on-one induction or guidance on

accessing grants.

Source of data NSDMS records or small business support schedules.

Method of

calculation/Assessment Count the number of small businesses supported through skills development funding, mentoring,

one-on-one induction or guidance on accessing grants. Each signed agreement is counted once

in the financial year, irrespective of the number of agreements entered with the small business.

Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of

meetings, an attendance register or workshop presentation, or an agenda that includes a clear

purpose of the meeting or workshop, etc.

Assumptions merSETA has a strategy and supporting measures in place to encourage participation of SMEs

in its activities and interventions.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable)

10% of small businesses supported through skills development will be from rural areas and

townships.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 1500 small businesses supported through skills development.

Indicator responsibility Chief Operations Officer

3.39 Number of Non-Profit Organisations (NPOs) supported through skills development.

Indicator title Number of Non-Profit Organisations (NPOs) supported through skills

development.

Definition

Number of Non-Profit Organisations (NPOs), including Non-Government Organisations (NGOs)

and Community Based Organisations (CBOs), that have been supported by the merSETA

through skills development, either by training, funding ,mentoring, workshop, project visits or

guidance on accessing grants.

Source of data NSDMS records or NPOs contract schedules.

Method of

calculation/Assessment Count the number of NPOs inclusive of NGOs and legally registered CBOs supported through

skills development, either by training, funding, mentoring, workshop, project visits or guidance

104

Indicator title Number of Non-Profit Organisations (NPOs) supported through skills

development.

on accessing grants. Each signed agreement is counted once in the financial year, irrespective

of the number of agreements entered with the NPO.

Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of

meetings, an attendance register or workshop presentation, or an agenda that includes a clear

purpose of the meeting or workshop.

Assumptions NPOs have the capability and capacity (resources, infrastructure and project management) to

implement agreements.

Disaggregation of

Beneficiaries (where

applicable)

`N/A

Spatial Transformation

(where applicable) 60% of Non-Profit Organisations supported through skills development will be from rural areas.

Calculation type Cumulative

Reporting cycle Bi-Annually

Desired performance In year 2020/21 at least 13 Non-Profit Organisations supported through skills development.

Indicator responsibility Chief Operations Officer

3.40 Number of (Non-Levy Paying Enterprises) NLPEs supported through skills development.

Indicator title Number of Non-Levy Paying Enterprises (NLPEs) supported through skills

development.

Definition Number of Non-Levy Paying Enterprises (NLPEs) that are supported by merSETA through skills

development funding, mentoring, one-on-one induction, or guidance on accessing grants.

Source of data NSDMS records or NLPEs schedules.

Method of

calculation/Assessment

Count the number of NLPEs supported through skills development funding, mentoring, one-on-

one induction or guidance. Each signed agreement is counted once in the financial year,

irrespective of the number of agreements entered with the NLPE.

Means of verification Copy of an agreement; a copy of a detailed site visit report or progress report; minutes of

meetings, an attendance register, workshop presentation, or an agenda that includes a clear

purpose of the meeting or workshop, etc.

Assumptions NLPEs have the capability and capacity (infrastructure, resources and project management) to

implement agreements

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) 10% of NLPEs supported through skills development will be from rural areas and townships.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 210 NLPEs supported through skills development.

Indicator responsibility Chief Operations Officer

105

3.41 Number of trade unions supported through skills development.

Indicator title Number of trade unions supported through skills development.

Definition Number of trade unions that have been supported by the merSETA through skills development

funding for training.

Source of data NSDMS records or trade unions schedules.

Method of

calculation/Assessment

Count the number of trade unions supported

Means of verification Copy of signed agreement with a trade union.

Assumptions Trade unions have the capability and capacity (infrastructure, resources and project

management) to implement agreements

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In year 2020/21 at least four trade unions supported through skills development

Indicator responsibility Chief Operations Officer

3.42 Number of rural development projects supported through skills development.

Indicator title Number of rural development projects supported through skills development.

Definition Number of rural based skills development projects supported through skills development

funding.

Source of data NSDMS records or rural development projects schedules.

Method of

calculation/Assessment

Each signed rural project agreement is counted once in the financial year, irrespective of the

number of agreements entered into with providers.

Means of verification A copy of signed agreements.

Assumptions Partners have the capability and capacity (infrastructure, resources and project management) to

implement agreements

Disaggregation of

Beneficiaries (where

applicable)

50% of the rural development projects implemented will target women in rural areas.

Spatial Transformation

(where applicable) 100% of the projects will be based in rural areas.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In year 2020/21 at least four rural development projects supported through skills development.

Indicator responsibility Chief Operations Officer

106

3.43 Number of people registered for entrepreneurial skills.

Indicator title Number of people registered for entrepreneurial skills.

Definition Number of people trained on entrepreneurial skills through either learnerships, skills programmes

or non-credit bearing programmes.

Source of data Learner management system.

Method of

calculation/Assessment

Each learner is counted once for every entrepreneurial learnership, skills programme or non-

credit bearing programme registered.

Means of verification Learnership agreement or learner registration form; contract of employment or letter of

confirmation of employment status for the duration of the learning programme, merSETA site

visit report; a copy of an ID or passport, or confirmation of application of ID or foreign

identification document, and copy of highest educational qualification.

Assumptions Partners have the capability and capacity (resources and infrastructure) to implement the training

programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 10% of people registered for entrepreneurial skills will be from rural areas and townships.

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 150 registered for entrepreneurial skills.

Indicator responsibility Chief Operations Officer

Programme 4: Quality Assurance Indicators

4.1 Number of TVET Centres of Specialisation (CoS) supported.

Indicator title Number of TVET Centres of Specialisation (CoS) supported.

Definition This indicator refers to the number of TVET Colleges recognised as Centres of Specialisation

(CoS), that are supported in delivery of occupational qualifications, to address the demand for

priority trades needed for the implementation of government’s National Development Plan

(NDP).

“Centres of Specialisation in the TVET College sector” is a programme which aims to inform

college differentiation, promote quality teaching and learning, facilitate responsiveness and

provide a model for the implementation of QCTO’s trade qualifications. This is done concurrently

with as it develops artisanal skills in demand for economic growth, starting with the Strategic

Integrated Projects (SIPs).

Source of data Register of CoS contracts.

Method of calculation/

Assessment

Each signed MoA between merSETA and a TVET CoS is counted once in the financial year,

irrespective of the number of agreements entered into with TVET college CoS.

Means of verification A copy of signed MoA between merSETA and TVET college recognised as a CoS, progress

report or site visit report against set deliverables.

Assumptions The TVET colleges identified have the capability and capacity (resources and infrastructure) to

implement agreements

107

Indicator title Number of TVET Centres of Specialisation (CoS) supported.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Non-Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, two TVET CoS supported.

Indicator responsibility Chief Operations Officer

4.2 Number of employers participating in the Centres of Specialisation (CoS) project.

Indicator title Number of employers participating in the Centres of Specialisation (CoS)

project.

Definition This indicator refers to the number of merSETA member companies allocated learner grants for

the CoS project. “Centres of Specialisation in the TVET College sector” is a programme which

aims to inform college differentiation, promote quality teaching and learning, facilitate

responsiveness and provide a model for the implementation of QCTO’s trade qualifications. This

is done concurrently as it develops artisanal skills in demand for economic growth, starting with

the Strategic Integrated Projects (SIPs).

Source of data NSDMS records or MoA schedules.

Method of calculation/

Assessment

Each signed MoA with merSETA member companies participating in a CoS project is counted

once in the financial year, irrespective of the number of agreements entered into with the

member company. Count of learners covered in the signed MoA(s)

Means of verification Copy of a signed MoA with merSETA member companies participating in a CoS project,

progress report, or site visit report against set deliverables.

Assumptions New employers participating in the CoS project have the capability and capacity (resources and

infrastructure) to implement.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting cycle Quarterly

Desired performance In the year 2020/21, 35 employers participating in the Centres of Specialisation (CoS) project.

Indicator responsibility Chief Operations Officer

108

4.3 Number of TVET colleges funded for merSETA occupational programmes, equipment and

workshop infrastructure.

Indicator title Number of TVET colleges funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Definition This indicator refers to the number of TVET colleges funded for merSETA occupational

programmes, equipment and workshop infrastructure.

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Each signed MoA with the TVET college funded for merSETA occupational programmes,

equipment and workshop infrastructure is counted once in the financial year, irrespective of the

number of agreements entered into with the TVET college.

Means of verification Copy of a signed MoA with the TVET college funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Assumptions The TVET colleges have the capability and capacity (resources, infrastructure and project

management) to implement the agreements.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) 25 % of the funded TVET colleges will be from rural areas or townships.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, four TVET colleges funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Indicator responsibility Chief Operations Officer

4.4 Number of TVET college employees (managers, lecturers, or support staff) registered for merSETA

related programmes, including literacy and numeracy – bursaries.

Indicator title Number of TVET college employees (managers, lecturers, or support staff)

registered for merSETA related programmes, including literacy and numeracy –

bursaries.

Definition This indicator refers to the total number of TVET college employees (managers, lecturers, or

support staff) who have been supported through bursaries to enter a merSETA related

qualification or part qualification including literacy and numeracy, so as to contribute to their

development.

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Count of number of TVET college employees (managers, lecturers, and support staff) funded

through a bursary for a qualification, or part qualification registered on merSETA system.

Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner

registration form or attendance register, proof of registration for HEI qualification, or confirmation

of registration with an HEI.

Assumptions TVET Colleges will support their employees to participate in merSETA programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 20%

Target for People with Disability (PwD): 3%

109

Spatial transformation

(where applicable)

20% of the supported TVET college employees participating will be from TVET colleges in rural

areas or townships.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 52 TVET college employees (managers, lecturers, or support staff)

registered for merSETA related programmes including literacy and numeracy – bursaries.

Indicator responsibility Chief Operations Officer

4.5 Number of TVET college employees (managers, lecturers, support staff) registered for merSETA

related programmes including literacy and numeracy – skills programmes.

Indicator title Number of TVET college employees (managers, lecturers, support staff)

registered for merSETA related programmes including literacy and numeracy –

skills programmes.

Definition This indicator refers to the total number of TVET college employees (managers, lecturers, or

support staff) who are registered on credit bearing or non-credit bearing skills development

programmes registered on the merSETA system, including literacy and numeracy. The training

offered is to contribute to the development of the TVET college employees.

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Count of number of TVET college employees (managers, lecturers, support staff) funded for

credit or non-credit bearing training programmes registered on the merSETA system.

Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner

registration form or attendance register, or proof of registration for a credit bearing or non-credit

bearing skills development programme.

Assumptions TVET Colleges will encourage and support their employees to participate in merSETA

programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 20%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable)

20% of the supported TVET college employees participating will be from TVET colleges in rural

areas or townships.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 60 TVET college employees (managers, lecturers, support staff) registered

for merSETA related programmes, including literacy and numeracy – skills programme.

Indicator responsibility Chief Operations Officer

4.6 Number of TVET college employees (managers, lecturers, support staff) registered for merSETA

related programmes, including literacy and numeracy – industry placements.

Indicator title Number of TVET college employees (managers, lecturers, support staff)

registered for merSETA related programmes, including literacy and numeracy –

industry placements.

Definition This indicator refers to the total number of TVET college employees (managers, lecturers, or

support staff) who have been registered for merSETA related programmes through industry

placement, so as to contribute to their development.

110

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Count of number of TVET college employees (managers, lecturers, support staff) registered for

industry placement registered on the merSETA system.

Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner

registration form or attendance register, or proof of registration for qualification credit or non-credit

bearing programme.

Assumptions TVET colleges will encourage and support their staff to participate in merSETA programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 20%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable)

20% of the supported TVET college employees participating will be from TVET colleges in rural

areas or townships.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 50 TVET college employees (managers, lecturers, support staff) registered

for merSETA related programmes, including literacy and numeracy – industry placements.

Indicator responsibility Chief Operations Officer

4.7 Number of SETA offices maintained in TVET colleges.

Indicator title Number of SETA offices maintained in TVET colleges.

Definition This target refers to the maintenance of merSETA offices which were previously opened at TVET

colleges.

Source of data Copy of agreement or letter of confirmation from the TVET College.

Method of

calculation/Assessment

Each office will only be counted once.

Means of verification Copy of agreement or letter of confirmation from the TVET College.

Assumptions The supported TVET colleges will continue to avail the offices and other resources for the

merSETA to maintain its offices.

Disaggregation of

Beneficiaries (where

applicable) N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, three of SETA offices maintained in TVET colleges.

Indicator responsibility Chief Operations Officer

111

4.8 Percentage of providers implementing merSETA occupational qualifications monitored.

Indicator title Percentage of providers implementing merSETA occupational qualifications

monitored.

Definition Percentage of a total of QCTO / merSETA accredited skills development providers offering

merSETA related full/part qualification programmes linked to active learners, monitored through

external moderation visits, monitoring visits and audit visit conducted. Monitoring will entail regular

and continuous assessment of the quality of learning, and the evaluation of training facilities against:

compliance with the learning and assessment prescripts of curriculum, compliance with work place

experience prescripts of learning programmes and compliance with workplace approval prescripts

of the merSETA.

Source of data Learner management system or quality assuror site visit reports.

Method of calculation/

Assessment

Count on percentage calculation of skills development providers visited (moderation visits,

monitoring visits, audit visit) out of the total number of providers linked to active learners.

Means of verification Report of number of site visits conducted and site visit reports

Assumptions The merSETA has the capacity to monitor providers implementing merSETA occupational

programmes.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) N/A

Calculation type Cumulative

Reporting Cycle Annually

Desired performance In the year 2020/21, 70% providers implementing merSETA occupational qualifications monitored.

Indicator Responsibility Chief Operations Officer

4.9 Number of CET college employees (managers, lecturers, or support staff) registered merSETA

related programmes including literacy and numeracy – bursaries.

Indicator title Number of CET college employees (managers, lecturers, or support staff)

registered for merSETA related programmes including literacy and numeracy –

bursaries.

Definition This indicator refers to the total number of CET college employees (managers, lecturers, or

support staff) who have been supported through bursaries to enrol for a merSETA related

qualification or part qualification, including literacy and numeracy, so as to contribute to their

development.

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Count of number of CET college employees (managers, lecturers, support staff) funded through

bursary for qualification or part qualification registered on the merSETA system.

Means of verification Copy of a signed MoA with the TVET college; TVET college employee ID copy; learner

registration form, attendance register, or proof of registration for HEI qualification, or

confirmation of registration with an HEI.

Assumptions CET colleges will encourage and support their employees to participate in merSETA skills

development programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 20%

112

Target for People with Disability (PwD): 2% across all the different learning interventions

Spatial transformation

(where applicable)

30% of CET college employees participating will be based in CET colleges in rural areas or

townships.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 10 CET college employees (managers, lecturers, or support staff)

registered on merSETA related programmes, including literacy and numeracy – bursaries.

Indicator responsibility Chief Operations Officer

4.10 Number of CET college employees (managers, lecturers, support staff) registered for merSETA

related programmes, including literacy and numeracy – skills programmes.

Indicator title Number of CET college employees (managers, lecturers, support staff)

registered for merSETA related programmes including literacy and numeracy –

skills programmes.

Definition This indicator refers to the total number of CET college employees (managers, lecturers, or

support staff) who have been registered on credit bearing, or non-credit bearing skills

development programmes registered on the merSETA system, including literacy and numeracy.

The training offered is to contribute to the development of the CET college employees.

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Count of number of CET college employees (managers, lecturers, support staff) funded for

credit or non-credit bearing training programmes registered on the merSETA system.

Means of verification Copy of a signed MoA with the CET college; CET college employee ID copy; learner

registration form, attendance register or proof of registration for a credit bearing, or non-credit

bearing skills development programme.

Assumptions CET colleges will encourage their employees to participate in merSETA skills development

programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 20%

Target for People with Disability (PwD): 2% across all the different learning interventions

Spatial transformation

(where applicable)

30% of CET college employees participating will be based in CET colleges in rural areas or

townships.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 10 CET college employees (managers, lecturers, or support staff)

registered for merSETA related programmes including literacy and numeracy – skills

programmes.

Indicator responsibility Chief Operations Officer

113

4.11 Number of CET college employees (managers, lecturers, support staff) registered for merSETA

related programmes including literacy and numeracy – industry placements.

Indicator title Number of CET college employees (managers, lecturers, support staff)

registered for merSETA related programmes, including literacy and numeracy

– industry placements.

Definition This indicator refers to the total number of CET college employees (managers, lecturers, or

support staff) who have been registered for merSETA related programmes through industry

placement, so as to contribute to their development.

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Count of the number of CET college employees (managers, lecturers, support staff) funded for

industry placement registered on the merSETA system.

Means of verification Copy of a signed MoA with the CET college; CET college employee ID copy; learner

registration form, attendance register or proof of registration for qualification credit or non-credit

bearing programme.

Assumptions CET colleges will encourage and support their employees to participate in merSETA

programmes.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 20%

Target for People with Disability (PwD): 2% across all the different learning interventions

Spatial transformation

(where applicable)

30% of the CET college employees participating will be based in CET colleges in rural areas or

townships.

Calculation type Cumulative

Reporting cycle Annually

Desired performance In the year 2020/21, 10 CET college employees (managers, lecturers, or support staff)

registered for merSETA related programmes, including literacy and numeracy – industry

placement.

Indicator responsibility Chief Operations Officer

4.12 Number of CET colleges funded for merSETA occupational programmes, equipment and

workshop infrastructure.

Indicator title Number of CET colleges funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Definition Number of new partnerships with CET colleges funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Source of data NSDMS MoA records or schedule of merSETA MoAs.

Method of calculation/

Assessment

Each signed MoA with the CET college funded for merSETA occupational programmes,

equipment and workshop infrastructure is counted once in the financial year, irrespective of the

number of agreements entered into with the CET college.

Means of verification Copy of a signed MoA with the CET college funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Assumptions CET colleges have the capability and capacity (resources, infrastructure and project

management) to implement the agreements.

114

Indicator title Number of CET colleges funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable) 50% of CET colleges supported will be from rural areas or townships.

Calculation type Cumulative

Reporting Cycle Quarterly

Desired performance In the year 2020/21, two CET colleges funded for merSETA occupational programmes,

equipment and workshop infrastructure.

Indicator Responsibility Chief Operations Officer

4.13 Number of CET learners accessing AET programmes.

Indicator title Number of CET learners accessing AET programmes.

Definition Number of adults (18 years and above) who were unemployed before registering for adult

learning programmes, which may include ABET, AET or Foundational Learning Certificate

(FLC) or short courses at the CET college.

Source of data Learner Management System.

Method of calculation/

Assessment

Each learner is counted once for every adult learning programme registered.

Means of verification Learner agreement or learner registration form; contract of employment or letter of confirmation

of employment status for the duration of the learning programme, or proof of retrenchment

from the employer, and copy of an ID or passport or confirmation of application of an ID or

foreign identification document.

Assumptions CET colleges have the capability and capacity (resources and infrastructure) to enrol learners.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 30% of CET learners accessing AET programmes will be from rural areas or townships.

Calculation type Cumulative

Reporting Cycle Quarterly

Desired performance In the year 2020/21, 20 employed or unemployed learners registered for AET programmes.

Indicator Responsibility Chief Operations Officer

4.14 Number of learners accessing CET occupational programmes.

Indicator title Number of learners accessing CET occupational programmes.

Definition This indicator refers to the total number of CET learners registered for occupational learning

programmes.

Source of data Learner Management System.

115

Indicator title Number of learners accessing CET occupational programmes.

Method of calculation/

Assessment

Each learner is counted once for learning programme(s) registered.

Means of verification Learnership agreement and learner ID copy.

Assumptions CET have the capability and capacity (resources and infrastructure) to deliver learning

programmes and enrol learners.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 20%

Target for Youth: 50%

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable) 30% of learners accessing CET occupational programmes will be from rural areas or townships.

Calculation type Cumulative

Reporting Cycle Quarterly

Desired performance In the year 2020/21, 100 learners accessing CET occupational programmes.

Indicator Responsibility Chief Operations Officer

4.15 Number of career awareness and information events initiated by the merSETA.

Indicator Title Number of career awareness and information events initiated by the

merSETA.

Definition This is the number of rural and/or urban career awareness events/exhibitions initiated/planned

by the merSETA, to provide learners with occupational and career information pertaining to

careers in the mer-sector, with an emphasis on occupations in high demand in the mer-sector.

Source of data Learner Management System or merSETA career awareness planning schedules.

Method of calculation/

Assessment

Count the number of rural and/or urban areas where career awareness and information events

were initiated/planned by the merSETA.

Means of verification A letter on the merSETA letterhead signed by the invited school/organisation as confirmation

that merSETA initiated the career awareness and information event, and proof of request from

merSETA.

Assumptions The willingness to accept and participate in the merSETA initiated/planned career awareness

and information events.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30% of attendees

Target for Youth: 100% of attendees

Target for People with Disability (PwD): 3%

Spatial transformation

(where applicable)

50 % of career awareness and information events initiated by the merSETA will target rural

areas.

Calculation type Cumulative

Reporting Cycle Quarterly

Desired performance In the year 2020/21, 10 career awareness and information events initiated by the merSETA.

Indicator Responsibility Corporate Services Executive

116

4.16 Number of career awareness and information events in which merSETA participated.

Indicator Title Number of career awareness and information events in which merSETA

participated.

Definition This is the number of rural and/or urban areas where career awareness events/exhibitions are

planned, and where merSETA is invited to participate, and provide learners with occupational

and career information pertaining to careers in the mer-sector, with an emphasis on

occupations in high demand in the mer-sector.

Source of data Invitations for participation.

Method of calculation/

Assessment

Count the number of rural and/or urban areas where events were planned, and where

merSETA was invited and participated.

Means of verification A letter on the merSETA letterhead signed by a school/organisation as confirmation of

merSETA participation, and proof of invitation from school/organisation.

Assumptions merSETA receives sufficient invites to participate in the career awareness events.

Organisers do not cancel planned career awareness events.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable)

60% of career awareness and information events in which the merSETA participates will be in

rural areas and townships.

Calculation type Cumulative

Reporting Cycle Quarterly

Desired performance In the year 2020/21, 30 career awareness and information events in which merSETA

participated.

Indicator Responsibility Corporate Services Executive

4.17 Number of career development and advice practitioners trained.

Indicator Title Number of career development and advice practitioners trained.

Definition This is the number of career development and advice practitioners trained to provide services

that help learners, or adults, or workers to manage their careers and make occupational and

study decisions. Practitioners includes, but not limited to technical high school teachers for life

orientation subjects.

Source of data Learner Management System, register of SLA with the service provider to deliver training.

Method of calculation/

Assessment

Each practitioner is counted once for career development and/or advice training attended.

Means of verification A copy of a signed SLA with the service provider appointed to deliver training, practitioner’s

training attendance register, letter/certificate of attendance or certificate of completion of

training.

Assumptions There is adequate capacity to train career development and advice practitioners.

Disaggregation of

Beneficiaries (where

applicable)

Target for Women: 30%

Target for Youth: 20%

Target for People with Disability (PwD): 2%

Spatial transformation

(where applicable)

N/A

117

Calculation type Cumulative

Reporting Cycle Annually

Desired performance In the year 2020/21, 30 career development and advice practitioners trained.

Indicator Responsibility Corporate Services Executive

4.18 Number of merSETA skills development programmes or projects showcased or

marketed through public media platforms.

Indicator Title Number of merSETA skills development programmes or projects showcased

or marketed through public media platforms.

Definition This is the number of merSETA skills development programmes or projects showcased or

marketed through public media platforms (radio, newspapers and television)

Source of data Public media platforms

Method of calculation/

Assessment

Count the number of screenshots of social media posts, podcasts, or professional media

monitoring services reports.

Means of verification Social media posts, radio interview campaigns, podcasts or professional media monitoring

services reports.

Assumptions merSETA process owners share information on skills development programmes or projects

with the merSETA Marketing and Communications Unit on agreed timelines.

Disaggregation of

Beneficiaries (where

applicable)

N/A

Spatial transformation

(where applicable)

N/A

Calculation type Cumulative

Reporting Cycle Quarterly

Desired performance In the year 2020/21, five skills development programmes or projects showcased or marketed

through public media platforms.

Indicator Responsibility Corporate Services Executive

118

ANNEXURES

ANNEXURE A: Service Level Agreement ANNEXURE B: Materiality Framework ANNEXURE C: Grants Policy ANNEXURE D: merSETA Business Model

AN

NE

XU

RE

D:

Me

rSE

TA

bu

sin

es

s m

od

el (f

inan

cia

l in

ce

nti

ve

s a

nd

no

n-f

inan

cia

l s

erv

ice

s f

ram

ew

ork

)

The

me

rSE

TA

bu

sin

ess m

od

el (f

ina

ncia

l in

cen

tive

s a

nd n

on

-fin

an

cia

l se

rvic

es fra

me

wo

rk)

is g

ea

red

to

wa

rds th

e e

ffe

ctive

use o

f its r

esourc

es

to r

esp

ond to s

ecto

ral, n

ation

al, r

egio

na

l and

loca

l prio

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s. In

itia

tive

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re fun

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rou

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Ma

nda

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ll D

iscre

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ry G

ran

t sub

sid

y a

nd

non

-fin

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ppo

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rvic

es fo

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arn

ing

p

rovid

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w

ith

in th

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dm

inis

tration

b

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get.

T

he

bre

akdo

wn

of

the

fu

nd

ing o

f p

rogra

mm

es a

nd p

roje

cts

usin

g t

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mod

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hig

hlig

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d in t

he t

ab

le b

elo

w.

N

SD

P

OU

TC

OM

ES

N

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P S

UB

-O

UT

CO

ME

S

OU

TP

UT

IN

DIC

AT

OR

S

TO

TA

L S

ET

A

TA

RG

ET

S

SE

TA

FU

LL

Y

FU

ND

ED

T

AR

GE

TS

(F

ull

DG

su

bsid

y)

Part

ial F

un

ded

T

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GE

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part

ial

DG

su

bsid

y)

Su

pp

ort

fu

nd

ing

(M

G a

nd

no

n

fin

an

cia

l su

pp

ort

an

d s

erv

ices

1. Id

entify

an

d

incre

ase

pro

duction o

f occupations in

hig

h d

em

and

1.1

Nationa

l e

nro

lment

and r

eso

urc

e r

atios f

or

the h

igh, in

term

edia

te

and e

lem

enta

ry s

kill

s

level.

Perc

enta

ge o

f dis

cre

tio

nary

gra

nt

budg

et a

llocate

d a

t de

ve

lop

ing

hig

h level skill

s

3%

2%

1%

0

Perc

enta

ge o

f dis

cre

tio

nary

gra

nt

budg

et a

llocate

d a

t de

ve

lop

ing

inte

rmedia

te s

kill

s

59%

36%

23%

0

Perc

enta

ge o

f dis

cre

tio

nary

gra

nt

budg

et a

llocate

d a

t de

ve

lop

ing

ele

menta

ry s

kill

s

10%

8%

2%

0

Perc

enta

ge o

f dis

cre

tio

nary

gra

nt

budg

et a

llocate

d f

or

burs

ari

es

8%

6%

2%

0

1.4

Identification o

f in

terv

en

tions r

equ

ired

to

im

pro

ve e

nro

lment

and c

om

ple

tion o

f priority

occupations:

Num

ber

of W

SP

s a

nd A

TR

s

appro

ve

d f

or

sm

all

firm

s

2242

2242

0

0

Num

ber

of W

SP

s a

nd A

TR

s

appro

ve

d f

or

mediu

m f

irm

s

875

875

0

0

Num

ber

of W

SP

s a

nd A

TR

s

appro

ve

d f

or

larg

e firm

s

525

525

0

0

Num

ber

of

researc

h a

nd

develo

pm

ent colla

bora

tion

stu

die

s’ ou

tcom

es im

ple

mente

d

to s

upp

ort

th

e r

evie

w o

r re

ne

wal

of

TV

ET

colle

ge c

urr

icu

la a

nd, or

learn

ing m

ate

rials

.

2

2

0

0

Num

ber

of

tracer

stu

die

s to

be

conducte

d to

esta

blis

h

em

plo

ym

ent a

bsorp

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(inclu

din

g s

elf-e

mplo

ym

ent)

1

1

0

0

SE

TA

s id

entify

in th

eir s

kill

s

pla

nnin

g r

ese

arc

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blis

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and e

merg

ent coop

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nd

their s

kill

s n

eed

s

SS

P a

ppro

ved

b

y E

xecutive

A

uth

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s thro

ugh t

he

ir s

kill

s

pla

nnin

g r

ese

arc

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skill

s

needs o

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all

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merg

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rpri

ses

SS

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b

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xecutive

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2. L

inkin

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education

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d th

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work

pla

ce

2.1

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pen

ing o

f w

ork

pla

ce b

ased

le

arn

ing o

pport

unitie

s

incre

ased

Num

ber

of

unem

plo

yed le

arn

ers

re

gis

tere

d f

or

WIL

pro

gra

mm

es f

rom

T

VE

T

3050

1500

800

750

Num

ber

of

unem

plo

yed le

arn

ers

com

ple

ting W

IL p

rogra

mm

es f

rom

T

VE

T

750

400

200

150

Num

ber

of

unem

plo

yed le

arn

ers

re

gis

tere

d f

or

WIL

pro

gra

mm

es f

rom

H

EIs

400

250

150

0

Num

ber

of

unem

plo

yed le

arn

ers

com

ple

ting W

IL p

rogra

mm

es f

rom

H

EI’s

350

150

100

100

Num

ber

of

unem

plo

yed le

arn

ers

enro

lled inte

rnsh

ips

420

225

195

0

Num

ber

of

unem

plo

yed le

arn

ers

com

ple

ting inte

rnship

320

150

170

0

Num

ber

of

unem

plo

yed le

arn

ers

enro

lled s

kill

s p

rogra

mm

es

4050

1300

1250

1500

Num

ber

of

unem

plo

yed le

arn

ers

com

ple

ting s

kill

s p

rogra

mm

es

2800

600

1000

1200

Num

ber

of

unem

plo

yed le

arn

ers

enro

lled learn

ers

hip

pro

gra

mm

es

3000

1200

1000

800

Num

ber

of

unem

plo

yed le

arn

ers

com

ple

ting learn

ers

hip

pro

gra

mm

es

2814

600

1000

1214

Num

ber

of

unem

plo

yed le

arn

ers

enro

lled f

or

candid

acy p

rog

ram

mes

20

10

5

5

Num

ber

of

unem

plo

yed le

arn

ers

com

ple

ting c

andid

acy p

rogra

mm

es

15

8

3

4

3. Im

pro

vin

g th

e

level of

skill

s in

3.1

: T

o incre

ase

work

ers

part

icip

ating in

vari

ous learn

ing

pro

gra

mm

es to a

Num

ber

of

work

ers

enro

lled o

n

learn

ers

hip

pro

gra

mm

es

2000

800

600

600

Num

ber

of

work

ers

com

ple

ting

learn

ers

hip

pro

gra

mm

es

1417

500

400

517

the S

outh

Afr

ican

work

forc

e

min

imum

of

80%

by

2030

, to

addre

ss,

critical skill

s r

eq

uire

d

by v

ari

ous s

ecto

rs o

f th

e e

co

nom

y,

to

transfo

rm w

ork

pla

ces,

impro

ve p

rod

uctivity

and t

o im

pro

ve

econom

ic g

row

th

pro

spects

in v

arious

secto

rs o

f th

e

econom

y.

Num

ber

of

work

ers

gra

nte

d

burs

aries (

ne

w e

ntr

ies)

150

80

20

50

Num

ber

of

work

ers

gra

nte

d

burs

aries (

continu

ing)

100

40

20

40

Num

ber

of

work

ers

gra

nte

d b

urs

aries

com

ple

ting th

eir s

tud

ies

50

20

5

25

Num

ber

of

work

ers

enro

lled s

kill

s

pro

gra

mm

es

4200

1100

900

2200

Num

ber

of

work

ers

com

ple

ting s

kill

s

pro

gra

mm

es

2317

800

400

1117

Num

ber

of

work

ers

enro

lled A

ET

pro

gra

mm

es

500

250

250

0

Num

ber

of

work

ers

com

ple

ting A

ET

pro

gra

mm

es

250

150

100

0

4. In

cre

ase

access to

occupationa

lly

directe

d

pro

gra

mm

es

4.2

: In

cre

ase a

ccess

for

Inte

rmedia

te a

nd

hig

h level skill

s

Num

ber

of

art

isan le

arn

ers

enro

lled

4400

2000

1000

1400

Num

ber

of

art

isan le

arn

ers

com

ple

ting

3570

1000

1500

1070

Num

ber

of

unem

plo

yed le

arn

ers

gra

nte

d b

urs

aries (

ne

w e

nro

llments

) 100

100

0

0

Num

ber

of

unem

plo

yed le

arn

ers

gra

nte

d b

urs

aries (

continu

ing )

386

386

0

0

Num

ber

of

unem

plo

yed le

arn

ers

gra

nte

d b

urs

aries c

om

ple

ting th

eir

stu

die

s

193

193

0

0

Num

ber

of

learn

ers

un

derg

oin

g

RP

L/A

RP

L

1600

300

41

1259

Num

ber

of T

VE

T p

art

ners

hip

s

esta

blis

he

d

9

9

0

0

Num

ber

of

HE

I part

ners

hip

s

esta

blis

he

d

7

7

0

0

Num

ber

of

CE

T p

art

ners

hip

s

esta

blis

he

d

2

2

0

0

Num

ber

of

SE

TA

-Em

plo

yer

part

ners

hip

s e

sta

blis

hed

1680

1680

0

0

Num

ber

of

active

part

ners

hip

s w

ith

pub

lic s

ecto

r d

epart

ments

and

institu

tions

4

4

0

0

5. S

upp

ort

th

e

gro

wth

of

the

pub

lic c

olle

ge

syste

m

5.1

: S

up

port

the T

VE

T

Colle

ges

Num

ber

of

SE

TA

off

ices m

ain

tain

ed

in T

VE

T c

olle

ges

3

3

0

0

Num

ber

of

Centr

es o

f S

pecia

lization

(C

oS

) sup

port

ed

2

2

0

0

Num

ber

of

em

plo

yers

part

icip

ating in

the C

entr

es o

f S

pecia

liza

tio

n (

CoS

) pro

ject

35

35

0

0

Num

ber

of T

VE

T c

olle

ge

em

plo

yees

(managers

, le

ctu

rers

, supp

ort

sta

ff)

train

ed o

n m

erS

ET

A r

ela

ted

pro

gra

mm

es inclu

din

g L

itera

cy a

nd

Num

era

cy –

burs

aries

52

25

27

0

Num

ber

of T

VE

T c

olle

ge

em

plo

yees

(managers

, le

ctu

rers

, supp

ort

sta

ff)

train

ed o

n m

erS

ET

A r

ela

ted

pro

gra

mm

es inclu

din

g L

itera

cy a

nd

Num

era

cy –

skill

s p

rogra

mm

es

60

60

0

0

Num

ber

of T

VE

T c

olle

ge

em

plo

yees

(managers

, le

ctu

rers

, supp

ort

sta

ff)

train

ed o

n m

erS

ET

A r

ela

ted

pro

gra

mm

es inclu

din

g L

itera

cy a

nd

Num

era

cy –

in

dustr

y p

lace

ments

50

50

0

0

Num

ber

of T

VE

T c

olle

ges f

unde

d f

or

merS

ET

A o

ccupation

al pro

gra

mm

es,

equ

ipm

ent and

work

shop

infr

astr

uctu

re

4

4

0

0

Num

ber

of

CE

T c

olle

ge e

mplo

ye

es

(managers

, le

ctu

rers

, supp

ort

sta

ff)

train

ed o

n m

erS

ET

A r

ela

ted

pro

gra

mm

es inclu

din

g L

itera

cy a

nd

Num

era

cy –

burs

aries

10

10

0

0

Num

ber

of

CE

T c

olle

ge e

mplo

ye

es

(managers

, le

ctu

rers

, supp

ort

sta

ff)

train

ed o

n m

erS

ET

A r

ela

ted

pro

gra

mm

es inclu

din

g L

itera

cy a

nd

Num

era

cy –

skill

s p

rogra

mm

es

10

10

0

0

Num

ber

of

CE

T c

olle

ge e

mplo

ye

es

(managers

, le

ctu

rers

, supp

ort

sta

ff)

train

ed o

n m

erS

ET

A r

ela

ted

pro

gra

mm

es inclu

din

g L

itera

cy a

nd

Num

era

cy –

Ind

ustr

y p

lace

ments

10

10

0

0

Num

ber

of

CE

T c

olle

ges f

unded

for

merS

ET

A o

ccupation

al pro

gra

mm

es,

equ

ipm

ent and

work

shop

infr

astr

uctu

re

2

2

0

0

Num

ber

of

learn

ers

accessin

g C

ET

occupationa

l pro

gra

mm

es

100

100

0

0

Num

ber

of

CE

T learn

ers

accessin

g

AE

T p

rogra

mm

es

20

20

0

0

6. S

kill

s

develo

pm

ent

support

for

entr

epre

neurs

hip

and c

oopera

tive

develo

pm

ent

6.1

: T

o incre

ase s

kill

s

develo

pm

ent support

fo

r entr

epre

neuria

l activitie

s a

nd th

e

esta

blis

hm

ent of

ne

w

ente

rpri

ses a

nd

coopera

tives

Num

ber

of

co

-opera

tives s

upport

ed

with t

rain

ing inte

rventio

ns o

r fu

nded

10

10

0

0

Num

ber

of

sm

all

busin

ess s

upport

ed

with t

rain

ing inte

rventio

ns o

r fu

nded

1500

800

0

700

Num

ber

of

NLP

Es s

upp

ort

ed thro

ugh

skill

s d

eve

lopm

ent

210

150

0

60

Num

ber

of

people

to b

e tra

ined o

n

entr

epre

neuri

al skill

s

150

150

0

0

Num

ber

of

CB

Os/ N

GO

s/ N

PO

s

support

ed w

ith tra

inin

g inte

rventions

or

funded

13

13

0

0

7. E

ncoura

ge a

nd

support

work

er

initia

ted t

rain

ing

N

um

ber

of fe

dera

tions /tr

ad

e u

nio

ns

support

ed thro

ugh

the

rele

vant skill

s

train

ing in

terv

entions

4

4

0

0

8. S

upp

ort

care

er

develo

pm

ent

serv

ices

N

um

ber

of

care

er

aw

are

ne

ss a

nd

info

rmation e

vents

initia

ted

by

merS

ET

A in b

oth

urb

an a

nd r

ura

l are

as

10

0

0

0

Num

ber

of

care

er

aw

are

ne

ss a

nd

info

rmation e

vents

in w

hic

h

merS

ET

A p

art

icip

ate

d in b

oth

urb

an

and r

ura

l are

as

30

0

0

0

Num

ber

of

care

er

deve

lop

ment and

advic

e p

ractition

ers

tra

ined

30

0

0

0

Num

ber

of m

erS

ET

A s

kill

s

develo

pm

ent pro

gra

mm

es o

r pro

jects

sho

wcased o

r m

ark

ete

d thro

ugh

pub

lic m

edia

pla

tform

s

5

0

0

0

9. G

overn

ance

Quart

erl

y S

ET

A G

oo

d G

overn

ance

report

4

0

0

0

10. R

ura

l D

evelo

pm

ent

N

um

ber

of

rura

l develo

pm

ent

pro

jects

initia

ted

4

4

0

0